Perceptions of information gaps in farm-to-table studies

Liu, Xuanli; Nelson, Mack C.; Mahapatra, Ajit K.; Styles, Erika Knight

doi:10.1016/j.foodcont.2014.09.033

Cited by 6 publications

(1 citation statement)

References 33 publications

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“…From the myriad of hazards that can be found in a food product, the focus moves towards the identified “known or reasonably foreseeable” hazards that require preventive controls for that food product in a food manufacturing facility. It is known that the hazard analysis step is difficult to perform and there are still significant gaps in the knowledge of hazard identification ( Wallace et al, 2014 ) in complex processes, such as food manufacturing ( Liu et al, 2015 ). These knowledge gaps, or lack of understanding of the meaning of some fundamental terms, can result in the underestimation or overestimation of the most relevant hazards in a food manufacturing facility.…”

Section: Discussionmentioning

confidence: 99%

Evaluation of an active learning module to teach hazard and risk in Hazard Analysis and Critical Control Points (HACCP) classes

Oyarzábal

Rowe

2017

Heliyon

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The terms hazard and risk are significant building blocks for the organization of risk-based food safety plans. Unfortunately, these terms are not clear for some personnel working in food manufacturing facilities. In addition, there are few examples of active learning modules for teaching adult participants the principles of hazard analysis and critical control points (HACCP). In this study, we evaluated the effectiveness of an active learning module to teach hazard and risk to participants of HACCP classes provided by the University of Vermont Extension in 2015 and 2016. This interactive module is comprised of a questionnaire; group playing of a dice game that we have previously introduced in the teaching of HACCP; the discussion of the terms hazard and risk; and a self-assessment questionnaire to evaluate the teaching of hazard and risk. From 71 adult participants that completed this module, 40 participants (56%) provided the most appropriate definition of hazard, 19 participants (27%) provided the most appropriate definition of risk, 14 participants (20%) provided the most appropriate definitions of both hazard and risk, and 23 participants (32%) did not provide an appropriate definition for hazard or risk. Self-assessment data showed an improvement in the understanding of these terms (P < 0.05). Thirty participants (42%) stated that the most valuable thing they learned with this interactive module was the difference between hazard and risk, and 40 participants (65%) responded that they did not attend similar presentations in the past. The fact that less than one third of the participants answered properly to the definitions of hazard and risk at baseline is not surprising. However, these results highlight the need for the incorporation of modules to discuss these important food safety terms and include more active learning modules to teach food safety classes. This study suggests that active learning helps food personnel better understand important food safety terms that serve as building blocks for the understanding of more complex food safety topics.

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Section: Discussionmentioning

confidence: 99%