The objective of this project was to develop a brief self-administered dietary screener, in English and French, to rapidly assess alignment of adults’ dietary intake with the 2019 Canada’s Food Guide healthy food choices recommendations. In consultation with Health Canada and external advisors (n=15), guiding principles were defined. Existing screeners were scanned, and the healthy food choices recommendations were mapped to inform questions and response options. Cognitive interviews were conducted in English (n=17) and French (n=16) with adults aged 18-65 years from April to June 2021 to assess understanding of questions and face validity; recruitment emphasized variation in sociodemographic characteristics. Face and content validity were assessed with experts in nutrition, surveillance, and public health (n=13 English, 3 French) from April to May 2021. The testing indicated that the screener was well-understood overall but informed refinements to improve comprehension of the questions and their alignment with the healthy food choices recommendations. The resulting Canadian Food Intake Screener/Questionnaire court canadien sur les apports alimentaires includes 16 questions to rapidly assess alignment of intake with the 2019 Canada’s Food Guide healthy food choices recommendations, including healthy foods and foods to limit, in situations in which comprehensive dietary assessment is not feasible.
The objective of this project was to develop a brief self-administered dietary screener, in English and French, to rapidly assess alignment of adults' dietary intake with the 2019 Canada's Food Guide healthy food choices recommendations. In consultation with Health Canada and external advisors (n=15), foundational principles were defined. Existing screeners were scanned, and the healthy food choices recommendations were mapped to inform questions and response options. Cognitive interviews were conducted in English (n=17) and French (n=16) with adults aged 18-65 years from April to June 2021 to assess understanding of questions and face validity; recruitment emphasized variation in sociodemographic characteristics. Face and content validity were assessed with experts in nutrition, surveillance, and public health (n=13 English, 3 French) from April to May 2021. The testing indicated that the screener was well-understood overall but informed refinements to improve comprehension of the questions and their alignment with the healthy food choices recommendations. The resulting Canadian Food Intake Screener/Questionnaire court canadien sur les apports alimentaires includes 16 questions to rapidly assess alignment of intake with the 2019 Canada's Food Guide healthy food choices recommendations, including healthy foods and foods to limit, in situations in which comprehensive dietary assessment is not feasible.
Following the increased industrialization and globalization of the prevailing agrifood system, researchers and practitioners have highlighted the detrimental impacts of this model on human health, food security, and the environment. As such, experts and citizens are calling for an increased awareness, through food literacy (FL), to improve health and justice and to transition towards sustainable agrifood systems. Building on field research, critical pedagogy, and existing FL analyses, we argue for incorporating both health and well-being, and agrifood systems dimensions into FL programming. By doing so, FL can contribute to promote individual health, as well as more sustainable agrifood systems policies and practices based on the principles of food sovereignty. Through qualitative research with students and teachers in two Ontario high schools, we explore the content and approaches taken in food-related programming. Aspects of FL among students are also explored in order to highlight their strengths and limitations. Further, we point to the challenges faced by teachers in delivering food-related courses. We propose a conceptual framework that highlights the benefits of including the multiple dimensions of FL as a way to test and improve existing FL programs, and eventually train future generations of teachers, students, and citizens.
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