Food Safety and Regulation: Evaluation of an Online Multimedia Course

Pintauro, Stephen J.; Krahl, A.; Buzzell, Paul; Chamberlain, Valerie M.

doi:10.1111/j.1541-4329.2005.tb00064.x

Cited by 8 publications

(7 citation statements)

References 8 publications

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“…More than 50% of students who received both the lecture and access to the Facebook page indicated that they learned more from the Facebook page than from the lecture. Findings related to the comparison between the social media-based intervention and a food safety lecture are consistent with research suggesting that online food safety education is as effective as lecture and other traditional methods of education (2, 15,19).…”

Section: Discussionsupporting

confidence: 77%

“…Computer-based training is as effective as lecturing for improving knowledge and attitudes related to food safety (2). Online learning environments can broaden learning opportunities because of the independent, self-paced, and flexible nature of these environments (15). Researchers found that a Web-based food safety and reg ulation course for college students was as effective as a comparable lecture-based course.…”

mentioning

confidence: 99%

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Safe Eats: An Evaluation of the Use of Social Media for Food Safety Education

Mayer

Harrison

2012

Journal of Food Protection

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Many undergraduate students are cooking for the first time, and they need to learn safe food practices to reduce their risk of foodborne illness. Social media tools are being utilized to disseminate public health messages, but limited research has been conducted to examine the effectiveness of these tools for food safety education. The purpose of this study was to develop and evaluate a social media-based intervention for young adults to improve food safety attitudes, practices, and knowledge. Preliminary surveys were conducted and online focus groups were convened to guide design of this social media intervention. College students (710) were included in treatment and control groups. Results from pretests and posttests indicate that participation in the "Safe Eats" Facebook intervention leads to improvements in food safety attitudes, practices, and knowledge. Although students reported that they learned more from the intervention than from a traditional lecture, the combination of lecture and Facebook resulted in higher knowledge scores than those resulting from the intervention alone. Participants who spent more time on the Facebook page had greater improvements in food safety attitudes and practices.

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Section: Discussionsupporting

confidence: 77%

mentioning

confidence: 99%

Safe Eats: An Evaluation of the Use of Social Media for Food Safety Education

Mayer

Harrison

2012

Journal of Food Protection

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“…A modified randomized pretest/posttest control group design (Figure 3) was used in this study. Pintauro and others (2005) recently implemented a similar experimental design to compare the knowledge gain and attitudes of students using 3 instructional methods. Four United States Dept.…”

Section: Methodsmentioning

confidence: 99%

Comparison of Knowledge and Attitudes Using Computer‐based and Face‐to‐Face Personal Hygiene Training Methods in Food Processing Facilities

Fenton

LaBorde

Radhakrishna

et al. 2006

J of Food Science Edu

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Computer-based training is increasingly favored by food companies for training workers due to convenience, self-pacing ability, and ease of use. The objectives of this study were to determine if personal hygiene training, offered through a computer-based method, is as effective as a face-to-face method in knowledge acquisition and improved attitude toward food safety. Employees from four food processing facilities (n = 94) were randomly assigned to a control group, a face-to-face training group, or a computer-based training group. Evaluation instruments consisted of a pretest and a posttest to measure knowledge gain, a step scale to measure attitude after training and retrospectively before training, and a brief set of interview questions. Results for both treatments and the control group indicated increases in knowledge. Analysis of the posttest scores, when controlling for the pretest scores, indicated the difference was significant (P ≤ 0.05); however, post hoc analysis did not indicate which treatment was superior. There was a significant increase in attitude scores for both groups using paired t-tests, although the difference between groups was not significant when controlling for attitude scores before training. Issues that may limit application of the technology used in this study include low literacy and language barriers among employees, and time constraints within companies. These and other variables should be taken into account in future research studies addressing comparisons of training methods. This study is the first to demonstrate the effectiveness of computer-based training aimed at food handlers who work in food processing establishments.

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“…Computer‐based training in FS for food handlers has been shown to be as effective as face‐to‐face instruction in improving knowledge and attitudes about FS (Fenton and others 2006) and easier to implement (Costello and others 1997). Web‐based college‐level FS instruction was shown to be as effective as lecture to improve FS knowledge (Pintauro and others 2005). Teachers can use the Internet to communicate or collaborate with peers, keep current on research, and access classroom resources.…”

Section: Introductionmentioning

confidence: 99%

Development and Evaluation of an Online, Inquiry‐Based Food Safety Education Program for Secondary Teachers and Their Students

Beffa-Negrini

Cohen

Laus

et al. 2007

J of Food Science Edu

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Secondary science teachers who integrate food safety (FS) into curricula can provide FS knowledge and skills to youth while reinforcing science skills and concepts. National science education standards and the Biological Science Curriculum Study 5E Inquiry‐based Learning Model were used to design an online training, Food Safety FIRST. The training has 3 modules, each with 15 h of web‐based instruction, interactive discussion, and tools to conduct experiments or critical evaluation projects. A CD‐ROM, web site (http://foodsafetyfirst.org), and lab kit were developed to accompany module activities. Seventy‐one teachers registered for the program; 38 matched pretest/posttest evaluations were analyzed. When asked their intention to teach FS in the next year, enrollees responded “definitely” (60.5%) or “possibly” (34.2%), reaching potentially 3570 students. Participants found the training very valuable (71.1%) and were significantly more comfortable teaching FS at posttest (3.6 ± 0.5 on a 4‐point Likert scale) than at pretest (2.8 ± 1.0; P < 0.0001, n= 35). Self‐reported FS practices also improved from pretest (24.8 ± 5.7 out of a possible 35) to posttest (27.7 ± 4.8; P < 0.001, n= 32). On 4‐point Likert scales, teachers were confident answering FS questions (3.4); confident that if they did a good job teaching this topic, students would be interested in FS (3.4); and confident FS concepts taught would meet national science standards (3.4). They found the program satisfactory for demonstrating inquiry‐based learning (3.8). Most agreed that they would change FS habits (3.2). Using 5‐point scales, participants agreed that they felt more able to critically evaluate FS information on the Internet (4.2) and that the training was enjoyable in an online format (4.3).

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Food Safety and Regulation: Evaluation of an Online Multimedia Course

Cited by 8 publications

References 8 publications

Safe Eats: An Evaluation of the Use of Social Media for Food Safety Education

Safe Eats: An Evaluation of the Use of Social Media for Food Safety Education

Comparison of Knowledge and Attitudes Using Computer‐based and Face‐to‐Face Personal Hygiene Training Methods in Food Processing Facilities

Development and Evaluation of an Online, Inquiry‐Based Food Safety Education Program for Secondary Teachers and Their Students

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