Food Safety and Hygiene Lessons in the Primary School: Implications for Risk-Reduction Behaviors

Losasso, Carmen; Cappa, Veronica; Cibin, Veronica; Mantovani, Claudio; Costa, Norberto; Faccio, Elena; Andrighetto, Igino; Ricci, Antonia

doi:10.1089/fpd.2013.1598

Cited by 17 publications

(21 citation statements)

References 18 publications

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“…We also found that students' overall safe food handling behaviors improved following the intervention. Studies examining self-reported behaviors have also revealed similar improvements postintervention (7,15,19,23,43). We observed no change in behaviors between T 2 and T 3 , which is not consistent with the findings of Redmond and Griffith, who observed waning behaviors at 4 to 6 weeks postintervention.…”

Section: Discussioncontrasting

confidence: 94%

“…Although such education can improve knowledge, attitudes, and food handling behaviors under certain circumstances, significant behavior gaps often remain postintervention (15,24,37,47). Because many studies have used self-reported behaviors (7,15,18,19,29,33,42), which overrepresent safe food handling behaviors compared with direct observations (1,4,32), ascertaining the true impacts of education on behaviors can be difficult.…”

mentioning

confidence: 99%

“…Although youth are an important demographic of consumers and extensive assessment of baseline food safety behaviors has been conducted with middle school (10,17,20,28,30,33) and college-age individuals (2,11,12,25,27,39,44), little research has been conducted on food safety behaviors among high school-age youth (6,21,34,42). Studies of cooking classes (7), food safety and hygiene lessons (19), and food safety music parodies (43) have revealed improved self-reported behaviors in youth; however, no research has been done on the effectiveness of high school-based food safety education for implementing changes in behaviors over time.…”

mentioning

confidence: 99%

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Observation of High School Students' Food Handling Behaviors: Do They Improve following a Food Safety Education Intervention?

Diplock

Dubin

Leatherdale

et al. 2018

Journal of Food Protection

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Youth are a key audience for food safety education. They often engage in risky food handling behaviors, prepare food for others, and have limited experience and knowledge of safe food handling practices. Our goal was to investigate the effectiveness of an existing food handler training program for improving safe food handling behaviors among high school students in Ontario, Canada. However, because no schools agreed to provide control groups, we evaluated whether behaviors changed following delivery of the intervention program and whether changes were sustained over the school term. We measured 32 food safety behaviors, before the intervention and at 2-week and 3-month follow-up evaluations by in-person observations of students ( n = 119) enrolled in grade 10 and 12 Food and Nutrition classes ( n = 8) and who individually prepared recipes. We examined within-student changes in behaviors across the three time points, using mixed effects regression models to model trends in the total food handling score (of a possible 32 behaviors) and subscores for "clean" (17 behaviors), "separate" (14 behaviors), and "cook" (1 behavior), adjusting for student characteristics. At baseline, students ( n = 108) averaged 49.1% (15.7 of 32 behaviors; standard deviation = 5.8) correct food handling behaviors, and only 5.5% (6) of the 108 students used a food thermometer to check the doneness of the chicken (the "cook" behavior). All four behavior score types increased significantly ∼2 weeks postintervention and remained unchanged ∼3 months later. Student characteristics (e.g., having taken a prior food handling course) were not significant predictors of the total number of correctly performed food handling behaviors or of the "clean" or "separate" behaviors, working or volunteering in a food service establishment was the only characteristic significantly associated with food thermometer use (i.e., "cook"). Despite the significant increase in correct behaviors, students continued to use risky practices postintervention, suggesting that the risk of foodborne disease remained.

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Section: Discussioncontrasting

confidence: 94%

mentioning

confidence: 99%

mentioning

confidence: 99%

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Observation of High School Students' Food Handling Behaviors: Do They Improve following a Food Safety Education Intervention?

Diplock

Dubin

Leatherdale

et al. 2018

Journal of Food Protection

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“…These interventions seem to be effective in reducing food neophobia when deployed as early as possible and in any case not later than the age of nine years and, above all, if they last for at least six months [53,54]. Under these conditions, they seem able to instill a liking for fruit and vegetables [55][56][57][58].…”

Section: Food Neophobiamentioning

confidence: 98%

Food Neophobia or Distrust of Novelties? Exploring Consumers’ Attitudes toward GMOs, Insects and Cultured Meat

Faccio

Fovino

2019

Applied Sciences

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The food industry is constantly challenged to find new ideas to satisfy the increasingly specific consumer demand. However, innovative food products do not always become part of consumption habits or create a market. One of the major sources of resistance to novelty lies in the attitude of the consumer, who in many cases may be suspicious or hostile as a result of specific ideologies, overly attached to tradition, or affected by neophobia. This paper analyzes the construct of food neophobia (the “unwillingness to try new foods”) in its phenomenology and its actual power to explain hostility to innovation in the agri-food sector. The limits of the concept, which is not always sufficient to shed light on the many reasons that could underlie the rejection of certain foods, will also be discussed. In addition, we review the recent literature on Europeans’ attitude toward novel foods and innovation including Genetically modified organisms (GMOs), cultivated meat and insects as food. This literature reveals a number of paradoxes in consumers’ behavior, and in the many complex conditions underpinning the success of innovation in food production. These conditions can only be understood by reconstructing the meanings consumers assign to food, and are often embedded in larger social and political frameworks.

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“…Sezefredo et al (12) buscaram ações educativas voltadas para a população, direcionadas para a prevenção de DTAs, encontrando 18 atividades desenvolvidas, distribuídas em 11 estados brasileiros, no período de 2004 a 2012, elencando programas e atividades educativas que visam à popularização do conhecimento científico acerca deste assunto e que são lançados e aplicados, porém, sem a uniformidade e destaque que conhecidamente outros temas recebem. Losasso et al (16) , na cidade de Veneza, Itália, elaboraram um programa educacional destinado a estudantes da quinta série de escolas primárias públicas, visando melhorar o conhecimento das crianças sobre as características de micro-organismos e contaminação dos alimentos, e seus hábitos de higiene pessoal, e, por meio da aplicação de questionários, constataram uma melhoria global do conhecimento das crianças sobre o assunto. A educação escolar atua na formação humana e intelectual das pessoas, com vistas à preparação do ser humano ofertando condições necessárias para o desenvolvimento cognitivo e convivência em sociedade (17) .…”

Section: Discussionunclassified

Profissionais De Um Laboratório De Saúde Pública Estimulam Estudantes Na Prevenção De Doenças Transmitidas Por Alimentos

Gonçalves¹,

Sezefredo²,

Teixeira³

et al. 2017

ACS

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Conflito de interesses: NãoContribuição dos autores: MGG coleta, tabulação e redação do manuscrito. TSS delineamento do estudo, coleta e elaboração do manuscrito. ISCT deli-neamento do estudo e colaboração no texto do manuscrito. SILS delineamento do estudo e colaboração no texto do manuscrito. DP coleta, tabulação e aprovação da redação do manuscrito. JTMP delineamento do estudo e elaboração do manuscrito. VDAP delineamento do estudo, discussão dos achados e elaboração do manuscrito. HSPP discussão dos achados, etapas de execução e elaboração do manuscrito. SMTN orientação do projeto, elaboração do instrumento de coleta, análise dos dados, delineamento do estudo e elaboração do manuscrito. Após dois meses da apresentação, um instrumento de avaliação com 10 afirmativas foi aplicado aos alunos para verificar se houve mudança de hábitos. Resultados: Responderam ao instrumento 1555 alunos, sendo que 81,5% mudaram hábitos, que foram mais incorporados pelos alunos dos 6º, 7º e 8º anos do ensino fundamental (EF) quando comparados aos alunos dos 9º ano EF, 1º e 3º anos do ensino médio (valor--p<0,05). A média de mudanças de hábitos relacionados aos quatro itens de higiene pessoal foi de 2,42 (DP 1,07) e aos seis itens sobre cuidados com alimentos foi de 3,37 (DP 1,41). Conclusão: Popularizar a ciência com ações educativas mostrou ser um método eficaz, uma vez que 81,5% dos jovens mudaram os hábitos diários de higiene pessoal e com os alimentos. Contato para correspondência:Descritores: Doenças Transmitidas por Alimentos; Educação em Saúde; Contaminação de Alimentos. AbstractIntroduction: Educational activities focused on prevention are important tools to reduce outbreaks of foodborne illness. Objective: To verify whether, after educational lectures, students changed their habits to prevent foodborne diseases. Patients and Methods: Over four years, the staff and students of the Institute Adolfo Lutz, through the project "Itinerant Circuit of Lectures", presented 41 talks and distributed a folder detailing the etiological agents, symptoms, and measures of prevention, conservation and handling of food to 1906 students in 12 private schools. Two months after the lectures an assessment tool comprising ten statements was applied to the students to see if they had changed their daily habits. Results: A total of 1555 students answered the questionnaire, with 81.5% having changed their habits, in particular students of the 6th, 7th and 8th grades of elementary school compared to students of the 9 th grade, and 1 st and 3 rd grade of high school (p-value <0.05). The mean number of changes in habits related to the four personal hygiene items was 2.42 (SD 1.07), and for the six items on food care the mean number was 3.37 (SD 1.41). Conclusion: Popularization of science with educative actions proved to be effective, as 81.5% of young people changed their daily habits of personal hygiene and food care.

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Food Safety and Hygiene Lessons in the Primary School: Implications for Risk-Reduction Behaviors

Cited by 17 publications

References 18 publications

Observation of High School Students' Food Handling Behaviors: Do They Improve following a Food Safety Education Intervention?

Observation of High School Students' Food Handling Behaviors: Do They Improve following a Food Safety Education Intervention?

Food Neophobia or Distrust of Novelties? Exploring Consumers’ Attitudes toward GMOs, Insects and Cultured Meat

Profissionais De Um Laboratório De Saúde Pública Estimulam Estudantes Na Prevenção De Doenças Transmitidas Por Alimentos

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