Acknowledging and adapting to dietetic students' changing needs

PURPOSE: Various societal influences have shaped the way dietetic students view and react to current educational situations. Students' perspectives were sought on conditions that caused stress in the educational environment, what they thought educators did not understand about them, and changes their faculty or preceptors had made to address their needs. METHODS: Third- and fourth-year university students, interns in their final rotations, and master's degree students completed a questionnaire (n=284). RESULTS: Several stressors were identified: thinking about getting a job as a dietitian, lack of finances or debt, competing for internship positions, the ability to meet program demands, and envisioning the area in which they would specialize. The qualitative analysis highlighted gaps in understanding between students and educators. Gaps concerned student finances, the evaluation process, inflexible undergraduate and internship structures, competition among students, ineffective communication, and finding a balance between academics and other competing interests. CONCLUSIONS: A conflict exists between what students expect as part of their educational experience and what they actually experience. Students appreciated educators who engaged them in the learning process and recognized the realities of their lives.