Background/Problem: The COVID-19 pandemic posed challenges to the traditional approach in clinical dietetics practicum (CDP). In that light, dietetic educators have to rapidly forged innovation in curriculum delivery by incorporating transformative learning (TL). The major tenet of TL is the deliberation of disorienting dilemma (DD) among the students and the educators as a catalyst for a paradigm shift in delivering evidence-based nutrition care. Hence, TL in the current context deployed active learning, teamwork, communication skills and digital competency among dietetics interns to drive the change in practice. Purpose: To discover the experiences and involvement of interns undergoing CDP using TL approach. Method: TL strategies were imbedded in a 6-week self-directed online program aimed at delivering evidence based nutrition care for a targeted patients population. A total of 36 of students were divided into seven groups. Each group were required to explore a non-face to face strategies to deliver nutrition care, representing DD scenario. Implementation of new approach to deliver the evidence-based contents that are tailored to patients’ needs were achieved via need assessment analysis, engagement and discussion with stake holders and careful development plan for action. Their experience and involvement were documented in the report. Results: TL approach resulted in strengthened professionalism, improved communication skills, coordination of care, team work, improved confidence level and wiser in handling challenging situation. It is also evidence that TL approach expedite digital competency of these dietetic interns not only to be ready for entry-level dietitian but also the aftermath of COVID-19 pandemic. Implications: TL approach can be effectively applied to the CDP, it may have the potential to advance lifelong learning that enhance the dietetics profession.
Gallagher, T. H., & Schleyer, A. M. (2020). ‘We signed up for this!” Student and trainee responses to the Covid-19 pandemic. N Eng J Med, 382(25), e96.
Goh, P., & Sandars, J. A. (2020). A vision of the use of technology in mdical education after the COVID-19 pandemic. Med Ed Publish, 9(1), 49.
Liang, Z. C., Ooi, S. B. S., & Wang, W. (2020). Pandemics and their impact on medical training: lessons form Singapore. Acad Med, doi: 10.1907/ACM.0000000000003441.
Mezirow, P. (2000). Learning to think like a adult: Core concepts of transformation theory. In Learning as Transformation: Critical Perspectives on a Theory in Progress (pp. 334). San Francisco, CA: Jossey-Bass.
Taylor & Cranton. (2012). The handbook of transformative learning: Theory, research and
practice. San Francisco, CA: Jossey-Bass.
In-Text Citation: (Zaid et al., 2022)
To Cite this Article: Zaid, Z. A., Daud, Z. ‘Azuan M., Naharuddin, N., Hisham, M. N. A. B., & Basar, N. A. M. (2022). Transformative Learning Approach in Dietetics Curricular: A Paradigm Shift in Clinical Dietetics Practicum. International Journal of Academic Research in Business and Social Sciences, 12(11), 1663– 1668.
Copyright: © 2022 The Author(s)
Published by Knowledge Words Publications (www.kwpublications.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode
