A longitudinal examination of cognitive and affective behaviors among dietetic students in a didactic program in dietetics

Plan AThe goal of dietetics education is to produce professionals who exhibit the problem-solving and critical thinking skills needed in a profession under continuous transformation (Chernoff 1997b, 539). Little research exists, however, that examines whether dietetic students possess the required attributes to survive and adapt to a constantly changing environment. To assist educators in providing an environment that facilitates optimal learning and is emotionally rewarding for their students, an understanding of the learning and affective behaviors of dietetic students must be investigated. Furthermore, a longitudinal design is required in order to evaluate the full scope of the educational process on these behaviors. The purpose of this study was to examine the cognitive and affective behaviors among dietetic students progressing through a didactic program in dietetics at the University of Wisconsin-Stout. Cognitive behaviors examined focused on the learning processes of memorization, reflection, and conceptualization, approaches to studying (e.g., students, texts), information memorized and retained, learning experience, epistemological beliefs, advice for studying, and motivators for learning. Affective behavior study concentrated on self-esteem and locus of control. Professional and personal goals, and enablers and obstacles to goal attainment were also investigated. Data were obtained from the Cognitive Behavior Survey, Rosenberg Self-Esteem Scale, and Rotter Internal-External Locus of Control Scale, and a Goal Analysis Questionnaire. Survey sets were administered to two groups of dietetic students in fall 1995 and 1996 in an introductory course Dietetics as a Profession. Survey sets and a Demographic Data Form were readministered to the 1995 students in 1997, and to the 1996 students in 1998. Using a general linear model, multivariate analysis, the 1995 and 1996 cohorts were collapsed into one representative sample for 17 of 20 variables examined. Most notable, a significant decrease in positive learning experience was observed (PLE) (t 4.08, df 34, p <.0001) from baseline to follow-up. In particular, students found their experience significantly less enjoyable (t 3.50, df 34, p .001) and more tedious (t 4.33, df 34, p <.0001). Working in a field of interest was a major goal that would be met by a career in dietetics at baseline. Fewer students reported this goal as being met at follow-up. Selfmotivation was the biggest enabler to goal attainment. Programmatic issues, time management, and financial concerns were consistent obstacles. Seeking help from iv others, practicing good time management, and reviewing material were advised as effective for studying at baseline, but reviewing material and help-seeking were less practiced at follow-up. Students were motivated to learn primarily by the presence of competition as they progressed through the program. A decline in favor toward reflective thinking, transfer status, competition, and burnout were possible reasons for the perceived negativity toward the learning environment. Incorporation of problem-based learning into the dietetics curriculum may enhance critical thinking and collaboration, and provide for a more positive learning experience