Narrative Literature Review

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.