Food Safety Knowledge and Beliefs of Middle School Children: Implications for Food Safety Educators

ABSTRACT: To create effective educational interventions that address the food safety informational needs of youth, a greater understanding of their knowledge and skills is needed. The purposes of this study were to explore, via focus groups, the food‐handling responsibilities of middle school youth and obstacles they face in practicing safe food handling and develop recommendations for the design of food safety interventions for youth. Most youth reported that they prepared food at least once weekly and rated learning to prevent foodborne illness as important. Youth knew that food could make them sick, described foodborne illness as resulting from “something” getting into food, not cooking food “right,” or the food going bad. Most responses lacked details, suggesting knowledge was basic. Nearly all were interested in learning about food safety. Barriers that deterred them from learning about food safety were time and feeling they were not susceptible to foodborne illness. To overcome barriers, youth suggested focusing on the seriousness of and risks for foodborne illness, using a serious but comical educational approach, and using hands‐on educational media. Parents highly rated the importance of and degree to which they wanted youth to learn about food safety. Parents felt that their children had moderate levels of food safety knowledge, but many questioned whether they practiced food safety procedures when unsupervised. Parents felt that food safety education needed to be taught and reinforced in school and at home. After having reviewed youth and parent data, food safety experts proposed recommendations for youth‐focused food safety education that paralleled current consumer food safety initiatives.     

Implementation and Assessment of Food Safety Educational Materials for Secondary and Postsecondary Education

Previous studies have reported on the inadequacy of youth knowledge and practice of food safety principles. The formal high school science classroom environment presents an opportunity to stimulate interest and increase knowledge in food safety with potential benefits to students in improved science literacy, development of life skills, and greater awareness of career opportunities. Previously developed educational materials, Foodborne Illness Outbreak Investigations for Food Safety Education, were evaluated for instruction by high school and community college science educators of various subject matters including foods, microbiology, disease, and chemistry courses. Educator feedback was favorable on measures of quality, implementation ease, and student engagement, with ratings greater than 3 on a 5‐point scale corresponding to “good” to “excellent.” A positive change in familiarity with food safety concepts for 4 groups of students, representing approximately 77% of the participants, was demonstrated by an overall increase, ranging from 4% to 14%, in correct responses to a test administered before and after exposure to the materials. There was variation in degree of change and the topics positively impacted for student groups by subject matter.     

Validation of an Interdisciplinary Food Safety Curriculum Targeted at Middle School Students and Correlated to State Educational Standards

ABSTRACT:  Providing effective food safety education to young consumers is a national health priority to combat the nearly 76 million cases of foodborne illness in the United States annually. With the tremendous pressures on teachers for accountability in core subject areas, the focus of classrooms is on covering concepts that are tested on state performance examinations. As a result, topics such as food safety are rarely addressed in middle school classrooms. Middle school is an ideal time to teach food safety because adolescents are in the process of setting lifelong behaviors; therefore, they are more likely to synthesize new food safety knowledge in a way that will lead to the development of lifelong behaviors. The purpose of this study was to scientifically validate an educational resource that provides a method for classroom teachers to involve young consumers in food safety education while meeting state content area curriculum standards. An interdisciplinary curriculum targeted at middle school students and correlated directly to state content standards was designed to include highly effective instructional strategies that teach food safety concepts through all core subject classes (science, math, social studies, and language arts). The curriculum was pilot tested in 5 schools using a pretest, posttest, and follow-up test assessment model. The results showed that the curriculum was highly effective at raising student knowledge (21% gain) and improving students' food handling behaviors (8.47% gain) from pretests to posttests. In addition, 6 wk after implementation, students retained 86% of their total knowledge gain as measured by a follow-up assessment.     

Simulation‐based enhancement of learning: The case of food safety

Importance of online learning has become more critical with the advent of a global pandemic. Effective online learning requires design characteristics that support learning that crosses traditional disciplinary boundaries. The example of educational delivery of food safety encompasses multiple disciplines to prepare students for real‐world situations, practical problem‐solving, and to be “future proof” as food safety becomes more quantitative. This study explicates how six simulation‐based learning modules were evaluated, two each in microbiological growth/inactivation, food process dynamics with microbiological growth/inactivation, and risk assessment. Each group of three modules was targeted to the students in undergraduate food science and engineering programs. Altogether, the 6 modules were implemented and assessed in 17 courses at 14 universities over 5 years. The effectiveness of the module‐based approach was sustained across subject matter (microbiology, process, and risk), disciplines (food science and engineering), and their implementations. Students’ and instructors’ survey responses indicated the modules’ value in real‐world and practical problem‐solving ability. Instructors were also motivated to implement the modules as they saw the potential for improvement in student understanding, how modules reinforced course learning outcomes, the quality of support provided with modules, and their ability to replace existing course assessment without adding work for the instructor or the students. This self‐learning, module‐based approach to introduce interdisciplinary content employed has proven successful. The template for making these modules is described in sufficient detail so future modules can be built for a wide variety of subject matter beyond food safety.     

Development and Evaluation of Food Safety Modules for K‐12 Science Education

Career and educational opportunities in food science and food safety are underrecognized by K‐12 students and educators. Additionally, misperceptions regarding nature of science understanding persist in K‐12 students despite being emphasized as an important component of science education for over 100 y. In an effort to increase awareness concerning career and educational opportunities in food science and food safety and to improve the nature of science understanding among K‐12 students, a series of problem‐based learning modules was developed and pilot tested with a total of 61 K‐12 students. Results of pre‐ and postevaluations and assessments indicated that (1) interest in science, food science, and food safety increased and (2) content knowledge related to the nature of science, food science, and food safety was improved. We further suggest that these modules provide opportunities for educators in traditional as well as extracurricular settings to demonstrate important concepts contained in the newly released Next Generation Science Standards.     

Development and Evaluation of a Multi‐Institutional Case Studies‐Based Course in Food Safety

Developing novel, engaging courses in food safety is necessary to train professionals in this discipline. Courses that are interactive and case‐based encourage development of critical thinking skills necessary for identifying and preventing foodborne disease outbreaks. The purpose of this study was to assess the efficacy of a case study module‐based course for upper division undergraduate and graduate students interested in food safety. Four independent case study modules were developed and implemented by 4 universities working in tandem over a semester course. All case studies incorporated molecular and epidemiological methods employed by professionals in food safety in outbreak investigations. Each case study was based on a (i) suspect foodborne pathogen, (ii) identification tools including biochemical test variations and pulsed field gel electrophoresis, multiplex PCR and/or whole genome sequencing, and (iii) suspect location and company type from farm to production site to restaurant. Pre‐ and postinstruction evaluations revealed significant increases in understanding of the concepts introduced through each module as demonstrated by overall mean normalized gain of 0.32 ± 0.35 (15% ± 19%; n = 60). Institution, role of instructor, prescore, and learning environment all played a significant role in the effects of overall learning. This study provides a successful model for a case study‐based course in food safety. The guidelines and materials developed by our group are available for use by other institutions.     

The Relationship between Attitudes, Knowledge, and Demographic Variables of High School Teachers Regarding Food Irradiation

ABSTRACT:  The purpose of this study was to use a validated instrument to determine the attitudes and knowledge of high school teachers regarding food irradiation, and to determine the correlations among their knowledge and attitudes and certain demographic variables. Knowledge and attitudes about food irradiation were measured in selected high school family and consumer sciences teachers ( n = 121) who taught Food and Nutrition, Food Science and Technology, and/or Food Production Management and Services, via a 24-item instrument with 6 factors. Results revealed these teachers held neutral to positive attitudes about the safety of irradiated foods, their perception of the risk of foodborne illness, and learning about food irradiation, and neutral to negative perceptions of their understanding of food irradiation and their competence to teach about it. These teachers had a moderate knowledge base regarding food irradiation. Teachers' attitudes regarding the safety of food irradiation were positively correlated with their perceived understanding of food irradiation, actual knowledge of it, and competence to teach about it. Their perceived understanding of food irradiation was positively correlated with competence to teach about it, knowledge, and attitudes toward the safety of food irradiation. The only demographic variable correlated with knowledge or attitudes was teachers' previous food irradiation educational experiences. These data suggest the importance of education for family and consumer sciences teachers concerning food irradiation.     

教育研究与科学研究——兼论研究生论文指导

教育科学属于社会科学,社会科学与自然科学一样是科学,由此实验科学的实证、假设可以成为教育研究的重要方法,科学哲学的融通、革新观念应当成为教育理论建设重要理念,科学家品性也必须成为教育研究者基本素质。目前需要从研究生阶段理解科学研究,提高科学素质。     

Assessing the Food Safety Knowledge of University of Maine Students

Foodborne illness is a global public health issue. Young adults may work in foodservice while they are university students, and their habits may later shape the practices and well‐being of their children. The objective of this study was to establish baseline data and assess the food safety knowledge of 18‐ to 26‐year‐old Univ. of Maine students. Demographic questions and the previously validated Food Safety Knowledge Questionnaire (FSKQ) were placed online. Of 123 people who responded to the email recruitment notice, 104 Univ. of Maine undergraduates aged 18 to 26 years completed the survey. The average score among all participants was 60% correct (53 points out of a possible 89 points). Survey questions that required participants to identify common sources of foodborne pathogens had the lowest average percent correct (31%). Less than 50% of participants were able to correctly identify several high‐risk foods, including sliced melon, raw sprouts, and unpasteurized fruit juice. Our findings indicate a need for educational programs for 18‐ to 26‐year‐old Univ. of Maine students in regards to common sources of foodborne pathogens and proper handling of fresh produce and that food safety knowledge among university students has not improved since publication of a national survey using the FSKQ in 2006. Effective educational programs are needed to ensure that young adults understand food risks and appropriate food handling practices.     

Food Safety Training Needs of Child Care Providers

Millions of children are cared for in child care centers or family day care homes. The care environment can be a significant source of foodborne pathogens if proper food safety practices are not followed by caregivers. To decrease children's risk of foodborne illness, caregivers must know and apply safe food handling practices. To identify what care providers need to know about safe food handling, and how they want to learn, needs assessment research was conducted with a random sample of child care centers and family day care homes in Michigan (n=335). Research Findings. Results indicate that persons who care for young children in licensed centers or homes wanted to know more about the relationship between food and illness. Specifically, they wanted information about what causes food to become unsafe and how to prevent foodborne illness in the child care environment. Providers in both centers and homes preferred print materials (booklets, fact sheets, and newsletters) to videotapes, audiotapes, workshops, teleconferences, or an informational hotline. Implications for Practice. Developing and providing food safety booklets, newsletters, and/or fact sheets which include application-oriented and understand- able food safety information consistent with licensing regulations could reduce the risk of contracting foodborne illness of young children cared for in child care centers or day care homes.     

Food Safety Training Needs of Child Care Providers

Millions of children are cared for in child care centers or family day care homes. The care environment can be a significant source of foodborne pathogens if proper food safety practices are not followed by caregivers. To decrease children's risk of foodborne illness, caregivers must know and apply safe food handling practices. To identify what care providers need to know about safe food handling, and how they want to learn, needs assessment research was conducted with a random sample of child care centers and family day care homes in Michigan (n=335). Research Findings. Results indicate that persons who care for young children in licensed centers or homes wanted to know more about the relationship between food and illness. Specifically, they wanted information about what causes food to become unsafe and how to prevent foodborne illness in the child care environment. Providers in both centers and homes preferred print materials (booklets, fact sheets, and newsletters) to videotapes, audiotapes, workshops, teleconferences, or an informational hotline. Implications for Practice. Developing and providing food safety booklets, newsletters, and/or fact sheets which include application-oriented and understand- able food safety information consistent with licensing regulations could reduce the risk of contracting foodborne illness of young children cared for in child care centers or day care homes.     

Development of a Reality‐Based Multimedia Case Study Teaching Method and its Effect on Students’ Planned Food Safety Behaviors

There is opportunity to decrease the frequency of foodborne illnesses by improving food safety competencies and planned behaviors of college students before they begin careers in the food industry. The objectives of this study were to (1) develop a multimedia case study teaching method that provides real world context for food science education; and (2) evaluate the extent to which it improves the intentions of students to implement food safety management systems upon entering the workforce, as well its impact on knowledge gains and students’ abilities to understand complex concepts. The target audience consisted of all participants in an upper‐level undergraduate food safety management systems course (n = 17). A pretest and posttest survey research instrument was developed to measure knowledge gains and also students’ food safety intentions using the framework of the Theory of Planned Behavior. Students experienced significant gains in knowledge, attitude, and intention after completion of the course (P < 0.05). One hundred percent of students agreed that the interactive videos aided in their understanding of food safety concepts. A paired t test suggested that both behavioral control beliefs and attitudes of students toward food safety management significantly increased (P < 0.5) after completion of the case study. These results suggest that integrating multimedia case studies into food science education may enhance food safety behaviors.     

Development and Pilot Testing of a Food Safety Curriculum for Managers and Staff of Residential Childcare Institutions (RCCIs)

Food safety training materials, targeted for residential childcare institution (RCCI) staff of facilities of 20 residents or less, were developed, piloted, and evaluated. The goal was to assist in the implementation of a Hazard Analysis Critical Control Points (HACCP)‐based food safety plan as required by Food and Nutrition Service/United States Department of Agriculture. RCCI staff and instructor training manuals, Food Safety Basics: Food Safety Education for RCCIs was developed and pilot tested in RCCIs in both Rhode Island and Massachusetts. The program was evaluated by participants and pre‐/posttraining onsite inspector and microbial assessments. The core curriculum contained 3 modules and corresponding activities: Module 1: cause, prevention, and strategies to reduce foodborne illness; Module 2: components of a HACCP‐based food safety plan and standard operating procedures; and Module 3: actual food safety plan development, including instructions for implementation and corresponding monitoring procedures required. There were 50 to 82 RCCI staff members that attended 2 or 3 modules. Participants rated the modules 4.5 ± 0.4, 4.3 ± 0.4, and 4.4 ± 0.4 out of 5‐point Likert scale (1 = strongly disagree, 5 = strongly agree) for teaching modules 1, 2, and 3, respectively. The evaluations assessed their understanding of key topic areas taught. Onsite inspections showed improvement in many critical food safety issues. Some deficiencies still appeared to be problematic, such as refrigerator temperature monitoring and issues with storage and cross‐contamination.     

Assessment of an online piloted module targeted toward home‐based food operators in Iowa

Understanding safe food practice is important for home‐based food operators to prevent foodborne illness. Earlier work has found that home‐based food operators lack food safety knowledge and may benefit from training that is specifically tailored to their needs. Unfortunately, home‐based food operators may be deterred from enrolling in traditional educational formats due to their busy schedules. The objective of this study was to pilot and evaluate the effectiveness of an online food safety education module for home‐based food operators in Iowa through three learning assessments. Twenty‐one participants enrolled in a blended workshop in which participants completed one online module before attending a face‐to‐face session where they completed the remaining five modules. The effectiveness of the online module was measured by examining the first‐attempt average scores on learning assessments, the number of assessment attempts required to achieve 100%, and the first‐attempt performance by question type. The three learning assessment tools resulted in first‐attempt averages of approximately 86%, 90%, and 83%, surpassing our standard of effectiveness of 75% and showing good potential for the online format. The learning assessment attempt numbers of 4.65, 1.67, and 3.81 showed difficulty with knowledge transfer for some topics. Comprehension and analysis‐style questions had first‐attempt success rates of approximately 85% and 88%, respectively. Scores on knowledge and application‐style questions were lower with first‐attempt success rates of approximately 80% and 75%, respectively. These findings were used to improve the first online module and guide the transition of the remaining five modules to the online format.     

Development and Implementation of a Food Safety Knowledge Instrument

ABSTRACT:  Little is known about the food safety knowledge of young adults. In addition, few knowledge questionnaires and no comprehensive, criterion-referenced measure that assesses the full range of food safety knowledge could be identified. Without appropriate, valid, and reliable measures and baseline data, it is difficult to develop and implement effective education efforts. Thus, the purpose of this study was to develop a comprehensive, valid, reliable food safety knowledge questionnaire. Questionnaire development followed this process: 1) use of published reports and input from experts in food safety and sanitation (n = 7) to identify key food safety concepts; 2) development of a question bank (n = 101) assessing knowledge of key concepts (i.e., cross contamination prevention'disinfection procedures; safe times/temperatures for cooking/storing foods; groups at greatest risk for foodborne disease; foods that increase risk of foodborne disease; and foodborne disease pathogens); 3) refinement of initial questions by experts; 4) questionnaire pretest with young adults (n = 180) and refinement; 5) questionnaire pilot test (n = 126) and refinement; 6) final expert review and refinement; and 7) conversion into an online survey. Young adults (n = 4343, mean age 19.9 ± 1.7SD years) from 21 universities and colleges across the country completed the questionnaire. Item analysis was used to determine the overall quality of the test and identify improvements needed. Livingston's coefficient of reliability for criterion-referenced tests was 0.92. The questionnaire met or exceeded generally recognized standards of reliability and validity. This questionnaire could be useful in baseline assessment of food safety knowledge and measurement of knowledge gained after an educational intervention in adults.     

Increasing Content Knowledge and Self‐Efficacy of High School Educators through an Online Course in Food Science

Purdue Univ.'s College of Agriculture developed an Advanced Life Sciences (ALS) program in partnership with several high schools across Indiana. As part of ALS, secondary educators take an introductory food science (FS) course (ALS‐Foods) and teach it at their high school. High school students taking the ALS‐Foods receive dual credit for an introductory course required for all FS majors at Purdue. The goal of this project was to develop an online course to improve content knowledge and self‐efficacy of secondary educators in the field of FS. The course was offered over a 3‐wk period and consisted of 3 learning modules focused on food chemistry, food microbiology, and food processing. Modules included class activities, videos, study questions, and teaching tools. Participants were assessed on content knowledge through written assignments, quizzes, and a final examination. Twenty secondary educators from several states were enrolled. Overall, content knowledge increased significantly (P < 0.05) across all 3 modules after completing the course. Highest scores were in food microbiology/safety (84%), followed by food processing (76%) and food chemistry (70%). A precourse survey indicated that the majority (>80%) of participants felt they had “no‐confidence” to “little‐confidence” in teaching FS concepts related to the 3 modules. Upon completing the course, the confidence level of all participants increased to “some‐confidence” or “complete confidence.” By strengthening the knowledge level of secondary educators, they will be better prepared to teach FS and subsequently, more high school students could be exposed to FS and consider it as a career.     

Linking Biochemistry Concepts to Food Safety Using Yogurt as a Model

This laboratory activity was designed to strengthen our Food and Nutritional Science students’ knowledge of biochemistry concepts and the relationship between these concepts and food science. The result was a laboratory experience in which biochemistry concepts are taught using yogurt as a model, in order to link those concepts to food safety, an important area of food science. The students employed a colorimetric method to measure the lactase activity of bacterial strains found in commercial yogurts and were encouraged to relate the activity to bacterial lactic acid production, fermentation, and food safety. Students were assessed with pre‐ and post‐test exams, laboratory reports, class performance rubrics, and the Intrinsic Motivation Inventory (IMI). The result demonstrated that the students successfully completed the learning objectives and were motivated during the activity. This exercise could be used as a template for a simplified and engaging way to introduce food science majors, as well as other students, to complex biochemistry and molecular biology concepts using food, particularly yogurt, as a model.     

The science(s) of adult education

This article deals with the problems of forming a scientific system for adult education. The first part contains different concepts of sciences of education in developed countries, with a special emphasis on the difference between pedagogy as ‘practical theory’ and the sciences of education than can withstand meta‐scientific criteria. This is followed by a survey of the educological system of the knowledge of education, and the scientific and non‐scientific knowledge of adult education are contrasted. To enable us to distinguish unambiguously between scientific and non‐scientific knowledge the survey contains some major criteria for determining whether a discipline is a science or not. In this context andragogy, as well as pedagogy, are defined as ‘technological’ disciplines with the task of applying the principles discovered by the sciences of adult education: the educational psychology of adults, the sociology of adult education, the economics of adult education and the educational anthropology. In other words, andragogy is the ‘praxiology of adult education’, i.e. the science of applying scientific knowledge about adult education in the practice of that education. Andragogy could become ‘the general science of adult education’ and acquire a supra‐technological character if it grew into a science of the effectiveness of systems of adult education. In that case andragogy would study the interaction between the elements of the system as well as the interaction between these elements and the subsystems of the educational environment.     

The Role of Healthcare Providers and Caregivers in Educating Older Adults about Foodborne Illness Prevention

Adults aged 60 or older are more likely than younger adults to experience severe complications or even death as a result of foodborne infections. This study investigated which specific groups of healthcare providers or other caregivers are most receptive to providing food safety information to older adults. Telephone-based focus groups were conducted with health care providers and caregivers to determine their knowledge, attitudes, and behaviors regarding foodborne illness prevention for older adults. Focus groups identified a gap between older adults’ trust in healthcare providers as a credible source of food safety information and healthcare providers’ lack of training, knowledge, and willingness to provide food safety information to older adults.     

Delivering Food Safety Education to Middle School Students Using a Web-Based, Interactive, Multimedia, Computer Program

ABSTRACT:  More than 76 million persons become ill from foodborne pathogens in the United States each year. To reduce these numbers, food safety education efforts need to be targeted at not only adults, but school children as well. The middle school grades are ideal for integrating food safety education into the curriculum while simultaneously contributing to national and state education standards in science, technology, and family and consumer sciences. For this project, a multimedia, self-paced online resource for delivering a food safety curriculum to middle school children was developed. Animated characters were used to deliver the lesson content. The application also included video segments, quiz feedback, and interactive games and activities. The effectiveness of the Web site was evaluated using validated cognitive and attitudinal assessment tools, and by comparing student cognitive gains to individual student learning styles. Participants were recruited from 6 middle schools in 5 states, totaling 217 students (20 sixth graders, 157 seventh graders, and 40 eighth graders). The results show that students had statistically significant modest gains in pretest to posttest knowledge and enjoyed using the Web site. The 6th grade students had significantly lower pretest to posttest improvement compared to 7th and 8th grade students, suggesting that this program may not be appropriate for this grade level. Furthermore, the results indicate that this Web-based computer application meets the needs of varying individual student learning styles.