ABSTRACT
Background
This study aimed to clarify the relationship between experiential learning and educational competence—defined as the ability to mentor students, newly employed staff, junior colleagues, and subordinates—among registered dietitians working in Japanese hospitals.
Methods
An anonymous, self-administered questionnaire survey was conducted via mail between January and February 2025, targeting registered dietitians employed at 5132 hospitals nationwide with 100 or more beds. A total of 2383 responses were received (response rate: 27.5%), of which 2200 respondents with mentoring experience were included in the analysis. Data were measured using scales for experiential learning and educational competence. The reliability of each scale was confirmed using Cronbach’s α, and the relationship between the two was examined using Pearson’s correlation coefficient and multiple linear regression analysis.
Results
Cronbach’s α coefficients were 0.92 for the experiential learning scale and 0.93 for the educational competence scale. A moderate positive correlation was observed between educational competence and experiential learning (r = 0.63), with subfactor correlations ranging from 0.36 to 0.57. In multivariable regression analysis, experiential learning was significantly associated with educational competence across all domains; among its components, concrete experience showed the highest association (standardised β = 0.40). The coefficient of determination for the model was 0.46.
Conclusion
Among hospital-based registered dietitians in Japan, experiential learning is positively associated with educational competence, with concrete experience appearing to have a particularly strong association. Establishing an educational system that promotes experiential learning and structured reflection may contribute to the development of educational competence.
Journal of Human Nutrition and Dietetics, Volume 39, Issue 4, August 2026. Read More