New Developments in Nutrition Education Using Computer Technology

Kolasa, Kathryn M.; Miller, Mary

doi:10.1016/s0022-3182(96)70009-2

Cited by 31 publications

(14 citation statements)

References 15 publications

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“…The main objective of the NECTAR-study is to enhance the knowledge, skills and attitudes of Dutch GPtrainees in the ®eld of nutrition by means of computerbased instruction on nutrition (Kolasa & Miller, 1996;Cohen and Dacanay, 1992). To achieve this, a computerbased instruction on nutrition has ®rst to be developed (the development phase of the NECTAR-study).…”

Section: Introductionmentioning

confidence: 99%

The NECTAR-Study: development of nutrition modules for general practice vocational training; determinants of nutrition guidance practices of GP-trainees

Maiburg

Hiddink²,

Hof³

et al. 1999

Eur J Clin Nutr

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Objective: To identify determinants of nutrition guidance practices of general practitioner-trainees (GPtrainees), to investigate whether these determinants differ from those found by experienced general practitioners; to reveal educational directions towards the development of computer-based instruction on nutrition. Design: Cross-sectional study by means of validated questionnaires. Subjects: All GP-trainees in training at the eight university departments for vocational training in the Netherlands in September, 1998 (n 985). Main outcome measures: Reliability of determinants of nutrition guidance practices was calculated by means of Crohnbach's alpha. The mechanism of action of determinants was identi®ed by means of linear structural relationship analysis (LISREL) using a model developed for GPs. Results: Crohnbach's alphas for factors ranged from 0.58 ± 0.90. The empirical GP-trainee-data ®tted with the corresponding GP-model on the mechanism of action. Conclusions: The same predisposing factors, driving forces and barriers as found with GPs were identi®ed with GP-trainees. Comparing the GP-and GP-trainee-models, only minor differences were found in the path coef®cients between factors. Lack of nutrition training and education proved to be of great in¯uence on the extent of nutrition information given. The GP-trainee-model will be of use in developing computer-based instruction on nutrition. It is expected that GPs may also bene®t from this instruction.

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Section: Introductionmentioning

confidence: 99%

The NECTAR-Study: development of nutrition modules for general practice vocational training; determinants of nutrition guidance practices of GP-trainees

Maiburg

Hiddink²,

Hof³

et al. 1999

Eur J Clin Nutr

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“…While teachers of nutrition may be pleased to allow computing staff to develop separate units for information technology, few may themselves consider the application of information technology in the support of their own teaching. I have developed several different approaches that illustrate the range of possible uses of computers as aids to teaching; I incorporated all of them into the teaching of second year Nutrition and Dietetics students.A search of the education literature from 1976 to 1997 failed to find any study in which a wide range of information technology was employed at the same time in the support of teaching; there are, however, many reports of individual programs and their evaluation in a wide range of subjects, including nutrition (Kolasa & Miller, 1996). Thus, at the end of the year, before examinations, students were asked to complete a questionnaire about information technology; each question was made in the form of a statement with potential scores 1-7 from one extreme idea to the opposite, for example disagreement to agreement (this type of evaluation is known as the illuminative model; see Knussen et al 1991).…”

mentioning

confidence: 99%

“…A search of the education literature from 1976 to 1997 failed to find any study in which a wide range of information technology was employed at the same time in the support of teaching; there are, however, many reports of individual programs and their evaluation in a wide range of subjects, including nutrition (Kolasa & Miller, 1996). Thus, at the end of the year, before examinations, students were asked to complete a questionnaire about information technology; each question was made in the form of a statement with potential scores 1-7 from one extreme idea to the opposite, for example disagreement to agreement (this type of evaluation is known as the illuminative model; see Knussen et al 1991).…”

mentioning

confidence: 99%

Information technology in nutrition and dietetic education

Wise

1998

Br J Nutr

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The increase in pressures of teaching in tertiary education has led to a need to consider new methods to support the learning experience for students; for example, in a single faculty of a university, a survey has shown that there were 173 different innovations in teaching methods that were being tried and 14% of these involved information technology (Ellington & McIntosh, 1995). Since the development of the computer, it has become a growing influence on the workplace for nutritionists and dietitians, so clearly information technology has been incorporated into the teaching programme as a subject. In addition to these more obvious uses of computers by professionals, computers can also be used to help in the teaching of non-computingrelated subjects. While teachers of nutrition may be pleased to allow computing staff to develop separate units for information technology, few may themselves consider the application of information technology in the support of their own teaching. I have developed several different approaches that illustrate the range of possible uses of computers as aids to teaching; I incorporated all of them into the teaching of second year Nutrition and Dietetics students.A search of the education literature from 1976 to 1997 failed to find any study in which a wide range of information technology was employed at the same time in the support of teaching; there are, however, many reports of individual programs and their evaluation in a wide range of subjects, including nutrition (Kolasa & Miller, 1996). Thus, at the end of the year, before examinations, students were asked to complete a questionnaire about information technology; each question was made in the form of a statement with potential scores 1-7 from one extreme idea to the opposite, for example disagreement to agreement (this type of evaluation is known as the illuminative model; see Knussen et al. 1991). Each program was evaluated by students in terms of simplicity of use and the extent to which it helped them. Other questions were asked about whether timetabled hours should increase and about use of the programs outside classes. There were also general questions relating to the use of information technology and the students' attitudes to computers. The scores for all the questions regarding the simplicity of use were summated, as were those asking about how helpful the programs had been. These data were used in Spearman's correlation analysis of the results. There was a high response rate from students (thirty-one completed from thirty-two students). The questions asked and the results obtained are shown in Table 1, and discussed in relation to each program, and then as general conclusions. Dietary program'Diet5 for Windows'

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“…Food safety and sanitation educators are encouraged to explore the opportunities and challenges of these new technologies to enhance their work [7]. Brug, Steenhuis, Assema, and Vries's study [2] pointed out that computer-tailored food safety and sanitation information is a promising means of stimulating people to change their diet toward dietary recommendations.…”

Section: The Information Technology and Food Safety And Sanitation Edmentioning

confidence: 99%

The Effect of Computer-Assisted Instruction for Elementary School Students in Food Safety and Sanitation Knowledge

Lai

2016

MATEC Web of Conferences

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Abstract. The purpose of this study is to introduce the graphic presentation food safety and sanitation learning system with parent participation in element school's health and physical education curriculum. The students were divided into four groups: control group, control group with parent participation, learning system group, and learning system group with parent participation. There were three extra variables in this study: learning system, and parent participation. The research data (three exams scores) was obtained before the course, in the middle of the course, and at the end of the course. The results indicate that, first, the estimate of slope of learning system is significantly correlated with parent participation; second, male elementary school students and female elementary school students were similar in the growth rate between each time points; third, the relationship between the initial exam score and the following two exam scores were not significant. Based on the results, it can be concluded that the use of learning system and parent participation were helpful for elementary school students to acquire food safety and sanitation knowledge in the health and physical education curriculum.

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New Developments in Nutrition Education Using Computer Technology

Cited by 31 publications

References 15 publications

The NECTAR-Study: development of nutrition modules for general practice vocational training; determinants of nutrition guidance practices of GP-trainees

The NECTAR-Study: development of nutrition modules for general practice vocational training; determinants of nutrition guidance practices of GP-trainees

Information technology in nutrition and dietetic education

The Effect of Computer-Assisted Instruction for Elementary School Students in Food Safety and Sanitation Knowledge

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