Creating game changing graduates in nutrition and dietetics through active learning, authentic assessment and student partnerships, using Entrustable Professional Activities (2016–2017)
There is an imperative in health professional education for diverse skills development to sustain careers in unpredictable futures. The latest (2015) nutrition and dietetics competencies in Australia incorporate emphasis on client-centredness, flexibility, entreprenuership, change management and advocacy. The aim of this study is to collaborate with experts in higher education, assessment, and with students as co-curricular partners, to achieve an external validation of the translation of these new competency standards into a series of Entrustable Professional Activities (EPAs). Their effect on workplace preparation and authenticity of assessment will also be investigated. Expected outcomes incude a validated, workplace-focused curriculum and authentic assessment processes including greater opportunities for work integrated learning (WIL) in novel employment areas, active learning, cultivation of entrepreneurialism through design thinking and assessment flexibility. This will develop graduates more capable of leading and creating change in practice. Outcomes will serve as a model for other health disciplines.