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Clinicians see the results of patients not following their treatment plan, whether it's medication adherence, lifestyle recommendations, or attending follow-up visits. But there are often social factors influencing a patient's [...]

Background Pregnant women and the very young are among those most susceptible to foodborne infections and at high risk of a severe outcome from foodborne infections. Objective To determine if interactive multimedia is a more effective method than pamphlets for delivering food safety education to Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) clients. Design A randomized controlled trial of WIC clients was conducted. Self-reported food safety practices were compared between pre- and postintervention questionnaires completed [greater than or equal to] 2 months after the intervention. Subjects/setting Pregnant WIC clients or female caregivers (usually mothers) of WIC clients who were 18 years of age or older and able to speak and read English were recruited from an inner-city WIC clinic. Intervention Participants were randomized to receive food safety pamphlets or complete an interactive multimedia food safety education program on a computer kiosk. Main outcome measures Change from pre- to postintervention food safety scores. Statistical analyses performed A mean food safety score was determined for each participant for the pre- and postintervention questionnaires. The scores were used in a two-group repeated measures analysis of variance. Results Of the 394 participants, 255 (64.7%) completed the postintervention questionnaire. Satisfaction with the program was high especially among those with no education beyond high school. When considering a repeated measures analysis of variance model with the two fixed between-subject effects of group and age, a larger improvement in score in the interactive multimedia group than in the pamphlet group (P=0.005) was found, but the size of the group effect was small (partial [[eta].sup.2] = 0.033). Women aged 35 years or older in the interactive multimedia group had the largest increase in score. Conclusions The interactive multimedia was well-accepted and resulted in improved self-reported food safety practices, suggesting that interactive multimedia is an effective option for food safety education in WIC clinics.

Objective To develop and evaluate the efficacy of an online continuing education course for professionals who provide food safety information to high-risk populations. Design A 2-credit graduate-level class was converted into six web-based modules (overview of foodborne illness, immunology, pregnancy, human immunodeficiency virus, cancer and transplants, and lifecycle) and offered to nutrition and health professionals. Participants had 8 weeks to complete the modules, pre and post questionnaires, and course evaluation. Those who successfully completed the protocol received six continuing education units from one of three professional associations. Change in knowledge was measured using pre and post questionnaires. Course efficacy was evaluated using a post-course questionnaire. Subjects/setting A convenience sample of 140 registered dietitians/dietetic technicians registered, nurses, and extension educators were recruited through professional conferences and electronic mailing lists to take the course. Statistical analyses Analysis of variance was used to evaluate differences in knowledge scores for all groups across five main effects (attempt, module, profession, age, and education). Course evaluation responses were used to assess course effectiveness. Results For each module, knowledge scores increased significantly (P<0.001) from pre to post questionnaire. Overall, knowledge scores increased from 67.3% before the modules to 91.9% afterwards. Course evaluation responses were favorable, and participants indicated that course objectives were met. Conclusions Online continuing education courses, such as "Food Safety Issues for High Risk Populations," seem to be a convenient, effective option for dietetics professionals, nurses, and extension educators seeking knowledge about food safety issues of high-risk populations. Online learning is a promising delivery approach for the continuing education of health professionals.

In the syllabus that follows I outline a semester-long class that I taught at Pomona College in the fall of 2004. This course was cross-listed with the English Department and [...]

To link to full-text access for this article, visit this link: http://dx.doi.org/10.1016/j.anbehav.2004.12.004 Byline: Bennett G. Galef, Elaine E. Whiskin, Gwen Dewar Abstract: Teaching is an altruistic act. Therefore, it is most likely to occur when pupil and teacher are closely related, costs to teachers of teaching are small, and benefits to pupils of being taught are large. Here, we determined, first, whether Rattus novegicus dams would modify their food choices to teach their young which of two foods was safe to eat, and second, whether such teaching by mothers would be effective, if it occurred. We examined food choices of rat dams trained to eat one of two foods that their young could access when the dams could also access a third, more palatable food that their pups could not reach (three-bowl condition). These dams spent no more time eating the safe food available to their young than did control dams, which had access to the same three foods, but were not trained to avoid one of the two foods available to their young. Thus, dams that had learned that a food available to their offspring was toxic, failed to act to protect their young. When dams were trained to avoid one of only two foods available to them and their young (two-bowl condition), the young avoided the food that their dam had learned to avoid longer than did young of dams in the three-bowl condition. Thus, young of dams in the three-bowl condition would have been less likely to eat toxic food if their dams had behaved appropriately. The present paradigm, though providing no evidence of teaching by rat dams, should permit investigation of teaching in many vertebrate species. Author Affiliation: (*) Department of Psychology, McMaster University, Canada (a ) Department of Anthropology, California State University at Haywood, U.S.A. Article History: Received 24 August 2004; Revised 21 November 2004; Accepted 16 December 2004 Article Note: (miscellaneous) MS. number: A9979

The feasibility of including food safety in the curricula of family and consumer sciences secondary classes in the Iowa is analyzed. The purpose of the new curriculum is to educate young consumers about the dietary standards and food safety measures.

The Internet based World Wide Web (Web) is a suitable approach for teaching and designing instructional materials related to food science and technology. The documents for the Web are written in HyperText Markup Language and the lecture topics are arranged in a table of contents format. An introductory paragraph indicates the specific topic covered in the lecture. This new technology directs future students in food science, to the diversified field of food processing on a global scale.

In 1992, Bath College of Higher Education, England, introduced a BSc (Hons) degree course in food management. Following intensive research of existing food-related courses offered by higher education institutions and comprehensive market research activities within the food industry, it was decided that such a course would be welcomed by all invoved in food education. The development of the new three-year degree-level course is described, plus a definition of its structure and content.

A new trend in academia is studying the social, historical, and cultural significance of food as a way to discuss human nature and individual societies. Food can be seen as an indicator of social status, an expression of cultural identity, or even viewed as a political activity. Many scholars argue that food studies has been an overlooked subject, but some critics feel the field lacks seriousness.

South Bank University provides study for food science and its related disciplines and offers one of only six single-subject honours BSc Food Science courses in the UK. Undergraduate courses in food science cover subjects such as food product manufacture, food biochemistry, industrial microbiology, food preservation and food policy. Postgraduate courses are also offered. There is also active involvement in food science and nutrition research.

A six weeks long module for first-year college students which allows them to carry out authentic research is presented. The first three weeks is provides the students with the skills to analyze antioxidant capacities in foods while the final three weeks lets them develop and conduct their own experiments. The students are then tasked to write a final paper in a scientific journal style.

Byline: Ann S. Mothershaw, Frisco Consolacion, Isam T. Kadim, Ahmed Noori Al Raisi Meat products are frequently implicated in foodborne diseases. The hygienic status of dressed carcasses is largely dependent upon the general slaughterhouse hygiene and the skills of the workers. Training, knowledge of food safety issues and communication skills of slaughterhouse workers were evaluated to identify their role in the contamination of carcasses. Face-to-face interviews were conducted in a range of languages as no common language was spoken by all workers. Educational standards were generally low. About 17% of workers had no formal education and the majority of them (89%) had no training in safe food-handling. Personal hygiene standards were also low. In general, workers did not view themselves or the equipment as possible sources of contamination. The majority of the workers had limited understanding of effective cleaning regimes and sanitising procedures. The results demonstrate the potential benefits of appropriate educational and skills training in reducing the contamination levels on dressed carcasses.

Family and Consumer Sciences (FCS), Ohio plans to develop its students' skill by making them work with primary school children, which in turn would help them, understand more about their future responsibilities. FCS students made several visits to the primary school and led activities involving the Food Guide Pyramid, kitchen safety, meal planning, aesthetics, and etiquette during the process of which they achieved valuable life skills as well as academic skills.