The Journal of Food Science Education最新文献_第6页

Development and Evaluation of a Multi-Institutional Case Studies-Based Course in Food Safety. 基于多机构案例研究的食品安全课程的开发与评价。

The Journal of Food Science Education Pub Date : 2015-07-01 DOI: 10.1111/1541-4329.12058

A. Pleitner, T. Chapin, S. Hammons, A. V. Stelten, K. Nightingale, M. Wiedmann, Lynette M. Johnston, H. Oliver

{"title":"Development and Evaluation of a Multi-Institutional Case Studies-Based Course in Food Safety.","authors":"A. Pleitner, T. Chapin, S. Hammons, A. V. Stelten, K. Nightingale, M. Wiedmann, Lynette M. Johnston, H. Oliver","doi":"10.1111/1541-4329.12058","DOIUrl":"https://doi.org/10.1111/1541-4329.12058","url":null,"abstract":"Developing novel, engaging courses in food safety is necessary to train professionals in this discipline. Courses that are interactive and case-based encourage development of critical thinking skills necessary for identifying and preventing foodborne disease outbreaks. The purpose of this study was to assess the efficacy of a case study module-based course for upper division undergraduate and graduate students interested in food safety. Four independent case study modules were developed and implemented by 4 universities working in tandem over a semester course. All case studies incorporated molecular and epidemiological methods employed by professionals in food safety in outbreak investigations. Each case study was based on a (i) suspect foodborne pathogen, (ii) identification tools including biochemical test variations and pulsed field gel electrophoresis, multiplex PCR and/or whole genome sequencing, and (iii) suspect location and company type from farm to production site to restaurant. Pre- and postinstruction evaluations revealed significant increases in understanding of the concepts introduced through each module as demonstrated by overall mean normalized gain of 0.32 ± 0.35 (15% ± 19%; n = 60). Institution, role of instructor, prescore, and learning environment all played a significant role in the effects of overall learning. This study provides a successful model for a case study-based course in food safety. The guidelines and materials developed by our group are available for use by other institutions.","PeriodicalId":22784,"journal":{"name":"The Journal of Food Science Education","volume":"16 1","pages":"76-85"},"PeriodicalIF":0.0,"publicationDate":"2015-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82784859","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

3D Food Printing: A Taste of the Future. 3D食品打印:未来的味道。

The Journal of Food Science Education Pub Date : 2015-07-01 DOI: 10.1111/1541-4329.12061

Clare Lin

引用次数: 31

Project-Based Learning Involving Sensory Panelists Improves Student Learning Outcomes. 包括感官小组成员的基于项目的学习提高了学生的学习成果。

The Journal of Food Science Education Pub Date : 2015-04-01 DOI: 10.1111/1541-4329.12057

Yee Ming Lee

{"title":"Project-Based Learning Involving Sensory Panelists Improves Student Learning Outcomes.","authors":"Yee Ming Lee","doi":"10.1111/1541-4329.12057","DOIUrl":"https://doi.org/10.1111/1541-4329.12057","url":null,"abstract":"Project-based, collaborative learning is an effective teaching method when compared to traditional cognitive learning. The purpose of this study was to assess student learning after the completion of a final meal project that involved a group of sensory panelists. A paper survey was conducted among 73 senior nutrition and dietetics students enrolling in Experimental Food Science, Spring 2013 and 2014. The survey comprised of qualitative and quantitative questions about students’ perceived learning outcomes. The project required students to prepare a 4-course meal in 90 min, in groups of 4. Eighteen sensory panelists consisting of faculty and graduate students from the Nutrition, Dietetics, and Hospitality Management Department and administrative staff from the college evaluated the foods, asked students several food science-related questions, and completed a survey about their involvement in the project. Students reported that this project reinforced class material (4.7 ± 0.6), and was enjoyable (4.6 ± 0.6) yet challenging (4.4 ± 0.7); numerous skills were developed, including team-building (4.7 ± 0.5), food preparation (4.6 ± 0.5), and time management (4.4 ± 0.5). Students perceived that the involvement of sensory panelists was beneficial in terms of providing constructive feedback for improvement and motivating them to prepare high-quality foods. It also prepared them for serving foods to individuals from different cultural backgrounds. However, some students found the experience stressful. For the sensory panelists, the project helped them to venture out of their areas of expertise. In conclusion, a meal project involving sensory panelists can result in positive learning outcomes.","PeriodicalId":22784,"journal":{"name":"The Journal of Food Science Education","volume":"116 1","pages":"60-65"},"PeriodicalIF":0.0,"publicationDate":"2015-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88705619","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 8

Development and Evaluation of Food Safety Modules for K-12 Science Education K-12科学教育食品安全模块的开发与评价

The Journal of Food Science Education Pub Date : 2015-04-01 DOI: 10.1111/1541-4329.12050

T. Chapin, Rachel C Pfuntner, M. Stasiewicz, M. Wiedmann, A. Orta-Ramirez

引用次数: 5

Teaching Beyond Course Content 超越课程内容的教学

The Journal of Food Science Education Pub Date : 2015-04-01 DOI: 10.1111/1541-4329.12060

S. Schmidt

引用次数: 0

Investigating Change in Adolescent Self-Efficacy of Food Safety through Educational Interventions. 通过教育干预调查青少年食品安全自我效能感的变化。

The Journal of Food Science Education Pub Date : 2015-04-01 DOI: 10.1111/1541-4329.12055

Amy S. Beavers, L. Murphy, J. Richards

{"title":"Investigating Change in Adolescent Self-Efficacy of Food Safety through Educational Interventions.","authors":"Amy S. Beavers, L. Murphy, J. Richards","doi":"10.1111/1541-4329.12055","DOIUrl":"https://doi.org/10.1111/1541-4329.12055","url":null,"abstract":"A successfully targeted intervention can influence food safety knowledge, attitudes, and behaviors, as well as encourage participants to recognize their own responsibility for safe food handling. This acknowledgement of an individual's responsibility and capacity to address food safety can be understood as self-efficacy of food safety (SEFS). This study investigated the impact of a specific educational intervention, Hands On: Real-World Lessons for Middle School Classrooms, curriculum on SEFS in adolescents and was guided by two research questions: (1) to what extent can an existing food safety curriculum impact students’ SEFS, and (2) to what extent does a relationship exist between changes in self-efficacy and changes in food safety behavior, particularly when controlling for knowledge gains. A total sample of 424 students across 6 states participated in this study. Teachers were trained to implement the Hands On program in their classrooms and then students were administered a pre- and posttest to measure the impact of the program on knowledge, food safety-related behaviors, and SEFS. The data indicated that there is a strong predictive relationship between SEFS and positive behavior change. Additionally, the Hands On program was effective at increasing students’ SEFS.","PeriodicalId":22784,"journal":{"name":"The Journal of Food Science Education","volume":"170 1","pages":"54-59"},"PeriodicalIF":0.0,"publicationDate":"2015-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84004795","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 7

A View of Oral Communication Activities in Food Science from the Perspective of a Communication Researcher. 从传播学研究者的角度看食品科学中的口头传播活动。

The Journal of Food Science Education Pub Date : 2015-04-01 DOI: 10.1111/1541-4329.12056

Denise A. Vrchota

{"title":"A View of Oral Communication Activities in Food Science from the Perspective of a Communication Researcher.","authors":"Denise A. Vrchota","doi":"10.1111/1541-4329.12056","DOIUrl":"https://doi.org/10.1111/1541-4329.12056","url":null,"abstract":"Food science researchers have pronounced the Institute of Food Technologists Success Skills to be the most important competency mastered by graduates entering the work force. Much of the content and outcomes of the Success Skills pertains to oral communication skills of public speaking and interpersonal and group communication. This qualitative study reports the results of an examination of oral communication activities in the classes of 9 faculty in the food science program at Iowa State Univ. The findings revealed communication activities in the classes that support the Success Skills oral communication mandates; however, the food science faculty did not explicitly teach these skills. Faculty assumed the students would acquire proficiency in oral communication through participation in disciplinary activities that required them to practice the skills. A situated communication framework cautions communication researchers to honor the oral communication traditions in other disciplines. Still, the practice of preparing students to communicate in professional contexts without formal instruction raises 2 questions from the perspective of a communication researcher: first, are students aware of the communication skills they applied in classroom activities? Second, are students able to transfer communication skills to other classes and, more importantly to professional practice, when they graduate, as a result of this approach? The discussion suggests exercises that direct students’ attention to the specific skill sets inherent in the oral communication activities in the Success Skills while enabling faculty to maintain the communication traditions of food science as they prepare students for professional practice.","PeriodicalId":22784,"journal":{"name":"The Journal of Food Science Education","volume":"12 1","pages":"36-47"},"PeriodicalIF":0.0,"publicationDate":"2015-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85674948","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Assessing Knowledge and Attitudes of U.S. Healthcare Providers about Benefits and Risks of Consuming Seafood 评估美国医疗保健提供者关于食用海鲜的好处和风险的知识和态度

The Journal of Food Science Education Pub Date : 2013-10-01 DOI: 10.1111/1541-4329.12014

D. Hicks, L. Pivarnik, Nicole L. Richard, R. Gable, M. Morrissey

{"title":"Assessing Knowledge and Attitudes of U.S. Healthcare Providers about Benefits and Risks of Consuming Seafood","authors":"D. Hicks, L. Pivarnik, Nicole L. Richard, R. Gable, M. Morrissey","doi":"10.1111/1541-4329.12014","DOIUrl":"https://doi.org/10.1111/1541-4329.12014","url":null,"abstract":"An online needs assessment survey of healthcare providers was developed and implemented to determine knowledge and attitudes about the benefits and risks of consuming seafood along with how this might impact patient/clientele counseling. Only 6 of the 45 knowledge items queried (13%) met the 80% subject mastery or proficiency with a total knowledge score of 56 ± 18%. Based on this survey, it was found that healthcare providers were less than proficient regarding all knowledge areas for seafood. Understanding of seafood safety and contaminants was low. In addition, while the majority (76%) of healthcare respondents knew the correct recommendation for seafood meals per week, they failed to identify the groups that were targeted by the Food and Drug Administration/Environmental Protection Agency (FDA/EPA) advisory about seafood and mercury and therefore could be providing inaccurate information. Attitudinal responses for 18 items resulted in an overall average score of 3.28 ± 0.47 meaning slightly agree (based on a 5-point Likert scale strongly disagree—strongly agree). While trends showed that it was important to the respondents to provide accurate information (3.78 ± 1.06) about seafood to their patients, they felt more comfortable recommending that their patients follow government advice (3.52 ± 0.91) about both seafood safety and which seafood to eat over other sources. Combined with a low knowledge base, attitudinal responses indicate that there could be a barrier to both outreach education to these healthcare providers and to their patient counseling regarding seafood consumption. Results also showed that a combination of online, science-based, easy to access information with the capability to provide brochure-formatted information would appear to be the best way to communicate seafood safety, nutrition, and health information.","PeriodicalId":22784,"journal":{"name":"The Journal of Food Science Education","volume":"15 1","pages":"75-80"},"PeriodicalIF":0.0,"publicationDate":"2013-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76881668","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

Development and Pilot Testing of a Food Safety Curriculum for Managers and Staff of Residential Childcare Institutions (RCCIs). 为寄宿制托儿机构的管理人员及职员制订食物安全课程及进行试点测试。

The Journal of Food Science Education Pub Date : 2013-10-01 DOI: 10.1111/1541-4329.12011

L. Pivarnik, M. S. Patnoad, D. Nyachuba, L. McLandsborough, Stephen Couto, Elsina E. Hagan, M. Breau

{"title":"Development and Pilot Testing of a Food Safety Curriculum for Managers and Staff of Residential Childcare Institutions (RCCIs).","authors":"L. Pivarnik, M. S. Patnoad, D. Nyachuba, L. McLandsborough, Stephen Couto, Elsina E. Hagan, M. Breau","doi":"10.1111/1541-4329.12011","DOIUrl":"https://doi.org/10.1111/1541-4329.12011","url":null,"abstract":"Food safety training materials, targeted for residential childcare institution (RCCI) staff of facilities of 20 residents or less, were developed, piloted, and evaluated. The goal was to assist in the implementation of a Hazard Analysis Critical Control Points (HACCP)-based food safety plan as required by Food and Nutrition Service/United States Department of Agriculture. RCCI staff and instructor training manuals, Food Safety Basics: Food Safety Education for RCCIs was developed and pilot tested in RCCIs in both Rhode Island and Massachusetts. The program was evaluated by participants and pre-/posttraining onsite inspector and microbial assessments. The core curriculum contained 3 modules and corresponding activities: Module 1: cause, prevention, and strategies to reduce foodborne illness; Module 2: components of a HACCP-based food safety plan and standard operating procedures; and Module 3: actual food safety plan development, including instructions for implementation and corresponding monitoring procedures required. There were 50 to 82 RCCI staff members that attended 2 or 3 modules. Participants rated the modules 4.5 ± 0.4, 4.3 ± 0.4, and 4.4 ± 0.4 out of 5-point Likert scale (1 = strongly disagree, 5 = strongly agree) for teaching modules 1, 2, and 3, respectively. The evaluations assessed their understanding of key topic areas taught. Onsite inspections showed improvement in many critical food safety issues. Some deficiencies still appeared to be problematic, such as refrigerator temperature monitoring and issues with storage and cross-contamination.","PeriodicalId":22784,"journal":{"name":"The Journal of Food Science Education","volume":"44 1","pages":"67-74"},"PeriodicalIF":0.0,"publicationDate":"2013-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86520464","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Time for a Change 是时候改变了

The Journal of Food Science Education Pub Date : 2013-07-01 DOI: 10.1111/1541-4329.12012

G. Chism

引用次数: 0