Participant Perspectives on the Impact of a School-Based, Experiential Food Education Program Across Childhood, Adolescence, and Young Adulthood.

OBJECTIVE: Explore participant perceptions of involvement in an experiential food education program during elementary school and the scope and extent of program influence on food decisions. DESIGN: Focus groups with current participants and program alumni. SETTING: Washington, DC. PARTICIPANTS: Thirty-nine elementary school students and 39 program alumni ranging from middle school through university students. PHENOMENON OF INTEREST: Participant perceptions of program impact from childhood into adolescence and young adulthood. ANALYSIS: Inductive thematic analysis. RESULTS: Nine emergent themes were identified, spread over 3 categories of program impact: immediate, beyond the classroom, and sustained. Immediate program impact themes came from all participants and included enjoyment, hands-on learning, and fostering connection. Beyond the classroom, older elementary students and alumni expressed perceived shifts in individual and family food intake, involvement in household food practices, and desire for fresh food options at school. Themes of sustained program impact among alumni participants were an appreciation for fresh food, openness to trying new foods, and confidence to make informed food decisions. CONCLUSIONS AND IMPLICATIONS: Findings provide a deeper understanding of participant perspectives on the impact of participation in a school-based experiential food education program and a basis for further research on the role of early exposure to food education in influencing food decisions as children grow older.

Harnessing the untapped potential of food education in schools: Nurturing the school subject Food and Health.

Essential life skills related to food and meals have a potential triple dividend for children and adolescents, that is, short-term, medium-term and possible generational effects with regard to public health, sustainability and well-being of future citizens in local communities. While parents and childhood environments are a basis for learning about food and meals, systematic food education in the setting of primary and lower secondary schools may have a significant role that should be utilized more strongly, reaching and benefitting all pupils from a life course perspective. Through this article, we explore the current state of the art of the mandatory school subject Food and Health (FH) from the Nordic perspective. Our leading questions are: (1) What potential is currently utilized and which future potential does FH education have in primary and secondary schools in terms of food education for essential life skills and competencies, and (2) How can this untapped potential be better harnessed with a goal of facilitating better learning in FH? Drawing on data from Norway as a case study, supported by Swedish and Finnish data, we discuss the status, challenges and potential reformation of food education, focusing on FH. This includes perspectives on the prioritization of the FH subject and the organization of more systematic food education in schools, which might improve FH's status and significance. Combining theory-practice, creating room for discussion and focusing less on cooking-related activities may better facilitate learning in FH. Without proper FH, food education might be nonsystematic, thereby generating unequal outcomes for children and adolescents.

Creating Food Learning Opportunities for Adults Within Urban Settings: A Framework for Food Pedagogies.

Globally, food is acknowledged as a primary focus for addressing challenges facing cities. City councils create and support food-related policies or strategies to enhance healthy and sustainable environments, and multiple food practitioners engage closely with these initiatives. However, the visibility of educational aspects of food within governments, policy development, public spaces, or across society is limited. There is a lack of evidence about how pedagogical frameworks can inform these initiatives. This study aims to develop a draft food pedagogies framework, whose application can inform food initiatives beyond the classroom to increase adults' awareness of, engagement with and empowered action relating to food, with the goal to advance societal health and sustainability. A qualitative approach included semi-structured interviews with 39 experienced food leaders from diverse food-related fields in Australia. Using thematic analysis, five key themes to assist adults learn about food in everyday life settings were identified: (1) Making use of (in)formal pedagogical spaces in communities; (2) Encouraging interactions with a range of people related to food; (3) Creating enjoyable and practical experiences as part of daily lives; (4) Developing supportive and transparent systems that reflect communities' needs; and (5) Utilizing broader social issues. A proposed framework, based on the five themes and existing theoretical frameworks, can be used to inform policy makers and diverse food practitioners to develop urban food strategies that aim to create food-centred changes within urban settings toward societal health and sustainability.

Backgrounds and challenges of food education policy in Taiwan: risk or chance in the reflexive food modernity?

In 2022, Taiwan enacted the Food and Agricultural Education Act, thus officially launching its food education policy. The objective of this article is to elucidate the social background to this Act and current challenges to promoting food education. The data were obtained from the relevant literature and interviews with 11 key actors, who represented academia, the government, public education and civil society. Although having much in common with the Japanese equivalent policy, Taiwan's food education contains some notable features. Food education began as a reaction to recent food safety scandals, growing food anxiety, the prevalence of eating out, the globalisation of food systems and increasing instability, all of which characterise reflexive food modernity. The Taiwanese policy aims to avoid the nutrition-centered, gendered and nationalistic tendencies of food education in countries such as Japan by stressing the interconnection of food system actors, social responsibility for family meals and an openness to diverse food cultures. However, achieving such objectives requires consciousness of the reflexive food modernity facing Taiwan and addressing operational issues, notably the strengthening of inter-ministerial collaboration and the integration of dialogue with diverse food education actors in defining educational content and professional qualifications.

The palm or the plate? An assessment of dietary guideline promotion, awareness, and preferences among Saudis: cross-sectional survey.

BACKGROUND: Dietary Guidelines for Saudis are offered and promoted in two forms: the Healthy Food Palm and the Saudi Healthy Plate. However, public awareness, recognition, and engagement with these guidelines is not well studied. Understanding the factors behind dietary guideline promotion, awareness, recognition, and use may lead to greater optimization of and engagement with the guidelines. This study aims to assess recognition of and public engagement with the My Palm and My Plate dietary guidelines as well as dietary guideline awareness, perceptions, and preferences among Saudis. METHODS: To compare awareness, knowledge, and usability between the Healthy Food Palm and the Saudi Healthy Plate dietary guidelines, a cross-sectional survey-based study was conducted among Saudi adult males and females above 18 (n = 674) between October 2021 and January 2022. Participants were split into groups based on age and gender. T-test and χ2 tests were used to determine differences between groups for continuous and categorical variables, respectively. RESULTS: Most participants were unaware of the Healthy Food Palm and the Saudi Healthy Plate guidelines, with only 11.1% and 30.3% able to recognize guideline-associated visual illustrations, respectively. However, nearly half of the participants correctly identified the number of food groups in the Healthy Food Palm and Saudi Healthy Plate. As well, more than half of the sample preferred the Saudi Healthy Plate, while one-quarter of the sample preferred neither guideline. In terms of future public health promotion, participants identified that "convenience and availability" (29.6%) and "my own health" (28.6%) were the most influential dietary choice factors with "social media campaigns" (2.4%) and the involvement of "an influencer" (3.1%) being the least influential dietary choice factors. CONCLUSIONS: Implementation of and public awareness of dietary guidelines is less than optimal, and opportunities exist for greater information dissemination and public engagement. Measurement and ongoing evaluation of public dietary guideline awareness and use and a more in-depth understanding of dietary choice influences and behaviors are important considerations for dietary guideline development and promotion.

Educación alimentaria en pacientes en dialisis / Nutritional education in dialysis patients

La enfermedad renal crónica terminal aumenta el riesgo cardiovascular y puede ocasionar defectos en la mineralización ósea. Para prevenir esto, se debe mantener el fósforo plasmático normal, que depende de la diálisis, los quelantes y la ingesta de fósforo, principalmente de origen inorgánico, incorporado mediante aditivos alimentarios. Las intervenciones nutricionales son pilares en el tratamiento de estos pacientes. El objetivo es facilitar estrategias alimentarias a un grupo de pacientes pediátricos en diálisis, mediante educación alimentaria nutricional, para aumentar el consumo de alimentos naturales, disminuyendo la ingesta de fósforo inorgánico especialmente de los productos cárnicos procesados. Materiales y métodos: se estudió una población pediátrica en diálisis. Se preparó un programa educativo con atención personalizada, instrucción alimentaria y seguimiento mensual, seguido de un taller. Resultados: n: 17 pacientes, edad decimal media de 12,3, 53% sexo masculino, 88% en hemodiálisis. Previo a la intervención el 64,7% consumía productos cárnicos procesados. Luego del taller el 58,8% disminuyó su consumo, el 41,2% aumentó la ingesta de preparaciones caseras, el 53% incorporó nuevos condimentos, de los cuales el 89% presentó al incorporarlos, mejor aceptación a las preparaciones. Conclusiones: la hiperfosfatemia está presente en alrededor del 50% de los pacientes en diálisis asociándose a un incremento entre 20% al 40% del riesgo de mortalidad. La presencia de fósforo oculto en los alimentos y la falta de adherencia hacen prioritario trabajar en programas educativos que favorezcan el aprendizaje colaborativo, centralizados en prácticas culinarias, para brindar herramientas que faciliten una alimentación natural, disminuyendo el consumo de ultraprocesados (AU)

Chronic end-stage renal disease increases the risk of cardiovascular disease and may lead to defects in bone mineralization. In order to prevent these risks, normal plasma phosphorus levels should be maintained. Achieving this goal depends on dialysis, chelators, and phosphorus intake, mainly of inorganic origin, incorporated through food supplements. Nutritional interventions are crucial in the treatment of these patients. The objective is to facilitate nutritional strategies to a group of pediatric dialysis patients, through food education, to increase the consumption of natural foods, decreasing the intake of inorganic phosphorus, especially from processed meat products. Materials and methods: a pediatric population undergoing dialysis was studied. An educational program was prepared with personalized care, nutritional instruction, and monthly follow-up visits, followed by a workshop. Results: n: 17 patients, mean age 12.3 years, 53% male, 88% on hemodialysis. Prior to the intervention, 64.7% consumed processed meat products. After the workshop, 58.8% decreased their consumption, 41.2% increased the intake of homemade food, 53% incorporated new seasonings, of whom 89% reported better acceptance of the preparations when they were incorporated. Conclusions: hyperphosphatemia is observed in around 50% of patients undergoing dialysis and is associated with a 20% to 40% increased risk of mortality. The presence of hidden phosphorus in food and the lack of adherence point to the need for the development of educational programs that promote collaborative learning, focusing on food-preparation practices. These programs should provide tools that facilitate a natural diet, reducing the consumption of ultra-processed food (AU)

Initiatives to Reduce the Content of Sodium in Food Products and Meals and Improve the Population's Health.

Table salt is the main source of sodium (Na) in the human diet. Excessive supply of Na in a diet is strongly linked to many non-communicable human diseases, such as hypertension, obesity and stomach cancer. The World Health Organization recommends that daily intake of salt in adult diets should be kept below 5 g/person/day, which corresponds to 2 g Na/person/day. However, on average, adults consume about 9-10 g/person/day, and children and young people about 7-8 g/person/day. Initiatives to reduce salt intake include modifications of food composition in collaboration with the food industry, education of consumers, salt marking on foodstuff labels and taxation of salt. A need also exists to educate society so that they choose low-sodium products. In view of the food technology and amount of salt intake, the most important and the easiest change to make is to reduce the content of salt in baked goods. This paper analyses the results of surveys regarding strategies to reduce salt content in food products and considers multifaceted initiatives to reduce salt intake as a possible efficient method of improving the population's health status.

What Is a School Farm? Results of a Scoping Review.

As school farms become more prominent programs to teach food education, research is needed to support school farms' implementation and sustainability. This scoping review included 94 articles on school farms from three bibliometric databases covering broad international literature. Vocational agricultural training, animal husbandry, and crop production were common characteristics of school farms across 103 years of publications. Themes of sustainability, healthy eating, and food systems were more prominent in recent literature. Peer-reviewed studies (1985-2019) provided some empirical research showing school farms' impact on students. This review discusses school farms' structures and objectives as promising food education and production programming.

The 'Tasty School' model is feasible for food education in primary schools.

BACKGROUND: The 'Tasty School' is a tailored teacher-delivered food education model for primary schools in Finland. The aim of the current study was to investigate the feasibility of the Tasty School model in primary schools. Furthermore, the aim was to assess changes during the intervention in the class teachers' perspectives and experiences related to food education and school dining. METHODS: The method involved a quasi-experimental study with intervention and control groups. A total of 130 class teachers from 15 intervention and 10 control schools from five municipalities in Finland participated in the study during one school year. The theoretical framework of acceptability was utilised to evaluate feasibility using frequencies. The comparison data were analysed using a mixed-effects model for repeated measures to account for the intervention effects and selected standardising effects. RESULTS: Teachers reported that the model was highly acceptable and easily integrated into the school environment. Support from principals and colleagues was the most important facilitator of food education, and lack of time was the barrier. Teachers in the intervention schools were more likely to consider school meals healthy after the intervention, and they reported having sufficient materials and supplies for food education. CONCLUSIONS: The Tasty School was shown to be a feasible model for food education in primary schools. The current study especially found that the commitment of the whole school and principals' role are crucial in the implementation of food education. The factors that support the implementation must be strengthened, and efforts must be made to reduce the barriers.

Design of Culturally and Linguistically Tailored Nutrition Education Materials to Promote Healthy Eating Habits among Pakistani Women Participating in the PakCat Program in Catalonia.

(1) Background: Pakistani women are among one of Catalonia's most affected groups by obesity and cardiovascular disease. The design of health education strategies for them has become a compelling need. This paper aims to enlighten the elaboration and evaluation procedure of culturally and linguistically tailored nutrition education materials for Pakistani women participating in the PakCat Program, which aims to evaluate the efficacy of a nutrition education strategy allowing the participants to become ambassadors of healthy eating habits for their community. (2) Methods: In this Randomised Control Trial (RCT), 137 Pakistani women (70 from the intervention and 67 from the control group) took part. We conducted 10 sessions for the intervention group and 3 sessions for the control group in the form of small groups. The sessions were conducted in Urdu and Punjabi, and the material was translated into Urdu, Catalan, Spanish and English. For some sessions, we elaborated on new materials and for others, we adapted them from the existing nutrition material in aspects of language and culture. We evaluated the nutritional material from the observation carried out by the dietician who developed the sessions, participants' feedback at the end of the sessions and a satisfaction questionnaire. (3) Results: We summarised the elaborated material in form of two multilingual nutritional guidelines about portion size and heart-healthy foods. We also registered several materials generated for the PakCat program such as an infographic about myths and beliefs related to food, a booklet to read and interpret the food labels, a recipe book for healthy snacks, and an infographic of 10 tips for healthy eating. We also organised a PhotoVoice exhibition of 70 healthy plates elaborated by the intervention group participants. The participants highly appreciated the material in terms of visualization, cultural and linguistic adequacy, and level of comprehension through all three evaluation methods. (4) Conclusions: The design of culturally and linguistically tailored nutrition education material for Pakistani women living in Catalonia is attainable and effective to meet their specific needs. The healthy dietary recommendation can be adapted to them preserving their traditional dietary pattern, and they acquire the confidence to start following a healthy diet.

Lessons from the health policies for children during the pandemic in Japan.

It is everyone's desire to seek the sound growth of children through food education and there is a critical need for fostering an environment for this purpose. Health policies are important for this support. To the present, the Japanese society has been greatly disrupted by COVID-19 pandemic. "Stay at home", "mokusyoku (silent eating)", and mask wearing were encouraged in nationwide campaigns as public health measures to combat COVID-19. There are some papers reporting negative effects of "stay at home" and lockdowns such as weight gain, decrease in physical activities and change in eating habits. In Japan, while benefits and advantages of food education during mealtime were previously well studied, the "mokusyoku" rule may directly run counter to this food education. Moreover, there are several reports showing that nutrients might contribute to prevention of infectious diseases. Japanese children were also encouraged to wear masks all day long. The results of the clinical research, especially randomized control trials, show limited protective effect of masks. On the other hand, negative outcomes of the masks were reported in various scenes. This review focuses on these topics and arousing reconsideration for a better environment for children.

Implementation of food education in school environments improves pupils' eating patterns and social participation in school dining.

OBJECTIVE: Schools can be an effective arena for food education. The Tasty School is a tailored teacher-driven food education model that provides tools for implementing food education in primary schools. This study aimed to investigate the effects of the Tasty School model on pupils' eating patterns and experiences. We also aimed to assess the implementation strength of the Tasty School. DESIGN: A quasi-experimental study was conducted during one school year 2019-2020 in fifteen intervention and ten control schools. The intervention schools implemented the Tasty School food education model. The pupils completed web-based baseline and follow-up questionnaires in class during a school day. The principals were interviewed after the intervention. The data were analysed using a mixed-effects model for repeated measures, accounting for the implementation strength and selected standardisation effects. SETTING: A total of twenty-five general Finnish primary schools. PARTICIPANTS: 1480 pupils from grades 3-6 (age 8-12 years) from five municipalities in Finland. RESULTS: Percentages of pupils eating a balanced school meal increased in schools where food education was actively implemented (P = 0·027). In addition, pupils' experience of social participation in school dining strengthened in schools where the Tasty School model was implemented (5-point scale mean from 2·41 to 2·61; P = 0·017). CONCLUSIONS: Healthy eating patterns can be promoted by the active implementation of food education in primary schools. The Tasty School model offers a promising tool for developing healthy eating patterns and increasing social participation among pupils not only in Finland, but also potentially in other countries as well.

Study protocol: Evaluation of the 'Flavour School' sensory food education programme: a cluster-randomised controlled trial in UK primary school children, aged 4-7 years, to determine impact on confidence and curiosity in tasting vegetables and fruit.

BACKGROUND: Many children would benefit from a diet richer in vegetables and fruit. 'Flavour School' is a programme of 'sensory food education', which aims to increase children's confidence and curiosity in exploring foods and flavours, especially vegetables and fruit. This study will conduct a cluster-randomised controlled trial to assess the outcomes of the Flavour School programme in primary school children aged 4-7 years. METHODS: Four hundred plus children from 4+ schools will either complete the Flavour School programme (experimental group) or have no intervention with normal school teaching (control group), cluster-randomised within-schools, by school class. Baseline data collection will consist of video recorded behavioural observation during a tasting activity, and post-intervention data collection will repeat this activity after the experimental group have completed the intervention. Process measures will be assessed using a teacher engagement feedback questionnaire. DISCUSSION: This study will provide causal data on the efficacy of a sensory food education intervention for increasing children's confidence and curiosity in exploring foods and flavours, especially vegetables and fruit. This new knowledge will help educators and policy makers to make evidence based decisions on uptake of sensory food education. TRIAL REGISTRATION: ISRCTN: 40249947 Date assigned 17 March 2020 Last edited 22 September 2021 Version 1.2 Trial Acronym OASES (Outcomes Assessment of Sensory Education in Schools).

Pakistani Women: Promoting Agents of Healthy Eating Habits in Catalonia-Protocol of a Culturally and Linguistically Appropriate Randomized Control Trial (RCT) Based on the Transtheoretical Model.

(1) Introduction: Dietary and lifestyle changes along with the cultural and linguistic barriers convert the immigrant women of Pakistani origin into a risk population for developing metabolic syndrome (MetS) and cardiovascular diseases (CVD). The objective of this project is to evaluate the efficacy of a culturally and linguistically appropriate food education program based on the Transtheoretical model that will allow the participants to become ambassadors of healthy eating habits for their community. (2) Methods: In this community-based RCT, any Pakistani adult woman with residence in Badalona and Santa Coloma de Gramenet will be able to participate. We will use a mixed model approach. From the quantitative perspective, the participants will answer a survey accompanied by a multilingual nutritionist that will help us to determine the sociodemographic, clinical, anthropometric, dietary data, and quality of life. From the qualitative perspective, we will conduct 6 focus groups (3 in each municipality) to determine the cultural and religious beliefs with the aim of tailoring the intervention to the target population. Hereafter, the participants from one municipality will randomly become the control group and from the other, the intervention group. The intervention group will participate in 10 weekly food education sessions based on the Transtheoretical model while the control group will receive 3 general educational sessions on food and health. During the evaluation procedure, we will assess the impact of the intervention considering the outcomes of the study. (3) Discussion: This study will establish intercultural bridges between health professionals and the Pakistani community living in Catalonia. The project will open the door for future interventions, and it will be sustainable in time as the participating women will become health promotion agents for the rest of their community.

Food Education, Cookery Books and School Canteens in the Fight against Malnutrition: The Case of the Spanish Edalnu Programme (1961-1986).

The Spanish population completed its nutritional transition in the 1960s and 1970s, when it overcame the problems of malnutrition. Among the initiatives that made this possible, the Food and Nutrition Education Programme (Edalnu) (1961-1986) stands out. In addition to correcting the negative influence exerted by ignorance to nourish oneself correctly, it was intended to prevent the problems of overfeeding that most developed countries showed. The objective of this research addresses, in this context and from the parameters of applied history, the condition of the complementary pedagogical instrument that the Edalnu awarded to the school canteen in the fight against malnutrition, as well as the nutritional, dietetic, culinary and gastronomic criteria used for its operation. The results show that the school canteens sought to reinforce the food knowledge acquired in the classroom. Based on the dialogue between chefs and experts in nutrition and dietetics, balanced meals adapted to regional gastronomic diversity were prepared, which helped to promote, in line with current criteria, healthy and sustainable eating habits through traditional plant-based recipes, with a predominance of seasonal and local products, and with a complementary contribution of ingredients of animal origin.

Intervenciones nutricionales de la empresa social Muna&Co / Nutritional interventions of the social company Muna&Co

Fundamentos: La presente investigación tiene como objetivo describir los proyectos sociales que estáejecutando actualmente la empresa social Muna&Co. El motivo de este estudio es porque esta entidad sediferencia del resto al poder sostenerse económicamente solamente comercializando sus proyectos sociales.Métodos: El trabajo es cualitativo y descriptivo, en donde se muestran las principales características de cadaproyecto social.Resultados: Se encontró que Muna&Co está ejecutando cuatro proyectos que son financiados por empresasprivadas, estas intervenciones tienen en común la mezcla que existe entre la educación alimentaria y elasesoramiento personalizado en nutrición, además del uso intensivo de las tecnologías.Conclusiones: la principal estrategia que usa Muna&Co es que estudian las principales características de losbeneficiarios poder adaptar sus proyectos según ello, no es que tengan una receta general sino que es únicopara cada público objetivo; además que apelan a diversas formas para poder llegar a ellos (videos, podcats, etc.). (AU)

Background: This research aims to describe the social projects currently being implemented by the socialenterprise Muna&Co. The reason for this study is because this entity differs from the rest by being able tosustain itself economically only by commercializing its social projects.Methods: The work is qualitative and descriptive, where the main characteristics of each social project areshown.Results: It was found that Muna&Co is executing four projects that are funded by private companies, theseinterventions have in common the mixture that exists between food education and personalized advice onnutrition, in addition to the intensive use of technologies.Conclusions: the main strategy used by Muna&Co is that they study the main characteristics of thebeneficiaries to be able to adapt their projects according to it, they don´t have a general recipe, it is uniquefor each target audience; in addition that they appeal to various ways to be able to reach them (videos, podcats, etc.). (AU)

Validation of a Questionnaire of Food Education Content on School Catering Websites in Spain.

The aim of this study was to design and validate a questionnaire on quality and food education on catering company websites. For the validation of the questionnaire, its reliability, feasibility and content validity characteristics were determined. For content validity, a panel of experts was used and the overall and item-wise Content Validity Index (CVI) of the experts' responses was calculated. Reliability was determined by the inter-judge agreement method with the analysis of 30 websites using the intraclass correlation coefficient (ICC) and the Bland and Altman plot. Adequate content validity was verified by obtaining a very high CVI (above 0.80) in the analysis of the expert panel's responses and excellent inter-observer agreement with a very high global ICC (above 0.90) value in the determination of test-retest reliability. The questionnaire is a valid instrument for the evaluation of the quality of school catering websites and their content in food education, as it has good feasibility, high content validity and excellent reliability.

How Primary School Curriculums in 11 Countries around the World Deliver Food Education and Address Food Literacy: A Policy Analysis.

(1) Background: As one of the biggest drivers of health and climate change, the food system has unrealised potential to influence consumption toward affordable, healthy, sustainable diets. A range of policy levers, including mandating food education, are needed. Schools are considered the best place for food education and childhood is a crucial period when eating habits that persist into adulthood are formed. Food education as part of the curriculum is crucial in generating population shifts in food systems improvements. The purpose of this policy analysis was to analyse mandatory curriculums in different countries to explore the ways in which primary school food education addresses food literacy. (2) Methods: This study analyses how food education within primary school education policy, in 11 countries, addresses Food Literacy (FL). It is the first study of this kind. A case study methodology was employed, and curriculum policy content analysis was conducted using a Food Literacy framework. (3) Results: Each country has a curriculum dedicated to food education, supported by food education in non-food curriculums. There is no standardized approach to primary school food education policy, no consensus in primary food education nomenclature or what curriculums constitute. Curriculums focus on cooking and health topics, but significantly less on social-cultural, equity, and sustainability issues. (4) Conclusion: How primary curriculums around the world deliver food education policy to address FL varies enormously. All 11 countries have dedicated food curriculums, supported by non-food curriculums, but there is no consensus as to what food education is called or constitutes. Countries rarely deal with FL comprehensively. The most comprehensive are single, detailed food curriculums, complemented by non-food curriculums where food knowledge and skills progress clearly and are the intended learning outcome.

Educación alimentaria y nutricional en los trastornos de la conducta alimentaria / Alimentary and nutritional education in eating disorders

Los trastornos de la conducta alimentaria (TCA) son una patología compleja en la que intervienen numerosos factores etiopatogénicos y su abordaje requiere un enfoque interdisciplinar, por lo que la educación nutricional (EN) debe formar parte tanto de los programas de prevención como del tratamiento, ya que la EN tiene como finalidad modificar la conducta alimentaria para alcanzar patrones más saludables y para ello se requiere el desarrollo de programas de enseñanza nutricional dirigidos al paciente y su entorno, incidiendo en los diferentes factores que condicionan las elecciones alimentarias y las actitudes hacia la alimentación. La EN en estos pacientes es una herramienta terapéutica fundamental para conseguir normalizar la conducta alimentaria, ya que va a permitir aportar conocimientos que faciliten la adopción de conductas saludables, abandonar ideas erróneas y disminuir el temor irracional hacia determinados alimentos, así como minimizar el riesgo nutricional y normalizar la conducta alimentaria. La prevalencia de los TCA ha ido en incremento a lo largo de los años y es tal la preocupación, que las diferentes comunidades autónomas, hospitales y entidades gubernamentales han elaborado guías y protocolos donde incluyen la EN para la prevención y el abordaje de la enfermedad. La evidencia científica y organismos como la Sociedad Americana de Nutrición Parenteral y Enteral (ASPEN), la Asociación Americana de Dietética (ADA) y la Sociedad Española de Nutrición Clínica y Metabolismo (SENPE) reconocen la importancia de la EN en el tratamiento de los TCA y la participación de los profesionales de la nutrición en esta área. Por tanto, el enfoque de la prevención de los TCA debe ser amplio, de manera que abarque los grupos vulnerables y su entorno; de la misma forma, los protocolos de actuación para el tratamiento deben incluir como uno de sus pilares (AU)

Eating disorders (ED) are a complex pathology in which numerous etiopathogenic factors intervene, and their approach requires an interdisciplinary approach, which is why nutritional education (NE) should be part of both prevention and treatment programs, since NE aims to modify eating behavior to achieve healthier patterns and, for this, the development of nutritional teaching programs is required, directed to the patients and their environment, focusing on the different factors that condition food choices and attitudes towards feeding. NE in these patients is a fundamental therapeutic tool to achieve normalization of eating behavior, since it will allow to contribute knowledge that facilitates the adoption of healthy behaviors, abandon erroneous ideas, and reduce the irrational fear of certain foods, as well as minimize nutritional risk and normalize eating behavior. The prevalence of eating disorders has been increasing over the years and the concern is such that the different autonomous communities, hospitals, and government entities have developed guidelines and protocols that include NE for the prevention and management of the disease. Scientific evidence and organizations such as the American Society of Parenteral and Enteral Nutrition (ASPEN), the American Dietetic Association (ADA), and the Spanish Society of Clinical Nutrition and Metabolism (SENPE) recognize the importance of NE in the treatment of ED and the participation of nutrition professionals in this area. Therefore, the approach to the prevention of ED must be broad, so that it encompasses vulnerable groups and their environment; in the same way, action protocols for treatment must include NE as one of their pillars, through implementation of nutritional education programs to achieve changes in eating behavior, which can be carried out in the different phases or treatment modalities (hospitalization, day hospital, outpatient clinics, etc.) (AU)

Programa Mejor Casero: educación alimentaria a través de clases de cocina en la Ciudad Autónoma de Buenos Aires / Better Homemade Program: food education through cooking classes in the Autonomous City of Buenos Aires

Fundamentos: El hábito de cocinar en el hogar ha sido relacionado con consumos alimentarios más saludables. El programa Mejor Casero se propone incentivar la cocina casera como una estrategia de promoción de una alimentación sostenible, promoviendo la adquisición de habilidades para preparar comidas saludables por parte de la población. El objetivo de este trabajo es describir los resultados de la evaluación del programa en la Ciudad Autónoma de Buenos Aires. Métodos: Estudio descriptivo cuali-cuantitativo transversal. Se realizaron encuestas auto-administradas y entrevistas semi-estructuradas a los asistentes a las clases de cocina. Resultados: El 72,1% de los encuestados refirió haber adquirido información nueva en el taller y el 73,8% se percibió capaz de replicar la receta aprendida. Las figuras del cocinero y del nutricionista se encontraron entre los aspectos más valorados del programa. La simplicidad de la preparación fue el principal determinante para la elección de una receta y las principales fuentes de consulta fueron los videos en redes sociales. Conclusiones: Las clases de cocina constituyen una instancia en la que los participantes del programa adquieren información nueva sobre preparación de alimentos, lo que podría contribuir a mejorar la calidad dela alimentación de los asistentes y los integrantes del hogar. (AU)

Background: The habit of cooking at home has been linked to healthier food intake. The Better Homemade program aims to encourage home cooking as a strategy to promote sustainable food, promoting the acquisition of skills to prepare healthy meals by the population. The objective of this work is to describe the results of the evaluation of the program in the Autonomous City of Buenos Aires. Methods: Descriptive quali-quantitative cross-sectional study. Self-administered surveys and semi-structured interviews were conducted among those attending cooking classes. Results: 72.1% of the respondents reported having acquired new information in the workshop and 73.8%perceived themselves capable of replicating the learned recipe. The cook and nutritionist figures were among the most valued aspects of the program. The simplicity of the preparation was the main determinant for the choice of a recipe and the main sources for consultation were videos on social networks. Conclusions: The cooking classes constitute an instance in which the program participants acquire new information about food preparation, which could contribute to improving the quality of the diet of the attendees and the members of their household. (AU)