Abstract
The Australian Dietary Guidelines recommend 5-6 serves of vegetables are consumed per day to reduce risk of chronic disease. However, only 6% of the population meet this. As doctors are the primary contact for patients seeking heath advice, it is imperative they are well-informed of the guidelines to effectively reiterate this form of preventative healthcare. The aim of this study is to investigate the extent of the Australian public’s lack of knowledge in what defines a vegetable and to examine what would be a recommended curriculum to enhance clinical knowledge.
A total of 1110 responders from a nationwide survey answered a survey question, “in a sentence or two, write the “definition of a vegetable” (to the best of your knowledge, don’t look it up)”. Responses were scored on a scale between 1-4, 4 being correct and 3 being correct but with minor errors. Subsequently, a variety of stakeholders (n = 25) evaluated delivery options for vegetable content in an undergraduate pre-health course on a 5-point Likert scale. Statistical significance was assessed using a Kruskal-Wallis with Dunn’s multiple comparison test with P<0.05. From 1110 responses, 76.31% provided incorrect definitions, with only 10.72% providing a completely correct definition. Stakeholder feedback identified that facts in lectures (P<0.05), hands-on workshops (P<0.05) and stations in labs (P<0.01) were rated significantly higher than tutorial discussions. While not significant, online content folders, lab reports and links and websites were also collectively preferred rather than tutorial discussions. This study identified a lack of understanding of the definition of a vegetable which may contribute to the difficulty in meeting government recommendations. Stakeholder feedback established that that stations during laboratories, facts in lectures and hands-on workshop activities were the most welcomed delivery options for vegetable content within an undergraduate pre-health course.
A total of 1110 responders from a nationwide survey answered a survey question, “in a sentence or two, write the “definition of a vegetable” (to the best of your knowledge, don’t look it up)”. Responses were scored on a scale between 1-4, 4 being correct and 3 being correct but with minor errors. Subsequently, a variety of stakeholders (n = 25) evaluated delivery options for vegetable content in an undergraduate pre-health course on a 5-point Likert scale. Statistical significance was assessed using a Kruskal-Wallis with Dunn’s multiple comparison test with P<0.05. From 1110 responses, 76.31% provided incorrect definitions, with only 10.72% providing a completely correct definition. Stakeholder feedback identified that facts in lectures (P<0.05), hands-on workshops (P<0.05) and stations in labs (P<0.01) were rated significantly higher than tutorial discussions. While not significant, online content folders, lab reports and links and websites were also collectively preferred rather than tutorial discussions. This study identified a lack of understanding of the definition of a vegetable which may contribute to the difficulty in meeting government recommendations. Stakeholder feedback established that that stations during laboratories, facts in lectures and hands-on workshop activities were the most welcomed delivery options for vegetable content within an undergraduate pre-health course.
| Original language | English |
|---|---|
| Pages | 483-483 |
| Number of pages | 1 |
| Publication status | Published - 23 Sept 2024 |
| Event | Biomolecular Horizons 2024 - Melbourne Convention & Exhibition Centre, Melbourne, Australia Duration: 22 Sept 2024 → 26 Sept 2024 https://www.bmh2024.com |
Conference
| Conference | Biomolecular Horizons 2024 |
|---|---|
| Abbreviated title | BMH2024 |
| Country/Territory | Australia |
| City | Melbourne |
| Period | 22/09/24 → 26/09/24 |
| Internet address |