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What Parents Report about Their Middle Schoolers' Food Safety Knowledge and Interest in Learning about Food Safety
MONDAY, OCTOBER 19
POSTER SESSION: SCIENCE/EDUCATION/MANAGEMENT/FOODSERVICE/CULINARY/RESEARCH Innovative Food Safety Education for Low Literacy Food Service Employees Using Traditional Versus Distance Learning Methods
Discussion Groups with Mature Adults Help Identify Food Safety Issues and Barriers
Author(s): E. L. Shanley,1 C. A. Thompson,1 C. Dziura-Duke,2 N. Rodriguez2; 1Allied Health Sciences, University of Connecticut, Storrs, CT, 2Nutritional Sciences, University of Connecticut, Storrs, CT
Author(s): V. M. Remig,1 K. Roberts,2 T. J. Bryant,3 G. Snyder4; 1Human Nutrition, Kansas State University, Manhattan, KS, 2Hospitality Management and Dietetics, Kansas State University, Manhattan, KS, 3 K-State Research & Extension - Family Consumer Sc, Kansas State University, Manhattan, KS, 4Communications, Kansas State University, Manhattan, KS
Learning Outcome: Participants will compare the effectiveness of traditional face-to-face learning to distance learning in a food safety education course for English and Spanish-speaking food service workers using pre/posttest scores and adult basic reading levels. The U.S. Centers for Disease Control and Prevention estimate 76 million people suffer from foodborne illnesses annually. Foodservice is the second largest employer in the US employing many immigrants and individuals with limited literacy. The goal of this project was to improve food safety knowledge among food service workers. An introductory food safety course was developed to compare face-to-face “traditional” learning with distance learning. Materials were designed for lower literacy and translated into Spanish. Traditional was compared to distance learning for English and Spanish-speaking participants. Data collected included the Test of Adult Basic Education (TABE), demographics, pre/posttests and evaluations. For the English-speaking subjects, both traditional and distance groups demonstrated increases from pretest to posttest scores (75.0 to 86.7 and 73.0 to 85.6, respectively). There were no significant differences between the groups for pre/posttest scores and reading levels. For the Spanishspeaking traditional group, the average pre-test score was significantly lower than for the English-speaking group at 49.0 however the posttest score increased to 72.5. Sixty-eight percent of the Spanish-speaking group had a reading level below grade six whereas just 34% of the Englishspeaking group had a reading level below grade six. Results indicate that distance education is as effective as traditional learning for food safety education. The Spanish-speaking group was successful in the traditional class despite lower reading levels. Recruitment and retention for the Spanish-speaking distance group was difficult possibly relating to computer access and lack of current employment in food service. Further research is ongoing to address this issue. Funding Disclosure: USDA CSREES
Learning Outcome: To identify food safety issues and barriers for mature adults. The purpose of this research was to determine food safety barriers of community-based, mature adults (ⱖ55 years), residing in a midwestern state. Food handling practices, knowledge, and attitudes about food safety were elicited during 11 focus groups (n⫽7-10 persons) about three main food safety behaviors (handwashing, food handling, food preparation). Topics were developed to explore current practices and to understand issues that discouraged or supported targeted behaviors. A convenience sample totaling 103 older adults, drawn from Senior Centers, participated. Results indicated that their level of concern about unsafe foods and handling was greater for foods consumed away from home. Barriers that individuals characterized were numerous and differed based on the construct. Handwashing barriers included lack of time, feeling lazy, inadequate or absent supplies/facilities, and supportive for handwashing: feeling guilty if hands were not washed. Barriers to safe food handling included limited understanding of dates on packaged items, unwillingness to discard foods, lack of awareness about leftovers, wanting to do things the way their parents did, not understanding risks, and supportive of proper food handling: family expectation that food was safe. Barriers to safe food preparation included lack of knowledge about correct endpoint temperatures, preference for foods prepared the way they’ve always done, inconvenience, not having multiple cutting surfaces/boards, lack of time and supportive of food preparation: not wishing to be sick. Resultant development of a multimedia food safety education program for mature adults will address these barriers to increase mature adults’ knowledge of and motivation to apply food safety practices. Funding Disclosure: National Integrated Food Safety Initiative (Grant No. 2007-KS000648) of the Cooperative State Research, Education, and Extension Service USDA.
What Parents Report about Their Middle Schoolers’ Food Safety Knowledge and Interest in Learning about Food Safety
Food Safety: A Self-Directed Home Kitchen Check-Up Tool
Author(s): J. Maurer Abbot, C. Byrd-Bredbenner, V. Quick, P. Policastro; Nutritional Sciences, Rutgers University, New Brunswick, NJ
Author(s): C. Byrd-Bredbenner,1 J. Maurer Abbot,1 D. W. Schaffner2; 1Nutritional Sciences, Rutgers University, New Brunswick, NJ, 2Food Science, Rutgers University, New Brunswick, NJ
Learning Outcome: To describe the perceptions of parents of middle school children about their children’s food safety knowledge, behaviors, and interest level.
Learning Outcome: To describe the usefulness of a tool that permits consumers to conduct a self-directed home kitchen food safety check-up and identify aspects needing improvement.
Parents provide unique and valuable insights about their children, thereby making them an important group to include when developing health interventions. Parents (n⫽75) of middle school children from 5 states participated in focus groups, led by trained researchers, designed to gain an understanding of their perceptions of their children’s food safety (FS) knowledge, behaviors, and interest level. Most (97%) parents reported their child prepared food ⬎1-2days/week, but only 23% always washed their hands beforehand. Using a 5-point Likert scale, parents highly rated the importance of and degree to which they wanted their child to learn about FS (4.9⫾0.3SD) because it is a life skill. However, they rated their child’s FS knowledge moderately, 2.8⫾0.9SD. Although parents felt children knew about handwashing, washing (i.e. food surfaces, produce), checking expiration dates, safe food storage, and cross contamination prevention, many questioned whether these behaviors were practiced when children were unsupervised. They felt that lack of hand/surface/food washing and food sharing were behaviors most likely to put their children at risk for foodborne illness. Time, inclination, invincibility, peer pressure, and lack of education were the main barriers reported to getting children to learn about FS. Keys to overcoming barriers included making educational opportunities fun, hands-on, pertinent, and using a format they enjoy (i.e. electronic). Parents felt this education needed to be taught and reinforced in school and at home. A deeper understanding of the impact parents may have on children’s FS knowledge and skills, coupled with input from children themselves, could increase the effectiveness of FS education.
Most food safety (FS) violations in home kitchens could be corrected easily and inexpensively, however research indicates a general lack of awareness among consumers of how to reduce foodborne disease risk. Thus, we developed a self-directed home kitchen FS check-up tool and assessed its usefulness. This tool utilizes an objective critical control point approach and is based on FDA’s model food code. It assesses home kitchens in 4 areas: facilities, personal hygiene, perishable foods, and storage. A kitchen’s ‘grade’ equals the number of positive aspects/behaviors present. The tool also describes how the grade relates to the kitchen’s FS level and provides suggestions for improvement. Nutrition and FS experts (n⫽6) reviewed the tool for completeness, accuracy, and appropriateness for homes. The tool was pilot-tested in 6 homes and refined, then used by researchers to assess 154 homes (interrater reliability⫽0.95). The tool was pilottested (n⫽19) to determine usability by non-FS experts and identify needed refinements. In the field test, 23 adults using a 5-point Likert scale (5⫽highest) rated the tool positively in regard to readability (4.8⫾0.4SD), ease of use and understanding (4.9⫾0.3SD), personal relevance (4.4⫾0.8SD), usefulness (4.3⫾0.9SD), and likelihood of improving FS knowledge (4.3⫾0.8SD) and behaviors (4.2⫾0.9SD). Kitchen grades ranged from “B” to “F”, suggesting field test participants’ kitchen FS needs improvement. Increasing awareness of home FS best practices could decrease rates of food mishandling and foodborne disease risk. Personalizing educational experiences with tools like this one may encourage greater interest, knowledge retention, and adoption of recommended FS practices.
Funding Disclosure: USDA National Food Safety Initiative
Funding Disclosure: USDA National Food Safety Initiative
Journal of the AMERICAN DIETETIC ASSOCIATION / A-63
POSTER SESSION: SCIENCE/EDUCATION/MANAGEMENT/FOODSERVICE/CULINARY/RESEARCH Innovative Food Safety Education for Low Literacy Food Service Employees Using Traditional Versus Distance Learning Methods
Discussion Groups with Mature Adults Help Identify Food Safety Issues and Barriers
Author(s): E. L. Shanley,1 C. A. Thompson,1 C. Dziura-Duke,2 N. Rodriguez2; 1Allied Health Sciences, University of Connecticut, Storrs, CT, 2Nutritional Sciences, University of Connecticut, Storrs, CT
Author(s): V. M. Remig,1 K. Roberts,2 T. J. Bryant,3 G. Snyder4; 1Human Nutrition, Kansas State University, Manhattan, KS, 2Hospitality Management and Dietetics, Kansas State University, Manhattan, KS, 3 K-State Research & Extension - Family Consumer Sc, Kansas State University, Manhattan, KS, 4Communications, Kansas State University, Manhattan, KS
Learning Outcome: Participants will compare the effectiveness of traditional face-to-face learning to distance learning in a food safety education course for English and Spanish-speaking food service workers using pre/posttest scores and adult basic reading levels. The U.S. Centers for Disease Control and Prevention estimate 76 million people suffer from foodborne illnesses annually. Foodservice is the second largest employer in the US employing many immigrants and individuals with limited literacy. The goal of this project was to improve food safety knowledge among food service workers. An introductory food safety course was developed to compare face-to-face “traditional” learning with distance learning. Materials were designed for lower literacy and translated into Spanish. Traditional was compared to distance learning for English and Spanish-speaking participants. Data collected included the Test of Adult Basic Education (TABE), demographics, pre/posttests and evaluations. For the English-speaking subjects, both traditional and distance groups demonstrated increases from pretest to posttest scores (75.0 to 86.7 and 73.0 to 85.6, respectively). There were no significant differences between the groups for pre/posttest scores and reading levels. For the Spanishspeaking traditional group, the average pre-test score was significantly lower than for the English-speaking group at 49.0 however the posttest score increased to 72.5. Sixty-eight percent of the Spanish-speaking group had a reading level below grade six whereas just 34% of the Englishspeaking group had a reading level below grade six. Results indicate that distance education is as effective as traditional learning for food safety education. The Spanish-speaking group was successful in the traditional class despite lower reading levels. Recruitment and retention for the Spanish-speaking distance group was difficult possibly relating to computer access and lack of current employment in food service. Further research is ongoing to address this issue. Funding Disclosure: USDA CSREES
Learning Outcome: To identify food safety issues and barriers for mature adults. The purpose of this research was to determine food safety barriers of community-based, mature adults (ⱖ55 years), residing in a midwestern state. Food handling practices, knowledge, and attitudes about food safety were elicited during 11 focus groups (n⫽7-10 persons) about three main food safety behaviors (handwashing, food handling, food preparation). Topics were developed to explore current practices and to understand issues that discouraged or supported targeted behaviors. A convenience sample totaling 103 older adults, drawn from Senior Centers, participated. Results indicated that their level of concern about unsafe foods and handling was greater for foods consumed away from home. Barriers that individuals characterized were numerous and differed based on the construct. Handwashing barriers included lack of time, feeling lazy, inadequate or absent supplies/facilities, and supportive for handwashing: feeling guilty if hands were not washed. Barriers to safe food handling included limited understanding of dates on packaged items, unwillingness to discard foods, lack of awareness about leftovers, wanting to do things the way their parents did, not understanding risks, and supportive of proper food handling: family expectation that food was safe. Barriers to safe food preparation included lack of knowledge about correct endpoint temperatures, preference for foods prepared the way they’ve always done, inconvenience, not having multiple cutting surfaces/boards, lack of time and supportive of food preparation: not wishing to be sick. Resultant development of a multimedia food safety education program for mature adults will address these barriers to increase mature adults’ knowledge of and motivation to apply food safety practices. Funding Disclosure: National Integrated Food Safety Initiative (Grant No. 2007-KS000648) of the Cooperative State Research, Education, and Extension Service USDA.
What Parents Report about Their Middle Schoolers’ Food Safety Knowledge and Interest in Learning about Food Safety
Food Safety: A Self-Directed Home Kitchen Check-Up Tool
Author(s): J. Maurer Abbot, C. Byrd-Bredbenner, V. Quick, P. Policastro; Nutritional Sciences, Rutgers University, New Brunswick, NJ
Author(s): C. Byrd-Bredbenner,1 J. Maurer Abbot,1 D. W. Schaffner2; 1Nutritional Sciences, Rutgers University, New Brunswick, NJ, 2Food Science, Rutgers University, New Brunswick, NJ
Learning Outcome: To describe the perceptions of parents of middle school children about their children’s food safety knowledge, behaviors, and interest level.
Learning Outcome: To describe the usefulness of a tool that permits consumers to conduct a self-directed home kitchen food safety check-up and identify aspects needing improvement.
Parents provide unique and valuable insights about their children, thereby making them an important group to include when developing health interventions. Parents (n⫽75) of middle school children from 5 states participated in focus groups, led by trained researchers, designed to gain an understanding of their perceptions of their children’s food safety (FS) knowledge, behaviors, and interest level. Most (97%) parents reported their child prepared food ⬎1-2days/week, but only 23% always washed their hands beforehand. Using a 5-point Likert scale, parents highly rated the importance of and degree to which they wanted their child to learn about FS (4.9⫾0.3SD) because it is a life skill. However, they rated their child’s FS knowledge moderately, 2.8⫾0.9SD. Although parents felt children knew about handwashing, washing (i.e. food surfaces, produce), checking expiration dates, safe food storage, and cross contamination prevention, many questioned whether these behaviors were practiced when children were unsupervised. They felt that lack of hand/surface/food washing and food sharing were behaviors most likely to put their children at risk for foodborne illness. Time, inclination, invincibility, peer pressure, and lack of education were the main barriers reported to getting children to learn about FS. Keys to overcoming barriers included making educational opportunities fun, hands-on, pertinent, and using a format they enjoy (i.e. electronic). Parents felt this education needed to be taught and reinforced in school and at home. A deeper understanding of the impact parents may have on children’s FS knowledge and skills, coupled with input from children themselves, could increase the effectiveness of FS education.
Most food safety (FS) violations in home kitchens could be corrected easily and inexpensively, however research indicates a general lack of awareness among consumers of how to reduce foodborne disease risk. Thus, we developed a self-directed home kitchen FS check-up tool and assessed its usefulness. This tool utilizes an objective critical control point approach and is based on FDA’s model food code. It assesses home kitchens in 4 areas: facilities, personal hygiene, perishable foods, and storage. A kitchen’s ‘grade’ equals the number of positive aspects/behaviors present. The tool also describes how the grade relates to the kitchen’s FS level and provides suggestions for improvement. Nutrition and FS experts (n⫽6) reviewed the tool for completeness, accuracy, and appropriateness for homes. The tool was pilot-tested in 6 homes and refined, then used by researchers to assess 154 homes (interrater reliability⫽0.95). The tool was pilottested (n⫽19) to determine usability by non-FS experts and identify needed refinements. In the field test, 23 adults using a 5-point Likert scale (5⫽highest) rated the tool positively in regard to readability (4.8⫾0.4SD), ease of use and understanding (4.9⫾0.3SD), personal relevance (4.4⫾0.8SD), usefulness (4.3⫾0.9SD), and likelihood of improving FS knowledge (4.3⫾0.8SD) and behaviors (4.2⫾0.9SD). Kitchen grades ranged from “B” to “F”, suggesting field test participants’ kitchen FS needs improvement. Increasing awareness of home FS best practices could decrease rates of food mishandling and foodborne disease risk. Personalizing educational experiences with tools like this one may encourage greater interest, knowledge retention, and adoption of recommended FS practices.
Funding Disclosure: USDA National Food Safety Initiative
Funding Disclosure: USDA National Food Safety Initiative
Journal of the AMERICAN DIETETIC ASSOCIATION / A-63