WFA has been shown to stimulate learning through the exchange of feedback with a learner about gaps in his or her practice. This study showed that WFA is not yet used in the majority of dermatology training programmes. Time for faculty members to perform WFA was the most cited barrier to the use of WFA, but few studies have investigated the actual time requirement. Secondly, faculty members' interest may be encouraged through training and an increased awareness of the impact of WFA. For example, the evidence supporting the effects of feedback include a meta-analysis of over 1800 studies showed that the effect of feedback, especially regarding performance on a specific task, was greater than the effect of schooling.

Design, Setting and Participants: We carried out a survey targeting 152 subjects of 5 to 12 years old, who enrolled in this study and visited community child centers located in Gyeongju, South Korea. Outcome Measures and Analysis: SPSS program. Results: Results showed significant differences in diverse side dishes of diversity realms, at 5 to 6 years old (P < 0.05). Also, regularity realms of NQ questionnaire showed significant differences by ages. In sodium intake habits, 4 items of 10 questions, that is preference of side dishes including a salted mackerel and dried shredded squid, preference of fried dish and fish cake with a soy sauce dip, frequency of a potato chip intake (over 3-4 times a week), and frequency of dine out/delivery food service (2-3 times a week, respectively), showed significant differences, according to age. Conclusions and Implications: Nutrition education is necessary to increase the frequency of vegetable intake and reduce the frequency of sodium intake from food at community child care center. The current study will be foundational research for developing nutritional education programs for children in a community child center based on food behavior, nutritional status and sodium intake habits.