36 5.1: ICDEP and Developing Competency in ABR

Addressing ABR involves adapting approaches that promote equity, diversity, and inclusion (EDI) within dietetics. These practices aim to facilitate student engagement, curriculum integration and increase representation to enhance ABR training for students, educators, and practicing Registered Dietitians (RDs). This chapter provides an introductory guide to recognizing and initiating these practices to create a more inclusive and equitable profession.

Gaps in Education

Many dietetic programs in Canada lack comprehensive curricula on cultural humility and the social determinants of health, leaving future dietitians ill-equipped to address the unique needs of diverse populations. Addressing these gaps requires a fundamental reorientation of dietetic education to prioritize equity, diversity, and inclusion (Henry & Tator, 2010).

Continuing Education

Practicing dietitians may have limited opportunities for continuing education on ABR, resulting in outdated knowledge and practices that do not align with current understanding of health equity and social justice. Investing in ongoing professional development that centers on anti-racist education is essential for advancing equitable nutrition care in Canada (Braveman et al., 2022; National Museum of African American History and Culture, n.d.).

Professional Norms

The norms and values embedded within the dietetics profession can perpetuate systemic biases, hindering efforts to promote health equity. Challenging these norms requires a commitment to dismantling institutionalized racism within dietetics and fostering a culture of inclusivity, accountability, and social responsibility (ACLRC, n.d.; Braveman et al., 2022).

You may also access the Toronto Metropolitan University School of Nutrition’s ICDEP Activity Reference Guide for a version of the competencies that you do not need to download (Toronto Metropolitan University, n.d.).

Among many of the challenges faced by BIPOC dietetic students in Canada, Wellington, Lee, Ng and, Mensah, also mention the gaps they discovered in their dietetic educational experience (2021).  You may learn more by reading their paper entitled Opening the door to dialogue: Experiences from equity-seeking students in dietetic education.