Food/nutrition education in the teaching degree curriculum: a study on changes in knowledge and eating habits

Abstract

Introduction: basic training in healthy food-nutrition during teaching qualification training may be of interest for two reasons: it may lead to possible improvements in the knowledge and the dietary habits that will be transmitted in the future once professional practice starts. Objectives: to evaluate and seek to improve some healthy eating knowledge and habits that occur with educational intervention. Methods: the study, with pre- and post-test measures, took place over 4 months in three consecutive courses. A total of 258 teaching students with an average age of 21.4 ± 0.7 years voluntarily participated. Knowledge on food guides was assessed with qualitative analysis through a validated questionnaire (scale, 0 to 10). The evolution of healthy breakfast habits (using a 24-hour reminder) has also been analyzed by estimating the quality of the environment and the quality of Enkid foods (both scales from 0 to 3 points). Results: at the end of the educational intervention there were significant improvements in the assessed knowledge, and an overall average score of 7.56 (initially 5.20 out of 10) was obtained. There are also significant increases in habits such as: practicing a first breakfast (98.88 %) or even a mid-morning snack (67.98 % of students). There are also significant increases in the grades of EnKid-type food consumed (presence of dairy products, quality cereal, and fruit). If breakfast and mid-morning snack are considered together, a significant increase in average EnKid quality score would be obtained of 1.61 points (maximun of 3) versus 1.38. Conclusions: Educational intervention improved knowledge and healthy eating habits in the participating students.