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INTEGRATING FOOD SAFETY AND SANITATION ACROSS THE DIETETICS CURRICULUM
Journal of the American Dietetic Association Online
TITLE: DEMOGRAPHICS AND INITIAL PERCEPTIONS OF STUDENTS ENROLLED IN INTRODUCTORY LEVEL INTERNET NUTRITION COURSES AUTHOR(S): P.C. Freitag; L.S. Sticker, PhD; Northwestern State University of Louisiana, Natchitoches, Louisiana LEARNING OUTCOME: To describe demographics, initial computer and Internet skills, and initial nutritional resource perceptions of students enrolled in introductory level Internet human and child nutrition courses. TEXT: Two hundred ninety-seven students, enrolled in introductory Internet Human (n=160; 7 sections, 22.9 students per section) and Child Nutrition (n=137; 6 sections, 22.8 students per section) between Summer 2001 and Fall 2002 were surveyed before beginning the course. The survey (22 questions) requested demographic data, motivations for enrolling, initial technical skills, and nutrition resource perceptions. Two hundred forty-two students (82%) completed the survey. Eighty-nine percent (215) of the students were female, residing 106 miles from campus. Student motivations for enrolling included flexible hours (156) and reduced driving (90). Eighty-five percent (206) were bachelor, 11% (27) associate, 2% (5) teacher certification, and 2% (4) master degree candidates. One hundred twenty-eight (54%) were 20 to 29 years old, and 57 (24%) were 30-39 years old. The mean age was 28. Students with limited to no computer experience, Internet experience, and email experience numbered 128 (53%), 119 (49%), and 90 (37%), respectively. Additionally, 56 (23%) students did not or only somewhat consider themselves independent learners. Approximately 30% of students believed that magazines, Internet articles, bestseller books, newspapers, and nutrition center salesmen were reliable nutrition resources. In contrast, only 15% (36) of the students considered television news a reliable resource. Only 148 (61%) students viewed the government, while 99 (41%) students deemed any nutrition organization reliable. Internet nutrition courses appear to attract numerous female, baccalaureate students in their late 20's looking for flexible hours and reduced driving time. Many have limited technical skills, are not independent learners, and are unclear on the reliability of nutritional resources. TITLE: INTEGRATING FOOD SAFETY AND SANITATION ACROSS THE DIETETICS CURRICULUM AUTHOR(S): DS Manchester, MS, RD, LD, MW Duffrin, PhD, RD, LD, Ohio University, Athens, Ohio LEARNING OUTCOME: To demonstrate knowledge about food-safety and sanitation competence and methods for integrating food safety and sanitation across the dietetics curriculum. TEXT: Current research indicates that the majority of directors of didactic programs in dietetics deem food safety competence as important or essential. To acknowledge food safety as an essential component of the dietetics curriculum, in 2001, the Food and Nutrition Department began to expand the integration food-safety and sanitation concepts across the curriculum and established food safety certification as a requirement for graduation. Food safety and sanitation competence knowledge and/or practice is easily introduced into numerous courses including introduction to nutrition, meal management, food science, quantity foods, beverage management, international cuisine, experimental http://www2.us.elsevierhealth.com/inst/serve?ac...r=art&artType=misc&id=jjada0310309ab02&nav=full (73 of 76) [3/21/2008 8:46:42 AM]
Journal of the American Dietetic Association Online
foods, and practical experiences. The department's student managed café has allowed faculty to evaluate the efficacy of the integration by observing the transition of food safety and sanitation knowledge to student practice in the cafe. The purpose of this poster is to share information about food safety and sanitation competence and to provide examples of how to incorporate food safety and sanitation across the dietetics curriculum. Evidence suggests that integrating food safety and sanitation across the curriculum emphasizes the importance of food safety and sanitation to students, helps students to access and build upon their prior knowledge from one course to another, and ultimately transitions their knowledge base into practice. Integrating food safety and sanitation across the dietetics curriculum warrants further exploration in terms of curriculum development, collaborating with employers to identify expected competence, and pedagogical research. This poster will benefit educators interested in exploring methods to integrate food safety and sanitation into a single course or across the dietetics curriculum. TITLE: DIET ANALYSIS FEEDBACK AS A MEANS OF IMPROVING THE NUTRIENT INTAKE IN A COLLEGE POPULATION AUTHOR(S): T.M. Stefan, MS; J.E. Painter, PhD, RD; The University of Illinois at Champaign-Urbana, IL LEARNING OUTCOME: To increase awareness that knowledge of nutrient intake status successful for improving nutrient intake. TEXT: College students are at risk for malnutrition in the form of under and over- consumption. The objective of this study was to determine if feedback regarding the nutrient quality of the diet would positively affect nutrient intake. A convenience sample of college students (N=185) enrolled in an introductory nutrition course was divided into two groups. Both groups diet recorded three days weekly for four-weeks, the experimental group also performed an online nutrient analysis of recorded foods, the control simply recorded their dietary intake. Diet records were analyzed for calcium, phosphorus, iron, vitamin A, vitamin C, and sodium using the third version of the Nutrition Analysis Tool, MyNAT, created at the University of Illinois. Subjects, whose initial nutrient intakes of the described nutrients fell below the established micronutrient Dietary Reference Intake, were evaluated for change in intake. Mean differences between first and last day nutrient intakes were analyzed to assess change in nutrient intake. T-tests were used to assess within group and between group changes in intake. In the experimental group intake of calcium, iron, and vitamin A significantly increased (P 0.01). In the control group intakes of all nutrients improved but not significantly (P>0.01). Calcium intake improved significantly in experimental group compared to control (P 0.01). The data indicates that diet recording combined with diet analysis feedback improves nutrient intake in a college population. TITLE: STUDENTS' EVALUATION OF ACCEPTIBILITY OF AN INTERACTIVE MULTIMEDIA PROGRAM DESIGNED TO TEACH NUTRIENT COMPOSITION OF FOOD AUTHOR(S): L.O. Michalsky, PhD, RD, LD, M.R. Meadows, RD, LD, M.B. Gillham, PhD, RD, LD, R.A. Loop, PhD. Grad Prog. in Nutritional Sciences, Dept of Human Ecology, The University of Texas at Austin, Austin, TX
http://www2.us.elsevierhealth.com/inst/serve?ac...r=art&artType=misc&id=jjada0310309ab02&nav=full (74 of 76) [3/21/2008 8:46:42 AM]
TITLE: DEMOGRAPHICS AND INITIAL PERCEPTIONS OF STUDENTS ENROLLED IN INTRODUCTORY LEVEL INTERNET NUTRITION COURSES AUTHOR(S): P.C. Freitag; L.S. Sticker, PhD; Northwestern State University of Louisiana, Natchitoches, Louisiana LEARNING OUTCOME: To describe demographics, initial computer and Internet skills, and initial nutritional resource perceptions of students enrolled in introductory level Internet human and child nutrition courses. TEXT: Two hundred ninety-seven students, enrolled in introductory Internet Human (n=160; 7 sections, 22.9 students per section) and Child Nutrition (n=137; 6 sections, 22.8 students per section) between Summer 2001 and Fall 2002 were surveyed before beginning the course. The survey (22 questions) requested demographic data, motivations for enrolling, initial technical skills, and nutrition resource perceptions. Two hundred forty-two students (82%) completed the survey. Eighty-nine percent (215) of the students were female, residing 106 miles from campus. Student motivations for enrolling included flexible hours (156) and reduced driving (90). Eighty-five percent (206) were bachelor, 11% (27) associate, 2% (5) teacher certification, and 2% (4) master degree candidates. One hundred twenty-eight (54%) were 20 to 29 years old, and 57 (24%) were 30-39 years old. The mean age was 28. Students with limited to no computer experience, Internet experience, and email experience numbered 128 (53%), 119 (49%), and 90 (37%), respectively. Additionally, 56 (23%) students did not or only somewhat consider themselves independent learners. Approximately 30% of students believed that magazines, Internet articles, bestseller books, newspapers, and nutrition center salesmen were reliable nutrition resources. In contrast, only 15% (36) of the students considered television news a reliable resource. Only 148 (61%) students viewed the government, while 99 (41%) students deemed any nutrition organization reliable. Internet nutrition courses appear to attract numerous female, baccalaureate students in their late 20's looking for flexible hours and reduced driving time. Many have limited technical skills, are not independent learners, and are unclear on the reliability of nutritional resources. TITLE: INTEGRATING FOOD SAFETY AND SANITATION ACROSS THE DIETETICS CURRICULUM AUTHOR(S): DS Manchester, MS, RD, LD, MW Duffrin, PhD, RD, LD, Ohio University, Athens, Ohio LEARNING OUTCOME: To demonstrate knowledge about food-safety and sanitation competence and methods for integrating food safety and sanitation across the dietetics curriculum. TEXT: Current research indicates that the majority of directors of didactic programs in dietetics deem food safety competence as important or essential. To acknowledge food safety as an essential component of the dietetics curriculum, in 2001, the Food and Nutrition Department began to expand the integration food-safety and sanitation concepts across the curriculum and established food safety certification as a requirement for graduation. Food safety and sanitation competence knowledge and/or practice is easily introduced into numerous courses including introduction to nutrition, meal management, food science, quantity foods, beverage management, international cuisine, experimental http://www2.us.elsevierhealth.com/inst/serve?ac...r=art&artType=misc&id=jjada0310309ab02&nav=full (73 of 76) [3/21/2008 8:46:42 AM]
Journal of the American Dietetic Association Online
foods, and practical experiences. The department's student managed café has allowed faculty to evaluate the efficacy of the integration by observing the transition of food safety and sanitation knowledge to student practice in the cafe. The purpose of this poster is to share information about food safety and sanitation competence and to provide examples of how to incorporate food safety and sanitation across the dietetics curriculum. Evidence suggests that integrating food safety and sanitation across the curriculum emphasizes the importance of food safety and sanitation to students, helps students to access and build upon their prior knowledge from one course to another, and ultimately transitions their knowledge base into practice. Integrating food safety and sanitation across the dietetics curriculum warrants further exploration in terms of curriculum development, collaborating with employers to identify expected competence, and pedagogical research. This poster will benefit educators interested in exploring methods to integrate food safety and sanitation into a single course or across the dietetics curriculum. TITLE: DIET ANALYSIS FEEDBACK AS A MEANS OF IMPROVING THE NUTRIENT INTAKE IN A COLLEGE POPULATION AUTHOR(S): T.M. Stefan, MS; J.E. Painter, PhD, RD; The University of Illinois at Champaign-Urbana, IL LEARNING OUTCOME: To increase awareness that knowledge of nutrient intake status successful for improving nutrient intake. TEXT: College students are at risk for malnutrition in the form of under and over- consumption. The objective of this study was to determine if feedback regarding the nutrient quality of the diet would positively affect nutrient intake. A convenience sample of college students (N=185) enrolled in an introductory nutrition course was divided into two groups. Both groups diet recorded three days weekly for four-weeks, the experimental group also performed an online nutrient analysis of recorded foods, the control simply recorded their dietary intake. Diet records were analyzed for calcium, phosphorus, iron, vitamin A, vitamin C, and sodium using the third version of the Nutrition Analysis Tool, MyNAT, created at the University of Illinois. Subjects, whose initial nutrient intakes of the described nutrients fell below the established micronutrient Dietary Reference Intake, were evaluated for change in intake. Mean differences between first and last day nutrient intakes were analyzed to assess change in nutrient intake. T-tests were used to assess within group and between group changes in intake. In the experimental group intake of calcium, iron, and vitamin A significantly increased (P 0.01). In the control group intakes of all nutrients improved but not significantly (P>0.01). Calcium intake improved significantly in experimental group compared to control (P 0.01). The data indicates that diet recording combined with diet analysis feedback improves nutrient intake in a college population. TITLE: STUDENTS' EVALUATION OF ACCEPTIBILITY OF AN INTERACTIVE MULTIMEDIA PROGRAM DESIGNED TO TEACH NUTRIENT COMPOSITION OF FOOD AUTHOR(S): L.O. Michalsky, PhD, RD, LD, M.R. Meadows, RD, LD, M.B. Gillham, PhD, RD, LD, R.A. Loop, PhD. Grad Prog. in Nutritional Sciences, Dept of Human Ecology, The University of Texas at Austin, Austin, TX
http://www2.us.elsevierhealth.com/inst/serve?ac...r=art&artType=misc&id=jjada0310309ab02&nav=full (74 of 76) [3/21/2008 8:46:42 AM]