Table 6.
Evaluating the guideline of food safety and nutrition textbook for dietitians (n = 13).∗
| No. | Questions | Caffeine | Food additives | Food-borne illness | Nutrition & meal planning | Obesity & eating disorder | Nutrition labeling | Total |
|---|---|---|---|---|---|---|---|---|
| 1 | Is the guideline prepared easier to use? | 4.77 ± 0.44 | 4.62 ± 0.65 | 4.77 ± 0.44 | 4.38 ± 0.77 | 4.69 ± 0.48 | 4.69 ± 0.48 | 4.65 ± 0.41 |
| 2 | Is it easy to understand the contents of this textbook? | 4.85 ± 0.38 | 4.69 ± 0.48 | 4.77 ± 0.44 | 4.54 ± 0.66 | 4.69 ± 0.48 | 4.62 ± 0.65 | 4.69 ± 0.41 |
| 3 | Does the guideline have the appropriate amount of information for each class? | 4.83 ± 0.39 | 4.77 ± 0.44 | 4.85 ± 0.38 | 4.54 ± 0.78 | 4.69 ± 0.63 | 4.77 ± 0.44 | 4.73 ± 0.44 |
| 4 | Are the supplementary educational materials useful? | 4.15 ± 1.21 | 4.46 ± 1.13 | 4.38 ± 1.19 | 4.54 ± 0.66 | 4.85 ± 0.38 | 4.62 ± 0.65 | 4.50 ± 0.66 |
| 5 | Can you easily use “introduction” & “activity” part of the class? | 4.62 ± 0.65 | 4.23 ± 1.09 | 4.31 ± 0.75 | 4.33 ± 0.89 | 4.54 ± 0.88 | 4.54 ± 0.66 | 4.42 ± 0.60 |
| 6 | Does it induce interest of students in the class? | 4.69 ± 0.77 | 4.15 ± 1.14 | 4.46 ± 0.78 | 4.46 ± 0.88 | 4.77 ± 0.44 | 4.38 ± 0.77 | 4.49 ± 0.54 |
| 7 | Are the guidebook explained well to induce interest? | 4.54 ± 0.66 | 4.38 ± 0.65 | 4.46 ± 0.78 | 4.62 ± 0.65 | 4.69 ± 0.63 | 4.46 ± 0.78 | 4.53 ± 0.49 |
| 8 | Is the guideline useful for teachers to prepare for the classes? | 4.62 ± 0.77 | 4.15 ± 1.21 | 4.62 ± 0.65 | 4.23 ± 0.93 | 4.54 ± 0.66 | 4.46 ± 0.78 | 4.44 ± 0.63 |
| 9 | Is language use consistent? | 4.85 ± 0.38 | 4.85 ± 0.38 | 4.85 ± 0.38 | 4.69 ± 0.63 | 4.77 ± 0.44 | 4.85 ± 0.38 | 4.81 ± 0.38 |
| 10 | Is the design of this guideline excellent? | 4.08 ± 1.04 | 3.92 ± 1.32 | 4.00 ± 1.29 | 3.92 ± 1.32 | 4.08 ± 1.32 | 4.08 ± 1.32 | 4.01 ± 1.23 |
| 11 | Do the contents of the textbook match with each theme of the textbook? | 4.77 ± 0.44 | 4.62 ± 0.87 | 4.69 ± 0.48 | 4.69 ± 0.63 | 4.77 ± 0.60 | 4.85 ± 0.38 | 4.73 ± 0.43 |
| 12 | Is the guideline organized to promote two-way interactions between students & teachers? | 4.85 ± 0.38 | 4.46 ± 0.78 | 4.46 ± 0.66 | 4.54 ± 0.66 | 4.54 ± 0.52 | 4.69 ± 0.63 | 4.59 ± 0.37 |
| 13 | Are the actions suggested in the textbook appropriate to exercise? | 4.69 ± 0.63 | 4.08 ± 1.50 | 4.46 ± 0.66 | 4.54 ± 0.78 | 4.62 ± 0.65 | 4.69 ± 0.48 | 4.51 ± 0.53 |
| 14 | Are the profoundly education materials included to supplement the contents of the textbook? | 4.46 ± 0.97 | 3.77 ± 1.48 | 4.46 ± 1.13 | 4.69 ± 0.63 | 4.62 ± 0.65 | 4.31 ± 1.18 | 4.38 ± 0.63 |
| 15 | Will you recommend this guidebook to others? | 4.62 ± 0.51 | 3.85 ± 1.34 | 4.62 ± 0.51 | 4.46 ± 0.66 | 4.62 ± 0.51 | 4.69 ± 0.48 | 4.47 ± 0.48 |
| Total | 4.62 ± 0.42 | 4.33 ± 0.61 | 4.54 ± 0.43 | 4.48 ± 0.60 | 4.63 ± 0.47 | 4.58 ± 0.51 | 4.53 ± 0.44 | |
Data are presented as mean ± standard deviation.
The data analysis was based on the 5-point Likert scale (1 = strongly disagree, 2 = disagree, 3 = neutral, 4 = agree, 5 = strongly agree).