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

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 vege...

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Autores principales: Poelman, Astrid A. M., Cochet-Broch, Maeva, Beelen, Janne, Wiggins, Bonnie, Heffernan, Jessica E., Cox, David N.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8152987/
https://www.ncbi.nlm.nih.gov/pubmed/34068195
http://dx.doi.org/10.3390/nu13051648
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author Poelman, Astrid A. M.
Cochet-Broch, Maeva
Beelen, Janne
Wiggins, Bonnie
Heffernan, Jessica E.
Cox, David N.
author_facet Poelman, Astrid A. M.
Cochet-Broch, Maeva
Beelen, Janne
Wiggins, Bonnie
Heffernan, Jessica E.
Cox, David N.
author_sort Poelman, Astrid A. M.
collection PubMed
description 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.
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spelling pubmed-81529872021-05-27 Teacher Evaluation of an Experiential Vegetable Education Program for Australian Primary Schools: Does Face-to-Face Training Add Value above Digital Training? Poelman, Astrid A. M. Cochet-Broch, Maeva Beelen, Janne Wiggins, Bonnie Heffernan, Jessica E. Cox, David N. Nutrients Article 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. MDPI 2021-05-13 /pmc/articles/PMC8152987/ /pubmed/34068195 http://dx.doi.org/10.3390/nu13051648 Text en © 2021 by the authors. https://creativecommons.org/licenses/by/4.0/Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
spellingShingle Article
Poelman, Astrid A. M.
Cochet-Broch, Maeva
Beelen, Janne
Wiggins, Bonnie
Heffernan, Jessica E.
Cox, David N.
Teacher Evaluation of an Experiential Vegetable Education Program for Australian Primary Schools: Does Face-to-Face Training Add Value above Digital Training?
title Teacher Evaluation of an Experiential Vegetable Education Program for Australian Primary Schools: Does Face-to-Face Training Add Value above Digital Training?
title_full Teacher Evaluation of an Experiential Vegetable Education Program for Australian Primary Schools: Does Face-to-Face Training Add Value above Digital Training?
title_fullStr Teacher Evaluation of an Experiential Vegetable Education Program for Australian Primary Schools: Does Face-to-Face Training Add Value above Digital Training?
title_full_unstemmed Teacher Evaluation of an Experiential Vegetable Education Program for Australian Primary Schools: Does Face-to-Face Training Add Value above Digital Training?
title_short Teacher Evaluation of an Experiential Vegetable Education Program for Australian Primary Schools: Does Face-to-Face Training Add Value above Digital Training?
title_sort teacher evaluation of an experiential vegetable education program for australian primary schools: does face-to-face training add value above digital training?
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8152987/
https://www.ncbi.nlm.nih.gov/pubmed/34068195
http://dx.doi.org/10.3390/nu13051648
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