Bibliographic record
Abstract
The Partnership of Dietetic Education and Practice (PDEP) has introduced two new competencies surrounding diversity and culture to the Integrated Competencies of Dietetic Education and Practice (ICDEP). Dietetic educators can consider utilizing critical pedagogies, such as culturally responsive pedagogy (CRP), to support their implementation. Currently, it is unknown how CRP can be applied to support cultural competency education and training for Canadian dietetic students. As such, this narrative literature review aims to address this gap through the following research questions: 1) What is the current state of cultural competency education and training for Canadian dietetic students?; 2) What are the key principles and strategies of CRP?; 3) How are other healthcare professionals implementing CRP in their curriculum?; 4) What are the barriers and supports needed to implement and sustain CRP?; and 5) What are the best practices and recommendations for using CRP in implementing cultural competency education and training for Canadian dietetic students? From the findings, seven recommendations for stakeholders to implement into practice were generated: 1) Implement policies that support the delivery of cultural competency; 2) Implement faculty development training on CRP; 3) Recruit ethnically diverse faculty and student population; 4) Engage in self-reflection on personal attitudes and beliefs; 5) Design culturally relevant curricula; 6) Implement group assignments; and 7) Create opportunities for engagement for social action. With effective implementation, we can expect Canadian dietetic students to improve their cultural competence. Developing culturally competent dietitians is essential to reducing racial and ethnic disparities in immigrant populations and supporting equitable healthcare.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.011 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".