A course-based first-year research experience for undergraduate nutrition students

In both Canada and the US, dietitians are expected to meet specific entry-to-practice competencies related to research.1,2 Various practical and innovative activities that incorporate research training and experiences for upper-year nutrition students have been described3, 4, 5 to help meet those competencies. The development of research skills by students throughout their university training is a process that occurs over time.6 Willison and O'Regan's Research Skill Development Framework7 suggests that there are 5 levels of research skill development for students ranging from Prescribed Research (eg, high degree of structure imposed by educator) to Unbounded Research (eg, research guidelines are student-determined). This model is relevant for dietetic educators and nutrition students because it provides a framework for scaffolding students' development of research skills. This framework suggests that research training can be included for nutrition students in the early stages of their program and does not have to be reserved for later years. Course-based first-year research experiences (FYREs) have gained momentum in various disciplines, such as geography, and have been shown to be beneficial for students (eg, better academic performance and increased understanding of the research process).8,9 Their use and impact in dietetic education have not been reported. The purpose of this project was to implement a course-based FYRE into an undergraduate nutrition course and to evaluate student attitudes and suggestions regarding the experience.