| Summary: | 碩士 === 高雄醫學大學 === 公共衛生學研究所 === 88 === To evaluate the efficiency of different educational models on food sanitation. We sampled two lunch boxes from each of 60 lunch box plants in Kaohsiung area during September 1998, each produced more than 1000 lunch boxes per day, and we used total plate counts and coliform group as sanitation indicators. We designed questionnaires and according to the self-management sanitation inspective sheet in order to evaluate the correlations among food sanitation, knowledge, attitude, practice, and self-management sanitation. We had seven professionals reviewed the questionnaires for validity. We found the reliability indication on Knowledge to be 0.81 (Cronbach α=0.81), and attitude to be 0.95 (Cronbach α=0.95).
Using Pearson correlation test, we found that there were significant correlations among the workers’ food sanitation knowledge, attitude and practice. For the workers’ knowledge, those who know '''' it is not safe to use detergent to wash vegetables'''', '''' it is not safe to keep lunch box over two hours in summer '''', '''' it is not safe to keep lunch box over three hours in winter'''' had higher qualified rate of lunch boxes in terms of total plate counts. The three questions were. For the workers’ practice, those who had '''' providing disaposal-lunch-box for hot meal'''' had higher qualified rate of lunch boxes in terms of coliform group than those who hadn''t. The total scores of lunch box plants for the self-management sanitation with the qualified total plate counts in lunch boxes was better than those did not qualify. Using Pearson correlation test, we found that there was also a significant correlation between the total plate counts and coliform group in the lunch boxes and the total score of self-management sanitation. From the above results, the main correlation factor that affected the food sanitation depended on whether or not the lunch box plants employed the self-management sanitation.
We further divided those 60 lunch box plants into three groups: direct teaching groups, indirect teaching groups and control groups. Each group consisted of 20 lunch box plants for food sanitation education. The contents of food sanitation education were drafted from laws, regulation references, and the results from the above study. We also had three professionals reviewed those education materials for validity. We concentrated on those lunch box plants that had problem condition on the self-management sanitation inspective sheet in the pretest. We reassessed those lunch box plants workers after one week of sanitation education. The score of direct teaching group made more significant progress than the score of the control group, for the workers’ knowledge on "Food preserve in heat temperature must above 60℃", and self-management on "Don''t use cloth to wipe the hand or the sweat" and "The vegetable is must washed by using clean water before using running water", respectively. The score of direct teaching group made more significant progress than the score of control group. For the workers’ knowledge on "It has effect for food sanitation when worker converse or sing in working time", workers’ practice on ''''providing disposal-lunch-box for hot meal'''', and self-management on "Don''t use cloth to wipe the hand or sweat", "Food can''t put in the ground directly" and "The vegetable is must washed by using clean water before using running water", respectively. The score of indirect teaching group made more significant progress than the score of control group. The attitude, practice and self-management on food sanitation of lunch boxes had insignificant improvement statistically among three groups. In addition we have found the indirect teaching group was easier in arranging date or choosing setting, and more convenient in preparing teaching aids during process evaluation of sanitation education. From the above results, it is suggested that the indirect teaching would be better to adopt depend on the efficiency and practicability.
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