Repeated Critical Reflection Aids Soft Skills Development and Professionalism in a Dietetics Curriculum

Objective Repeated critical reflection as a mechanism for facilitating personal growth, academic learning, and civic engagement in dietetics courses for career preparedness and professionalism Use of Theory or Research Incorporating service-learning into dietetics curriculum is an avenue to provide understanding more complex problems within the discipline, broadening perspectives and increasing awareness of self and others’, and enhancing preparedness for civic and professional responsibility. Constructivist educational theory through service-learning supports active learner participation as they experience and interact with others that challenge their prior understanding. Critical reflection models such as DEAL (Describe, Examine, Articulate Learning) and ERA (Experience, Reflection, Action) guide the continuity of possible learning, and ensure the progress of the individual. Target Audience Students from 4 cohorts (N=73) enrolled in an undergraduate Nutrition and Dietetics (DPD) program during 2018-22 Course/Curriculum Description A sequence of 2 consecutive Community Nutrition courses integrated service activities/assignments including repeated critical reflection journals at regular and purposefully constructed intervals (before, during, and after service) using the ERA and DEAL models. Evaluation Methods Written reflective journal responses were reviewed and coded using an instructor created assessment rubric informed by AAC&U's VALUE rubrics. Results Students identified organization and communication as areas for personal growth; they made connections to policies, programs, and people in their academic learning especially related to conceptual skills; and they brainstormed possible solutions to civic challenges in the 1st course. Building upon their reflective habit in the 2nd course, they improved time-management, creativity, teamwork, and self-efficacy with genuine dedication to community programming and partnerships. They also had greater responsibility/maturity, adaptability, and initiative for preparedness. Funding None Repeated critical reflection as a mechanism for facilitating personal growth, academic learning, and civic engagement in dietetics courses for career preparedness and professionalism Incorporating service-learning into dietetics curriculum is an avenue to provide understanding more complex problems within the discipline, broadening perspectives and increasing awareness of self and others’, and enhancing preparedness for civic and professional responsibility. Constructivist educational theory through service-learning supports active learner participation as they experience and interact with others that challenge their prior understanding. Critical reflection models such as DEAL (Describe, Examine, Articulate Learning) and ERA (Experience, Reflection, Action) guide the continuity of possible learning, and ensure the progress of the individual. Students from 4 cohorts (N=73) enrolled in an undergraduate Nutrition and Dietetics (DPD) program during 2018-22 A sequence of 2 consecutive Community Nutrition courses integrated service activities/assignments including repeated critical reflection journals at regular and purposefully constructed intervals (before, during, and after service) using the ERA and DEAL models. Written reflective journal responses were reviewed and coded using an instructor created assessment rubric informed by AAC&U's VALUE rubrics. Students identified organization and communication as areas for personal growth; they made connections to policies, programs, and people in their academic learning especially related to conceptual skills; and they brainstormed possible solutions to civic challenges in the 1st course. Building upon their reflective habit in the 2nd course, they improved time-management, creativity, teamwork, and self-efficacy with genuine dedication to community programming and partnerships. They also had greater responsibility/maturity, adaptability, and initiative for preparedness. None