Systematic review of knowledge, confidence and education in nutritional genomics for students and professionals in nutrition and dietetics

Wright, O. R. L. (2014) Systematic review of knowledge, confidence and education in nutritional genomics for students and professionals in nutrition and dietetics. Journal of Human Nutrition and Dietetics, 27 3: 298-307. doi:10.1111/jhn.12132


Author Wright, O. R. L.
Title Systematic review of knowledge, confidence and education in nutritional genomics for students and professionals in nutrition and dietetics
Journal name Journal of Human Nutrition and Dietetics   Check publisher's open access policy
ISSN 0952-3871
1365-277X
Publication date 2014-06-01
Year available 2013
Sub-type Critical review of research, literature review, critical commentary
DOI 10.1111/jhn.12132
Volume 27
Issue 3
Start page 298
End page 307
Total pages 10
Place of publication Chichester, West Sussex, United Kingdom
Publisher Wiley-Blackwell
Language eng
Formatted abstract
Background: This review examines knowledge and confidence of nutrition and dietetics professionals in nutritional genomics and evaluates the teaching strategies in this field within nutrition and dietetics university programmes and professional development courses internationally.

Methods: A systematic search of 10 literature databases was conducted from January 2000 to December 2012 to identify original research. Any studies of either nutrition and/or dietetics students or dietitians/nutritionists investigating current levels of knowledge or confidence in nutritional genomics, or strategies to improve learning and/or confidence in this area, were eligible.

Results: Eighteen articles (15 separate studies) met the inclusion criteria. Three articles were assessed as negative, eight as neutral and seven as positive according to the American Dietetics Association Quality Criteria Checklist. The overall ranking of evidence was low. Dietitians have low involvement, knowledge and confidence in nutritional genomics, and evidence for educational strategies is limited and methodologically weak.

Conclusions: There is a need to develop training pathways and material to up-skill nutrition and/or dietetics students and nutrition and/or dietetics professionals in nutritional genomics through multidisciplinary collaboration with content area experts. There is a paucity of high quality evidence on optimum teaching strategies; however, methods promoting repetitive exposure to nutritional genomics material, problem-solving, collaborative and case-based learning are most promising for university and professional development programmes.
Keyword Dietetics
Education
Genomics
Professional development
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ
Additional Notes Article first published online: 20 June 2013.

Document type: Journal Article
Sub-type: Critical review of research, literature review, critical commentary
Collections: Graduate Certificate in Higher Education
Official 2014 Collection
School of Human Movement and Nutrition Sciences Publications
 
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Created: Mon, 13 Jan 2014, 03:52:20 EST by Deborah Noon on behalf of School of Human Movement and Nutrition Sciences