Concept-based curriculum: An evidence-based approach to developing a new framework for dietetics education?

Abstract

Aims: Concept-based approaches to curricula have been proposed as a solution to this issue, and 56 concepts have been proposed for dietetics curricula. This study aimed to develop a framework for a dietetic concept-based curriculum.

Methods: A pragmatic approach was employed by a team of nine experienced Australian dietetic educators. Iterative processes of idea generation, reflection, group discussion, and consensus formation were applied by seven of the academics in a two-day face-to-face workshop and four online meetings to further develop the 56 curriculum concepts previously identified for dietetics by Tweedie et al. The discussions were supported by document analysis and critical discussion with two other academics as a reference group. The finalised set of concepts were conceptualised into a curriculum framework.

Results: The original 56 concepts were expanded to 63, with seven concepts added in response to developing workforce demands. The 63 concepts were arranged into a framework of 19 core and 44 supporting concepts. Two exemplars were developed to show how five core concepts could be taught. The research team's processes and experiences provide a method for renewing curricula using concepts to guide others wishing to take this approach.

Conclusion: This study used an evidence-based approach to develop the first concept-based curriculum framework for dietetics. This paper provides a guide and practical tools for dietetics curriculum developers willing to apply a different approach. These findings have implications for curriculum renewal in other competency-based credentialing programs.