Supporting nutrition and dietetics students' relationships with food and body image: Adopting a co-created curricula approach

Christie Jane Bennett; Charlotte Barber; Estelle Rose; Claire Palermo; Janeane Dart

doi:10.1111/1747-0080.12862

Supporting nutrition and dietetics students' relationships with food and body image: Adopting a co-created curricula approach

Nutr Diet. 2024 Jan 21. doi: 10.1111/1747-0080.12862. Online ahead of print.

Authors

Christie Jane Bennett¹, Charlotte Barber¹, Estelle Rose¹, Claire Palermo¹, Janeane Dart¹

Affiliation

¹ Department of Nutrition, Dietetics and Food, Sub-Faculty of Clinical and Molecular Medicine, Faculty of Medicine Nursing and Health Sciences, Monash University, Victoria, Australia.

PMID: 38246599
DOI: 10.1111/1747-0080.12862

Abstract

Aims: The aims of this study were to: (1) explore perspectives of university students' and academics' regarding disordered eating, eating disorders and body image in relation to pedagogy and curricula and (2) to evaluate a co-designed student seminar and an academic workshop on these topics.

Methods: A participatory action research approach was employed whereby an educational intervention was co-created by academics and students. An online seminar was presented to students and a 1-h workshop was presented to academic staff. Evaluation was conducted via a post-seminar anonymous survey for students and a pre- and post-anonymous workshop survey for academics with a mix of Likert-scale questions and open text boxes. Qualitative data were open coded, both deductively and inductively, and quantitative data were analysed descriptively.

Results: One hundred and seventeen students attended the voluntary education seminar. Six themes were identified from student qualitative data which included feeling safe, empowered, inspired, connected, emotional and reflective. Problematic aspects of pedagogy and curricula were identified by students and included: using personal data for teaching, demonising language to describe food/bodies and not always feeling safe or supported to discuss disordered eating. Twenty academics shared divergent perspectives-some reported feeling concerned and challenged by the content (exploring disordered eating with students), others noted the complexity of the area, and others reported low/moderate confidence or indifference in the space and felt this content outside of their scope as educators.

Conclusion: Curricula interventions that reduce triggering and shaming and increase space and support for strengthening students' relationships with food and their bodies are valued by nutrition and dietetics students. We encourage academics to consider pedagogical approaches and expand discourse in this space.

Keywords: curriculum; dietetics; eating disorders; health workforce; nutrition.