Teacher Evaluation of an Experiential Vegetable Education Program for Australian Primary Schools: Does Face-to-Face Training Add Value above Digital Training?

Abstract

The teacher-led implementation of healthy eating programs in schools is cost-effective and potentially impactful. Teacher acceptability is important for uptake; however, process evaluations are scarce. This study evaluated the effect of two intensities of teacher training on the evaluation of a vegetable education program for Australian primary schools by teachers. The teachers (n = 65) who implemented the program as part of a cluster RCT (25 schools in two states, New South Wales and South Australia) received either low- (provision with materials and online training) or high (additional face-to-face (F2F) training)-intensity training prior to implementing a 5-week vegetable education program. They evaluated the acceptability of a digital training module and program by indicating the level of agreement with 15 and 18 statements, respectively, using 5-point Likert scales. The average item scores ranged from 3.0 to 4.2. All but one item, including student engagement, alignment to the curriculum and intent for reuse of the program, had a rounded average or median score of 4. The level of training intensity did not impact the teacher acceptability ratings. In conclusion, the teacher acceptability was good, and additional F2F training does not add value above the solely digital training of the teachers.

Application of the multiphase optimisation strategy to develop, optimise and evaluate the effectiveness of a multicomponent initiative package to increase 2-to-5-year-old children’s vegetable intake in long day care centres: a study protocol

“…70 While face-to-face delivery of training can be valuable for sharing of experiences between educators, it is more resource intensive and requires moderation without necessarily adding value above online training. 60 The cost of face-to-face training can also have implications on limiting the potential for scalability and sustainability. Therefore, as our aim was to deliver an initiative package that would be sustainable and scalable outside of the research setting, online delivery was used.…”

“…Growing use of internet technology enables online delivery of the initiatives which will provide the potential for increased reach and adoption by staff and centres for whom time and distance may prohibit participation in face to face training 70. While face-to-face delivery of training can be valuable for sharing of experiences between educators, it is more resource intensive and requires moderation without necessarily adding value above online training 60. The cost of face-to-face training can also have implications on limiting the potential for scalability and sustainability.…”

“…A questionnaire using the LORI framework which was completed by primary school teachers in the evaluation of Taste & Learn curriculum will be adapted for use in this study. 60 …”

“…Questions will be added to evaluate suitability of the duration/length of the initiatives. A questionnaire using the LORI framework which was completed by primary school teachers in the evaluation of Taste & Learn curriculum will be adapted for use in this study 60…”

Development of an initiatives package to increase children’s vegetable intake in long day care centres using the Multiphase Optimisation Strategy (MOST) randomised factorial experiment

“…The curriculum is based on experiential learning, sensory education and insights on vegetable preference development in children. It is based on the same principles as the evidence-based Taste & Learn TM vegetable education curriculum for primary school children (aged 5–12 years) (31,32) , with activities suitable for younger children. Vegetables were tasted during each activity and specific vegetable suggestions (familiar and unfamiliar, raw and cooked) were provided for each lesson, which could be tracked using a ‘Vegetable Adventure Chart’.…”