Student and faculty perceptions of research in nutrition and dietetics: A qualitative investigation.

Evidence is fundamental to the practice of nutrition and dietetics yet few dietitians pursue research as a career path. The aim of this study was to explore elements of undergraduate teaching and learning in nutrition and dietetics that supports research skills development and inspires students to pursue research. This researched formed part of a process intended to inform curriculum development for undergraduate dietetic education. In-depth interviews with dietitians (past undergraduate students) pursuing research degrees and academics embedding research skills within their teaching and learning in nutrition and dietetics and other health professions were conducted, transcribed and analysed using thematic analysis. Eight students and five academics participated in the study. Qualitative analysis revealed three key themes. (i) Research in nutrition and dietetics is fundamental to practice; (ii) There are a number of internal and external cultivators and capacities for research; and (iii) strategies and approaches for research skill development should start early, continue through a curriculum and promote independence. This study identified that students and academics view research as fundamental to the practice of dietetics. Personal drivers as well as external factors enhance involvement in research. Research skills teaching should commence early and be embedded across whole curricula. The findings can be used to create teaching and learning opportunities that support research skill development and inspire dietitians to pursue research.