Sustainability-informed dietetics education: key messages for educators and national dietetics associations.

BACKGROUND: Dietetics curricula currently fail to meet the educational needs of the future dietetic workforce to contribute expertise in sustainable, healthy food systems in the settings in which dietitians work. A 'Global Networking Event on Sustainable Food Systems in Nutrition and Dietetics Education' was held in June 2023 with the goals of building relationships among international stakeholders and informing the development of shared curricula. METHODS: Plenary lectures, panels and roundtable discussions were held over 2 days, designed to provide the background required to generate informed actions. Topics included recent research from practice and education, competency standards and relevant policy documents, examples from the field, 'big questions' about scope and student perspectives. Key messages were summarised thematically to inform educators and national dietetics associations. RESULTS: Fifty-five delegates attended from 11 nations representing education, research, dietetic associations, industry and diverse practice backgrounds. Key priorities identified for educators included co-development of curricular frameworks and pedagogical theory, practical training supports and solutions to limited time and expertise. Key recommendations for national dietetics associations included strategic promotion of sustainable food systems in dietetic roles and practical supports. CONCLUSIONS: Outcomes are anticipated to stimulate ongoing discussion, collaboration and actions on sustainable food systems education within the dietetics profession leading to shared curricular models and supports.

Smartphone Applications (Apps) for Nutrition Education: A Qualitative Analysis of Outpatient Dietitian Perspectives.

OBJECTIVE: To explore how outpatient dietitians select and use applications (apps) to support nutrition education. METHODS: Qualitative analysis of 20 dietitians who participated in semistructured interviews investigating their app use and recommendation processes. Transcripts were analyzed using thematic analysis. RESULTS: Four themes described how dietitians perceive apps for nutrition education: (1) nutrition education goals focus on long-term lifestyle behavior change while protecting patients' relationship with food, (2) attitudes toward tracking apps influence app selection, (3) dietitians differentiate among patients who will benefit from tracking vs information apps, and (4) barriers to optimal app use result in adaptations by dietitians. CONCLUSIONS AND IMPLICATIONS: Barriers exist to optimal app use for nutrition education. However, accessible app design, app selection guides, and research expounding the effects of apps and their use by dietitians may improve how practitioners incorporate apps into nutrition education.

Proposed Changes to Nutrition Curricula in Higher Education.

Although the field of nutrition has shifted to holistic approaches to dietary health, introductory nutrition courses have primarily focused on a reductionist approach. From my perspective, there is a need for radical changes in nutrition curricula to emphasize the importance of whole foods, complex dietary behavior, and food systems that align with the progress made within the field of nutrition. This holistic perspective of food and dietary patterns can help future dietitians and those not pursuing dietetics to understand the complex realities of nutrition while also learning transferable skills, such as systems-thinking, communication, and evaluation and critique of current research.

Com as mãos na terra: estratégias de promoção em nutrição agroecológica / Hands on earth: promotion strategies in agroecological nutrition

Introdução: É notório que a alimentação e a nutrição adequada constituem requisitos indispensáveis para a promoção e a proteção da saúde. Objetivo: Contribuir para a melhoria do acesso a alimentos saudáveis de famílias em um Bairro da periferia urbana do Município de Sobral através de hortas comunitárias, orgânicas e sustentáveis como estratégia de promover Educação Alimentar e Nutricional. Métodos e Materiais: Estudo descritivo com características de intervenção comunitária sob a abordagem qualitativa. A amostra inclui 15 pessoas de famílias beneficiárias do Programa Bolsa Família, acompanhadas pelo Centro de Saúde da Família. Foram realizados quatro encontros educativos sobre alimentação saudável com enfoque na inclusão de frutas, legumes e verduras. Além, do manejo de hortas para o cultivo do próprio alimento. Resultados: Os encontros tiveram duração de 8 horas ao dia, totalizando 24 horas. O momento foi oportuno para treinamento ofertado por um técnico em olericultura orgânica pela entidade parceira, que transmitiu os conhecimentos de maneira prática, em que os participantes aprenderam a preparar a terra, a semear, plantar, regar, colher. No decorrer do treinamento a nutricionista pesquisadora, transmitiu informações nutricionais. Os encontros aconteceram em dias seguidos, nos turnos manhã e tarde. Conclusão: Diante do que foi vivenciado, a pesquisa se mostrou útil para melhoria do grau de conhecimento das participantes, promoveu reflexão crítica sobre a segurança alimentar e nutricional. Ressaltou a importância de se cultivar o próprio alimento para torná-lo acessível.

This study aims at contributing to the improvement of access to healthy food for families in a neighborhood of the urban outskirts of the Municipality of Sobral through community organic and sustainable vegetable gardens as a strategy to promote Food and Nutrition Education. It is a descriptive study with characteristics of community intervention using a qualitative approach. The sample includes 15 people from families benefited from the Family Grant Program (Bolsa Família), accompanied by the Family Health Center. Four educational meetings were held on healthy eating with a focus on the inclusion of fruits and vegetables. In addition, the participants were also taught how to manage vegetable gardens for the cultivation of the food itself. The meetings lasted 8 hours a day, totaling 24 hours. The moment was ideal to provide training offered by an organic olericulture technician provided by the partner entity, who shared the knowledge in a practical way, where the participants could learn how to prepare the earth, to sow, to plant, to water, and to harvest. During the training, the nutritionist researcher also shared nutritional information. The encounters took place on consecutive days, during the morning and afternoon shifts. In view of what was experienced, the research proved to be useful for improving the participants' knowledge on the topic, promoting a critical reflection on food and nutritional security. It also emphasized the importance of cultivating the food itself to make it accessible.

Competências do nutricionista para a Atenção Primária à Saúde / Competencies of nutritionists in the Primary Health Care

Resumo A Educação Baseada em Competências propõe o uso de um currículo derivado da construção de um perfil de competências, o que se torna norteador para a formação acadêmica de uma determinada profissão. As Diretrizes Curriculares Nacionais (DCN) no Brasil têm apontado para a construção de currículos com foco em competências. Buscando contribuir com esse debate, o objetivo deste estudo foi construir um perfil de competências para os nutricionistas na Atenção Primária à Saúde (APS) a partir da revisão sobre as competências gerais dos profissionais de saúde nesse âmbito de atenção. Trata-se de estudo qualitativo e exploratório, com seleção de consensos e estudos sobre a formação profissional, incluindo diretrizes e resoluções; o material selecionado foi submetido à análise temática. As categorias de análise encontradas foram assim agrupadas: competências relativas ao sistema de saúde e ao modelo de atenção; competências relativas à atenção à saúde; competências humanísticas e culturais; competências sociais e de comunicação; e competências técnicas e metodológicas. Os resultados permitiram traçar um perfil de competências de acordo com os objetivos pretendidos, podendo colaborar com a definição de diretrizes para a formação dos nutricionistas, com foco na APS.

Abstract Competency-Based Education proposes the use of a curriculum derived from the construction of a profile of competencies, which becomes a guide for the academic formation of a particular profession. The National Curriculum Guidelines (DCN) in Brazil have pointed to the construction of curricula with a focus on competencies. Seeking to contribute to this debate, this study aimed to build a profile of competencies for nutritionists in Primary Health Care (PHC) based on a review of the general competencies of health professionals in this area of care. This is a qualitative and exploratory study, with selection of consensus and studies on professional training, including guidelines and resolutions; the selected material was submitted to thematic analysis. The analysis categories found were grouped as follows: competencies related to the health system and the care model; competencies related to health care; humanistic and cultural competencies; social and communication skills; and technical and methodological skills. The results made it possible to draw a profile of competencies according to the intended objectives, being able to collaborate with the definition of guidelines for the training of nutritionists, with a focus on PHC.

[Nutritional education protocol in the treatment of eating disorders in the clinical and care settings]. / Protocolo de educación nutricional en el tratamiento de los trastornos de la conducta alimentaria en el ámbito clínico y asistencial.

INTRODUCTION: Nutrition education (NE), as part of the treatment of eating disorders (EDs), plays a crucial role in helping patients to change their food attitudes and routines, lose fears, and recover a healthy eating pattern. All these changes may contribute to improving their nutritional status. However, there is a lack of consensus and standardization concerning the procedures to teach it. This work's objective was to elaborate a consensual protocol for NE implementation in the treatment of EDs to help in decision-making regarding which patients are appropriate candidates to receive NE, the agents (family, school community) and professionals involved, and the areas in the healthcare system that are best suited for implementation. Moreover, it would help in selecting the the topics to be imparted, and in following up treatment progression.

INTRODUCCIÓN: La educación nutricional (EN), dentro del tratamiento de los trastornos de la conducta alimentaria (TCA), juega un papel fundamental ya que contribuye a que el paciente modifique sus actitudes y rutinas en relación con la comida, pierda miedos y restablezca un patrón de alimentación saludable, favoreciendo de este modo su recuperación nutricional. Sin embargo, existe falta de consenso y estandarización acerca de los procedimientos para llevarla a cabo. El objetivo de este trabajo es elaborar un protocolo consensuado de EN en el contexto del tratamiento de los TCA que permita ayudar a la toma de decisiones sobre: los pacientes candidatos a recibirla, los agentes (familia, comunidad escolar) y profesionales implicados, los ámbitos de implementación de la intervención, la información sobre los pacientes que es necesario conocer, los temas, objetivos y contenidos a trabajar, y la necesidad de evaluación de la progresión del paciente y los programas desarrollados.

Scientific production of nutrition courses in food and nutrition in collective health: contributions to the debate on professional performance

This study aims to analyze the scientific production of Nutrition courses on knowledge core Food and Nutrition in Collective Health (FNCH) and its associations with institutional characteristics and advisor's academic degree. A bibliometric study was performed on 195 final projects of five nutrition courses in Rio Grande do Nortestate (Brazil) from the year 2013. Information related to higher education institutions and academic degree of advisor were collected. From the reading of sections of final projects, screening was performed on final project involvement with knowledge core FNCH, being collected general methodological characteristics, classification on sub cores of FNCH, and theme approached. Pearson's chi-square test was used with a significance level at p-value ≤ 0.05 and 95% confidence interval in a univariate and bivariate way.From the total of analyzed final projects, 54 (27.7%) were related to knowledge core FNCH, prevailing final projects with a quantitative approach (61%), presented as scientific articles (57%), and performed in public services (45%). There was an emphasis on the sub-core of Nutritional Epidemiology (63%) [p < 0.001], with the theme Nutritional Assessment (57%) [p < 0.001]. There was no significant association between FNCH final projectsproportion and institutional characteristics or advisor's academic degree. Thinking about nutritionists' practice, limitations were identified on FNCH scientific production, with an emphasis on nutritional diagnosis researches, with less involvement in public health policies and human and social sciences.

Dietitians supporting breastfeeding: a survey of education, skills, knowledge and attitudes.

BACKGROUND: Breastfeeding rates in Ireland are among the lowest in the world; thus, it is important to understand what knowledge and skills exist and what are the education needs of dietitians. There has been no Irish research on dietitians' perception of their role in promoting, protecting and supporting breastfeeding. AIMS: The aim of this study was to explore the breastfeeding-related education that dietitians participated in, their breastfeeding-related skills, knowledge and attitudes towards breastfeeding. METHODS: An e-survey was conducted among members of the Irish Nutrition and Dietetic Institute. RESULTS: Fifty-nine percent of the 181 respondents received education or training on breastfeeding since qualifying with a trend of more training time on general breastfeeding knowledge and less time on clinical issues. There were lower confidence in skills, and role expectations related to clinical practice and clinical skills were perceived as required by only a few dietitians in specific roles. Personal breastfeeding experience was associated with greater confidence in their breastfeeding-related skills and a greater likiehood of reporting positive attitudes. The main source of information about breastfeeding was own reading or experience. Most respondents (64%) felt that their practice would benefit from additional training. The most frequently reported barriers to providing breastfeeding-related care were "I lack the skill", "I lack the confidence", and "I lack the knowledge to provide assistance with breastfeeding". CONCLUSIONS: Further examination of the role of the dietitian and the establishment of expected competencies would provide a clear framework for future training and education of dietitians towards increasing breastfeeding prevalence in Ireland.

Clock hours of food and nutrition education in curricula of undergraduate nutrition programs: a two-country comparison / Horas de instrução de educação alimentar e nutricional nos currículos de cursos de graduação em nutrição: comparação entre dois países

ABSTRACT Objective To make a critical and comparative analysis of curricula of Brazilian and Portuguese higher education institutions in terms of clock hours and semester distribution of food and nutrition education in undergraduate nutrition programs, also assessing the main differences among courses classified into thematic axes and professional practice areas. Methods The curricula of fifteen Brazilian and eleven Portuguese nutrition programs were collected and classified into thematic axes and professional practice areas with the method of Document Analysis. Next, we performed statistical analysis regarding the total and proportional clock hours of instruction and their semester distribution to assess the differences between the two countries. The variables of interest were the hours of Food and Nutrition Education and their semester distribution. Results The Food and Nutrition Education axis was the second smallest one, with statistically significant differences among the axes (2.2% of curricula; p<0.001). Brazilian higher education institutions showed greater total clock hours of Food and Nutrition Education (p=0.018), Human and Social Sciences (p=0.003), Public Health (p<0.001), as well as a wider dispersion and lower relative weighted mean for the semester offering of courses (p=0.004) of Food and Nutrition Education courses. Portuguese higher education institutions showed greater total and proportional clock hours of instruction for Exact Sciences (p<0.005; p=0.001, respectively) and more proportional hours of Biologic and Health Sciences (p<0.001). Conclusion Our study found a reduced presence of the area of Food and Nutrition Education in the undergraduate training of nutritionists in both countries.

RESUMO Objetivo Realizar uma análise crítica e comparativa das horas de instrução e distribuição semestral da Educação Alimentar e Nutricional nos cursos de graduação em nutrição. Além disso, analisar as principais diferenças entre disciplinas classificadas em Eixos Temáticos e em Áreas De Atuação Profissional de currículos de cursos de nutrição das Instituições de Ensino Superior brasileiras e portuguesas. Métodos Os currículos de quinze instituições brasileiras e onze portuguesas foram coletados, e o método Análise Documental foi usado para classificar as disciplinas de cada curso em Eixos Temáticos e em Áreas de Prática Profissional. Em seguida, foi feita uma análise estatística das horas de aula totais e proporcionais e do semestre de oferta, para verificar a diferença entre os países. As horas de instrução de Educação Alimentar e Nutricional e a distribuição semestral foram as variáveis de interesse. Resultados O eixo Educação Alimentar e Nutricional foi o segundo menor, com diferença estatisticamente significativa entre eixos (2,2% dos currículos; p<0,001). As Instituições de Ensino Superior brasileiras apresentaram maior carga horária absoluta para Educação Alimentar e Nutricional (p=0,018), Ciências Humanas e Sociais (p=0,003) e Saúde Pública (p<0,001), e maior dispersão e menor média ponderada relativa de localização do curso (p=0,004) para as disciplinas de Educação Alimentar e Nutricional. As Instituições de Ensino Superior portuguesas apresentaram maior carga horária absoluta e proporcional em Ciências Exatas (p<0.005; p=0,001 respectivamente) e maior proporcional em Ciências Biológicas e da Saúde (p<0.005). Conclusão Este estudo encontrou uma presença reduzida da área de Educação Alimentar e Nutricional na formação de nutricionistas em ambos os países.

Efficacy and acceptability of a web platform to teach nutrition education to children.

INTRODUCTION: Introduction: Nutrition Education (NE) has been identified as a key factor to prevent children obesity. Teachers and dietitians are the professionals in charge of transmitting this knowledge to children; however, it has been identified that they do not possess either proper training, or the proper tools to perform this activity. Objectives: to evaluate the acceptability and usability of a NE Internet platform and its two "Serious Games" (SGs) among a sample of elementary school teachers, dietitians, and education students. In addition, to evaluate the efficacy of this platform to teach NE in a sample of children aged 9 to 12 years. Methods: a total of 66 NE professionals and 135 children participated. Usability and acceptability questionnaires of the platform and an instrument to measure the acceptability, immersion, and playability of the SGs were administered to the professionals. The children fulfilled a questionnaire on nutritional knowledge. Descriptive statistics analyzed the main responses of the professionals involved, and an ANOVA compared the differences observed. For the children´s data a t-test of repeated samples and a repeated-measures ANOVA were performed. Results: dietitians and education students responded with a favorable opinion about the platform; however, the scores given by all professionals to the SGs ranged from low to moderate. Children increased their nutritional knowledge from pre to post evaluation (p < 0.001). This increase was observed in 10-year-old children and in children with 11 to 12 years of age, but not in 9-year-olds. Conclusions: this platform proved to be an effective tool to increase children's nutritional knowledge. Professionals expressed a medium level in terms of acceptability and usability for this platform, but also effectiveness in providing NE to children.

INTRODUCCIÓN: Introducción: la Educación Nutricional (EN) se ha identificado como un factor clave para prevenir la obesidad infantil. Los profesionales encargados de transmitir este conocimiento a los niños son maestros y dietistas; sin embargo, se ha identificado que no cuentan ni con la capacitación ni con las herramientas adecuadas para realizar esta actividad. Objetivos: evaluar la aceptabilidad y la facilidad de uso de una plataforma de Internet de EN y sus dos "Juegos Formativos" (JF) en una muestra de maestros de primaria, nutricionistas y estudiantes de educación. Además, evaluar la eficacia de esta plataforma para enseñar EN en una muestra de niños de 9 a 12 años. Métodos: participaron un total de 66 profesionales de EN y 135 niños. Se administraron a los profesionales cuestionarios de usabilidad y aceptabilidad de la plataforma, y un instrumento para medir la aceptabilidad, la inmersión y la jugabilidad de los JF. Los niños completaron un cuestionario sobre conocimiento nutricional. Se analizaron con estadísticas descriptivas las principales respuestas de los profesionales y las diferencias se compararon con un ANOVA. Para los datos de los niños se realizaron una prueba "t" de muestras repetidas y un ANOVA de medidas repetidas. Resultados: los nutricionistas y los estudiantes de educación dieron una opinión favorable sobre la plataforma; sin embargo, las puntuaciones de todos los profesionales acerca de los JF fueron de bajas a medias. Los niños aumentaron su conocimiento nutricional al comparar la evaluación antes y después de la plataforma (p < 0.001). El aumento se observó en los niños de 10 años y en los niños de 11 a 12 años, pero no en los niños de 9 años. Conclusiones: esta plataforma demostró ser una herramienta efectiva para aumentar el conocimiento nutricional de los niños. Los profesionales expresaron un nivel medio en términos de aceptabilidad y usabilidad para esta plataforma, pero también efectividad para impartir EN a los niños.

Training Needs of Nutrition Educators Engaged in Policy, Systems, and Environmental Approaches.

OBJECTIVE: Assess training needs of nutrition educators incorporating policy, systems, and environmental (PSE) approaches into their obesity prevention efforts, to identify content for online training. METHODS: Conducted a national, online survey of state and local Expanded Food and Nutrition Education Program and Supplemental Nutrition Assistance Program Education professionals engaged in PSE efforts. RESULTS: Respondents (n = 601) rated the importance of 24 training topics related to planning, implementing, and evaluating PSE approaches. Most (21) topics were rated very important or essential, confirming the need for a comprehensive approach. Paired-sample t tests found significant differences (P <0.001) in some training needs between local and state staff (eg, training in evaluation rated higher for state staff). Training needs did not differ by program, region, or length of employment. The top 5 settings for PSE efforts were schools, farmers' markets, food banks/pantries, community gardens, and after-school programs. CONCLUSIONS AND IMPLICATIONS: Results informed the development of an online training for program implementers. Future research will be needed to assess and refine training needs further, which will evolve as nutrition educators gain more experience in PSE approaches.

Objectives and Competencies in Food and Nutrition Education in the Brazilian Undergraduate Nutrition Program.

OBJECTIVE: To identify the objectives and competencies sought by the discipline of food and nutrition education (FNE) in the training of nutritionists. DESIGN: A qualitative study, based on the Theory of Social Representations. SETTING: A total of 381 Brazilian public and private higher education institutions with undergraduate courses in nutrition were invited to complete an online questionnaire. PARTICIPANTS: A total of 104 professors of FNE participated in the study. ANALYSIS: Qualitative analysis using the Discourse of the Collective Subject method and the Central Core Theory. RESULTS: The FNE discipline aims to bring awareness to the importance of the promotion of health and food and nutrition security, to break with the biological and normative vision of food, to problematize the factors related to food, and to seek strategies of promoting healthy eating habits. In addition to preparing students for their role as educators, from planning to the evaluation of FNE actions, the intended competencies range from the development of criticality in educational practices to the application of appropriate pedagogical approaches. CONCLUSION: The objectives of FNE and the desired competencies are articulated and involve, among others, preparing nutritionists for their role of educators.

Supervised practice program guided by the Accreditation Council for Education in Nutrition and Dietetics standards improves potential employability of nutrition/dietetics graduates: perspective of employers and preceptors.

BACKGROUND: This study investigated employers' perspectives on the impact of a supervised practice program (SPP), guided by international accreditation standards on the skill development and potential employability of dietetics students. MAIN BODY: This study was based on qualitative research. Fifteen potential employers, who also served as SPP preceptors, participated in this study. Participants were interviewed using semi-structured questionnaire. All interviews were conducted face-to-face by a trained interviewer. Participates were invited to discuss their own experiences in the current SPP, their perceptions of the impact of SPP on skills and attributes of graduates, and their overall ideas of how SPP may contribute to the employability of graduates. This study found that the SPP program guided by international accreditation standards shaped the duties and responsibilities of preceptors/supervisors and promoted a beneficial relationship between preceptors and SPP students. The benefits to graduates include bridging the gap between classroom didactic knowledge and practice; improving workplace self-confidence; developing competencies such as critical-thinking, communication, interviewing, and counselling skills in various multidisciplinary and multicultural settings. In addition, the preceptors suggested that accreditation-guided SPP contributes to the employability of graduates. Also, they opined that it reduced the need for orientation and shortened the probation time because students were familiar with the work environment and work flow. This lead to the improved preparedness for work. CONCLUSION: SPP based on set of competencies guided by international accreditation standards provides an up-to-date curriculum, improves the quality of the nutrition and dietetics services, and increases the potential employability of the graduates.

[ACTUAL SITUATIONS OF FOOD ALLERGY RELATED EDUCATION AT NUTRITIONIST TRAINING SCHOOL IN JAPAN].

BACKGROUND & AIM: In the clinical field of food allergies, dietary management towards patients is done inadequately. One plausible reason for this is the possible deficiency of food allergy education during the training courses for registered dietitians. This time, we will investigate the actual situations of food allergy education practiced in the training courses of registered dietitians, and reveal the point at issue. METHOD: We conducted a factual survey via mailing method towards registered dietitian and dietitian nutritionist training facilities throughout the whole country. The survey items include the existence of lectures or practical trainings about food allergies, the pre-graduate education of food allergies, and much more. RESULTS: We got answers from 213 facilities (collection rate 75%). Lectures about food allergies were conducted in 96% of the facilities, and the median of the lecture hour was 210 minutes. Similarly, practical trainings were conducted in 74% of the facilities, and the median was 90 minutes. The rate of people who strongly feel the need for food allergy education was 49%, and the rate for people who felt it was 50%. However, the rate of an ideal educational condition was 32%, and the rate of people who didn't have any plans of increasing the number of lectures and practical trainings were 82%. The major reasons for this were, the crammed condition of the curriculums, and the difficulties conducting lectures and practical trainings that span over several fields of expertise. CONCLUSION: In the training courses of registered dietitians, the practice of food allergy education is hardly adequate, and the educational sites seem to recognize the problem, but they are also pessimistic regarding the improvement of the situation due to the difficult problems that were revealed in this survey. From now on, it is strongly expected for the government and its people to work together to improve the current situation.

Patient Involvement in Education of Nutrition and Dietetics Students: A Systematic Review.

A client-centred approach sits at the core of modern healthcare. Exploration of the patients' role within the education of nutrition and dietetic students has not previously been undertaken. This review aimed to synthesise the learning outcomes that result from involvement of patients in nutrition and dietetic student education, and to consider whether these interactions promote patient-centred care. Five electronic databases were searched, supported by hand-searching of references of included studies. Screening of title/abstract and then full text papers was undertaken; key characteristics and outcomes were extracted and synthesised narratively. The likely impact of interventions was evaluated using Kirkpatrick's Hierarchy; study quality was assessed using the Medical Education Research Study Quality Instrument and Critical Appraisal Skills Programme checklist. Of 7436 studies identified through database searching, and one additional study located through hand searching of reference lists, the final library consisted of 13 studies. All studies reported benefits for student learning from patient involvement, while one paper identified patient benefits from student interventions. Patients as recipients of care mostly contributed in a passive role in student education activities. Quality assessment identified methodological limitations in most studies. Patient involvement in the education of dietitians supports skill development and therefore progression to professional practice. Although nutrition and dietetics education has a focus on client-centred care, the translation of these concepts into an interactive student educational experience has been investigated to a limited extent. Collaboration with patients in student education is an area for further development.