Abstract
AIM: Evaluate assessment practices and outcomes for dietetic students and compare findings with those from a previous systematic review. METHODS: A systematic review was conducted whereby four databases (MEDLINE, Embase, Cumulative Index in Nursing and Allied Health Literature, and Education Resources Information Centre) were searched on 11 October 2023 with terms related to dietetics, students, and assessment. The search was repeated on 8 January 2025 to identify new publications. Eligibility criteria were primary research published after 1 June 2017 reporting at least one assessment method for dietetic students with an assessment-related outcome. Assessment practices and outcomes were evaluated using Miller's Pyramid, the New World Kirkpatrick's Hierarchy, and the principles of programmatic assessment. RESULTS: From 5701 search results, 22 were identified, revealing new assessment practices, including entrustable professional activities, e-portfolios, and programmatic assessment, localised to Australia and Singapore. Compared to publications prior to 2017, a greater proportion conceptualised assessment as part of a system (46% compared to 28%) with a sustained higher prevalence of does and shows levels of Miller's Pyramid. Evaluation continued to focus on reaction, learning, and behaviour. CONCLUSIONS: Findings indicate a transition towards programmatic approaches to systems of assessment within dietetics, though this shift was not observed globally. Such a shift is crucial for ensuring the profession's agility in responding to modern disruptors and maintaining the delivery of high-quality education.