Valoración del documento de consenso sobre alimentación en centros educativos para evaluar menús escolares

Soares, Panmela; Martínez-Milán, María Asunción; Comino, Iris; Caballero, Pablo; Davó-Blanes, M. Carmen

doi:10.1016/j.gaceta.2019.08.008

Cited by 5 publications

(7 citation statements)

References 15 publications

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“…Table 1 summarizes the studies included in this review concerning the country and the type of instrument or method for menu evaluation. The studies included in the systematic review were conducted in Brazil (n = 5) [2, [13][14][15][16]; Spain (n = 5) [17][18][19][20][21]; Australia (n = 1) [7]; Germany (n = 1) [22]; France (n = 1) [23]; England (n = 1) [24]; Sweden (n = 1) [25] and Slovenia (n = 1) [26], from 2009 to 2018 (Table 1).…”

Section: Characterization Of Studiesmentioning

confidence: 99%

“…In Brazil, the studies mainly discussed a checklist to evaluate the school menu (n = 1) [2], adequacy of serving portions meeting the premises of the national school feeding program (n = 1) [15], and the method of evaluating school menus by the Qualitative Analysis of Menu Preparations (n = 3) [13,14,16]. In Spain, a Brazilian researcher developed a study exploring a method related to the Spanish school feeding program (n = 1) [20]. The study was conducted in a Spanish research center.…”

Section: Characterization Of Studiesmentioning

confidence: 99%

“…The study was conducted in a Spanish research center. The number of studies and the public policy presence in studies of school children and adolescents justify Brazil and Spain having the same number of studies (n = 5; 32.25%) [17][18][19][20][21].…”

Section: Characterization Of Studiesmentioning

confidence: 99%

“…Recently, Soares et al [20] developed a study in Spain to evaluate the implementation of the Consensus Document on Food in Educational Centers (DCSECE), which includes a minimum set of indicators for the evaluation and follow-up of nutritional recommendations that serve to guide menu planning and how school canteens must respond.…”

Section: School Menu Assessment Instrumentsmentioning

confidence: 99%

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How Are School Menus Evaluated in Different Countries? A Systematic Review

Cupertino

Maynard

Queiroz

et al. 2021

Foods

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School meals should focus on quality of life issues, particularly on reducing food shortages, overweight, obesity and its consequences. As an essential tool for quality assurance, creating the menu is an activity of great complexity and requires multidisciplinary knowledge. This activity covers the observation of countless aspects of quality, highlighting nutritional, sensory, cultural, hygienic, and sanitary issues, among others. This study aims to identify and analyze instruments and methods to evaluate school menus in different countries. The authors developed specific search strategies for Scopus, Web of Science, Science Direct, Pubmed, Lilacs, ProQuest Global, and Google Scholar. The included studies’ methodological quality was assessed using the statistical analysis and meta-analysis review tool (MASTARI). A total of 16 cross-sectional studies met the inclusion criteria and were analyzed. Brazil and Spain were the countries that presented the highest number of studies (n = 5; 31.25% for each). The majority of the studies have a qualitative approach (n = 12, 75%), and only 25% (n = 4) of the studies present quantitative assessment methods to evaluate school menus. No school menu assessment tools were found to assess all aspects of menu planning. The results show a lack of a methodology or of instruments for evaluating the menus offered for school meals that can contribute to better dietary care offered to students.

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Section: Characterization Of Studiesmentioning

confidence: 99%

Section: Characterization Of Studiesmentioning

confidence: 99%

Section: Characterization Of Studiesmentioning

confidence: 99%

Section: School Menu Assessment Instrumentsmentioning

confidence: 99%

See 2 more Smart Citations

How Are School Menus Evaluated in Different Countries? A Systematic Review

Cupertino

Maynard

Queiroz

et al. 2021

Foods

View full text Add to dashboard Cite

show abstract

“…For these reasons, several countries have government recommendations on school meal preparation, food acquisition, and menu planning [2,3]. For instance, Germany, Denmark, Sweden, Bolivia, Chile, Paraguay, South Africa, and the United States have guidelines addressing the nutritional quality of meals served in the school environment [3][4][5]. A common recommendation is to preferentially purchase locally grown produce, seen in guidelines from Germany, Brazil, Bolivia, Chile, the United States, Paraguay, and Switzerland [4].…”

Section: Introductionmentioning

confidence: 99%

Criteria adopted for school menu planning within the framework of the Brazilian School Feeding Program

et al. 2020

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ABSATRCT Objective This study aimed to investigate the main criteria used by nutritionists to plan school menus within the framework of the Brazilian National School Feeding Program. Methods Nutritionists from 21 municipalities in Southern Brazil were interviewed. Municipalities had between 20,000 and 70,000 inhabitants and were located in different mesoregions. Data were collected using an open-ended questionnaire and subjected to content analysis using NVivo® software. Results Sixteen criteria were identified, grouped into four categories: (1) food habits, culture, and acceptance; (2) nutritional characteristics; (3) food availability; and (4) management and execution. Brazilian National School Feeding Program regulations were recurrently cited within all identified categories, which demonstrates the influence of the program on nutritionists’ activities. Conclusion Brazilian National School Feeding Program regulatory guidelines for the development of school menus seem to influence the decision making of nutritionists. However, food purchase from family farms and calculation of meal nutritional value seem to be incipient criteria.

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Sustainable and Nutritional Recommendations for the Development of Menus by School Food Services in Spain

Martínez-Milán

Davó-Blanes

Comino

et al. 2022

Foods

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Background: Recommendations for the development of school menus can promote healthier, more sustainable food systems. In Spain, these recommendations depend on regional governments (Autonomous Communities—CCAAs) that develop their own guides. The objective of this study was to explore the nutritional and sustainability recommendations for the development of menus by school food services in Spain. Methods: Guides were reviewed that were available on the official web pages of the councils of health and education. Twenty-four variables were studied and organized into three categories: characteristics, nutritional recommendations and sustainability. The number of recommendations included in each guide was counted. The weekly frequency of the suggested food provision for each food group was calculated, as was the average, median, standard deviation, confidence interval and interquartile index. Results: Overall, 13 guides were reviewed from different CCAAs. All of them included at least three of the nutritional recommendations, two suggested restrictions in the provision of foods with high quantities of salt and six suggested restrictions in foods with high levels of trans and saturated fats and sugars. All except one guide recommended the weekly provision of foods by food group: protein-rich foods (n = 8), cereals and root vegetables (n = 6), vegetables (n = 5.2) and fruit (n = 4.3). Of the eight criteria for sustainability studied, nine guides included one or none. Conclusions: Guides for the provision of meals at school in Spain promote the incorporation of healthy foods; however, they rarely restrict foods with high levels of fat, salt and sugar, and the promotion of food sustainability is only just beginning. These guides should be reviewed and updated to include recommendations that promote healthy and sustainable food systems.

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Valoración del documento de consenso sobre alimentación en centros educativos para evaluar menús escolares

Cited by 5 publications

References 15 publications

How Are School Menus Evaluated in Different Countries? A Systematic Review

How Are School Menus Evaluated in Different Countries? A Systematic Review

Criteria adopted for school menu planning within the framework of the Brazilian School Feeding Program

Sustainable and Nutritional Recommendations for the Development of Menus by School Food Services in Spain

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