Food Safety Resources Reviews

General Information

Overall, this program is well developed, entertaining, visually attractive, and explained well in facilitator’s materials. It does a competent job of presenting the program to facilitators in a way that those not professionally trained in teaching might comprehend and utilize the materials effectively. This program could be broken up into separate training sessions if time is a concern – although it would be most effective if taught as part of one training session. Many people who are teaching food handling classes on the grass roots level are doing so without any formal teaching background, this video would be a good how-to, and a most effective use of a two-hour training session. Using generic red and green indicators on Therman the thermometer allows for any future changes in the FDA code. This program approaches the prevalent language and comprehension barriers that are inherent in retail food service in an intelligent, culturally sensitive, and entertaining manner. It is the closest answer to a one-size-fits-all food safety approach that this reviewer has encountered. The video is animated and contains a catchy musical score, but no words. It was designed to avoid the use of vernacular so that language differences among participants would not hinder anyone’s ability to understand what the video teaches. The animated sequence shows twice on the videotape: The first time is the uninterrupted program; the second breaks the tape into 3 segments to facilitate learning: (1) receiving and storing food; (2) handling food; (3) clean-up, pest control and documentation. This is handy to keep from rewinding the tape during training; also gives reinforcement by showing the presentation for a second time. Illustrations in facilitator's guide are cartoonish, and compliment the animation in the video. This step-by-step guide tries to indoctrinate those who have not facilitated or taught before, gives encouragement and training hints and tries to simplify the training process for both the participant and the facilitator. Approximate running time of activities included with each section to facilitate time management. An ongoing training checklist and blank calendar page and coordinated poster are included. A blank template with illustrations of Therman and Check is included for the facilitator to create his/her own materials. This is the first training program seen by this reviewer that includes how to clean up the dishwasher.

For optimal effectiveness, this program requires a fair amount of familiarity with the program and materials preparation from the facilitator. The Facilitator Preparation Checklist requires a facilitator verify he/she has all the needed training materials, but doesn’t mention where to obtain them. "Demonstration supplies and equipment” are listed in the preparation checklist. Specific supplies are not listed. “Begin preparation,” includes “study the training materials”; “train additional facilitators;” “prepare demonstrations;” “prepare flipcharts” and “study the training materials”. This should be listed before – not after -- the facilitator preparation checklist for the day of the session. In the symbol schedule on page 14, the “Video Points/Workbook” reference does not have an explanation box like all the other points and illustrations on the page do. Having a flip chart template or including a prepared flipchart with the package might be advantageous. (Some instructors do not have decent handwriting to be able to complete a chart in an unrushed and legible manner.) Or alternately, the materials could include transparency templates or power point slides of the flip chart materials. Although the storing food items exercise is effective if utilized in a kitchen facility, some training might occur without the advantage of such a venue. Perhaps an alternative exercise for training outside of a kitchen facility could be included. Demonstration 1 has prepared foods and raw foods in the same pan, a cross contamination hazard. Also, there are no instructions to discard the leftovers when the exercise is completed. The program should specifically define the illustrated practice of checking the temperature of foods returning from service areas (as opposed to returning from table bussing). Also, it is sometimes not recommended to reserve foods for future use that have had access to many people (ie: if on the salad bar), regardless of temperature. There should be a specific definition of “acceptable” leftovers. The materials mention recording the time and temperature of the refrigerator “as leftovers are stored” but no mention of how rapidly the foods should be cooled. Although handwashing is mentioned in the training materials, the emphasis could be stronger. For instance, instructions to participants to wash hands after handling the raw eggs in demonstration 2 , and before/after raw foods in demonstration 1, before donning gloves, etc. Dishwasher instructions do not take into account those machines that utilize chemical sanitizing. The instructions specifically state, “Do not make copies of the workbooks.” This is a disadvantage to those agencies that cannot afford to purchase bulk quantities of the colored, glossy workbook. There should be more of a color or facial distinction between Therman and his fellow thermometers. It is difficult at first to differentiate between the characters.· No temperatures are taken of potentially hazardous foods during receiving. Stocking of food product does not illustrate the first-in/first-out principle. The egg carton has 11 eggs before and after the “bad” egg is discarded. The cutting board sequence is supposed to show the separation of raw foods from ready-to-eat foods, but is illustrated in a confusing manner. Showing raw chicken and fish on the blue cutting board with the tomato and carrots can be construed as a cross-contamination hazard. Also, showing an apple and sandwich on the white cutting board with a sausage can be confusing if not specifically followed with an explanation by the facilitator. Bowls of food on the cart leave the kitchen for the dining room, presumably for service. The returning cart brings back used plates as well as returning bowls of food. This illustration is confusing: “good” food is returned with bussed plates containing food scraps and fish bones. Is this food leftover from a service station or from the patron’s table? Separation/clarification is needed here. In this same vignette, food temperature is taken from foods on a plate and in a bowl – suggesting the food was returned from a patron. Hot leftovers are correctly placed in a shallow pan for placement and rapid cooling in the walk-in box, but the pan of hot food is covered. Hot foods should not be tightly covered while cooling. The video does not infer the time frame for rapid cooling. Since the clock is shown several times, this concept could be incorporated into the animation. The loading dock animation suggests that an air screen can keep out rodents. This video should not stand alone. The effectiveness of this video relies on the accompanying tutelage of a knowledgeable facilitator. The answers to the self-test are included in the workbook but are geared towards Marriott specifications. These answers should be altered to reflect generic food safety answers, or could be excluded altogether --and leave the facilitator to make sure each participant has the correct information. In addition, the review could list some type of disclaimer: (ie: check with the local health authority to verify agreement with applicable and current codes.) Facilitator’s Guide page 47: In this participant exercise, groupings of food items are to be critiqued by the facilitator. However, there is no specific answer sheet included. Also, there is no mention of hand washing after handling raw foods. Facilitator’s Guide page 59: This lesson does not mention that hands must be washed and dried prior to donning gloves. Facilitator’s Guide page 60: This lesson mentions, “place acceptable leftovers into appropriate plastic or stainless steel containers, cover and label.” Then “remember to cool foods uncovered, then cover, label and date.” Some clarification would be helpful to prevent confusion. No mention that leftover food is acceptable for re-use only if it is reheated once. · The guide does not mention how to handle training sessions where the participants understand different languages -- more than one language in a session may be confusing. The guide mentions the “HACCP form used on your property.” Define HACCP, or just mention that the temperatures must be recorded on an appropriate form. For general use, prices of the materials would need to be greatly reduced. The current prices: 2-pack of facilitator Guides @ $200; 20 pack of participant workbooks @$35 and VHS for $60 may not be within the budget of the target audiences.

This colorful and musical program is highly recommended as a "must have" resource for food safety educators. The "silent movie concept" of animation disposes of language barriers, and the accompanying workbook (which reinforces the video animation) is designed so that the student would record the correct answer in their own spoken language. This program has definitely put the "fun" back into food safety education!

Once the materials are acquired, presenting this program would be an effective and economically feasible method of food handling education. The journey into food service through the eyes of a new employee is a wonderful blend of entertainment and education, and should be positively received by all audiences.

Highly Recommended

Purpose:

Purpose of resource is clearly stated in title or introduction

 Yes

If not, please explain:

The title of this video package is “Great Food Safe Food” with a subtitle of “A Checklist for Food Safety.” Although the title hints at the purpose of the program, it is not fully explanatory. Even the Facilitator’s Guide and the Participant’s Workbook do not have an introductory explanation section. However, the order form does contain a brief and clear stated purpose.

Organization:

Resource is well-organized and major points are presented clearly. Resource does not assume that reader has background information.

Yes

If not, please give specific examples:

Materials assume that the facilitator has a background in foodservice and a working knowledge safe food handling and practices, as it was “developed for senior managers and key managers.”

Accuracy:

Information, technical or otherwise, is accurate and recommendations are current.

Yes

If not, please give specific examples:

Presented materials are accurate, although a few scenes in the video may be misinterpreted. See video comments for specifics.

Consistency with Current Food Code

The latest version of the Food Code is used and the information is consistent with that code.

Yes

If not, please give specific examples:

Page 39 of the facilitator’s guide: Refrigerated foods must be below 40 degrees F. (FDA code: 41 degrees F.) Storage and Handling of Rough-skinned melons and Storing and Handling Fresh Beef Steaks are Marriott policies, and not specific recommendations of the food code.

Learning Activities, Questions, Projects, or Interactive Learning Tools:

Resource includes a variety of stimulating and interesting learning experiences, questions, projects, or suggestions for further action that will involve the audience (e.g., an activity where the participant rates their current food safety practices).

Yes

If not, pleae give specific examples:

Special Interests:

Resource is geared toward special needs and interests of intended target audience(s).

Yes

If not, please explain:

Some of the depth and detail of the participants’ discussion is left at the discretion of the program facilitator.

Scope:

Scope of information is appropriate for target audience(s) and essential topics are discussed in appropriate detail.

Yes

Please explain:

Summary:

All major ideas are summarized or reviewed to reinforce key concepts; summaries are easily identified.

Yes

If not, please give specific examples:

Objectivity/Sponsor Bias:

Subject matter is presented objectively and fairly. No brand name is mentioned or obvious sponsor bias.

Yes

Positive Role Models:

Positive role models are provided in text and illustrations. Role models are presented as having many roles, traits, and emotions.

Yes

If not, please explain

Yes

If not, please give specific examples:

Instructional Aids:

Provided

If not needed, please explain:

Availability of Aids:

Instructional aids are necessary and exist.

If aids do not exist or are not necessary, please explain:

Instructor’s Guide:

Instructor’s guide is included with suggestions for enhancing audiovisual presentation, pre-, and post-showing. Suggestions or follow-up learning activities/discussion questions are included.

Yes

If instructor’s guide is not included, is one needed?

Yes

Please explain:

Instructor Resources:

Instructor resources are included and reinforce the information provided in the curriculum.

Yes

If instructor resources are not included, should they be included to reinforce the information provided in the curriculum?

Yes

Please explain:

Student Resources:

Student resources are included and reinforce the information provided in the curriculum.

Yes

If student resources are not included, should they be included to reinforce the information provided in the curriculum?

Yes

Please explain:

Credits, References, and Resources (including dates, publishers, etc.):

Complete credits, current references, date produced, and resources listed are up-to-date (credits may be on video package).

Yes

If not, please give specific examples:

(c) 1997-1998 Marriott International

Vocabulary is appropriate for intended audience(s).Resource minimizes use of technical terms and if used, they are defined.

Yes

If not, please give specific examples:

Program uses some terms that might be unfamiliar or confusing, such as: “tag-on questions,” “cross-pollination, ” “Cres-Cor racks”, and “LSOP uniform.”

Main ideas are clear and flow smoothly.

Yes

If not, please give specific examples:

Writing approach is positive, personal and involves the reader. Active voice is used most of the time.

Yes

If not, please explain:

Illustrations contribute to the resource and are on the same page as their text references.Tables and graphs are simple, easy-to-read, and in a form requiring no further explanation.

Yes

If not, please give specific examples:

Illustrations in the Facilitator’s Guide and the Participant’s Workbook directly correlate with the animation in the instructional video

Illustrations contribute to the material and are on the same page as their text references.Active voice is used most of the time.

Yes

If not, please give specific examples:

Illustrations in the Facilitator’s Guide and the Participant’s Workbook directly correlate with the animation in the instructional video

Resource uses a heavy weight paper and print from one side cannot be seen on the other side. Text is written in a font size greater than 11 point type, is not difficult to read, and the main body of print is not written in capital letters.

Yes

Please comment:

Color, design, and layout of resource are attractive and stimulate interest without being too busy. A good balance between print and blank space is on the page.

Yes

Please comment:

Clear headings are provided for each topic area.

Yes

If headings are not provided for each topic area, would they be helpful? Please explain:

Quality:

Audiovisual resource is mutually supportive to the presentation of concepts.

Yes

If not, please explain:

Presentation:

Presentation progresses at a pace that permits comprehension. Pacing of dialogue is appropriate for absorbing concepts presented. Blank time is provided.

Yes

If not, please explain:

Auditory Quality:

Speaker, voice, and music are clear; sound is audible and has good quality.

Yes

If not, please explain:

Visual Quality:

Visuals are clear and properly framed; graphics and titles are clearly visible; and color, lighting, and editing enhance presentation content.

Yes

If not, please explain:

Continuity:

Continuity provides cohesiveness and smooth flow. Visuals are in a logical order and auditory portion is precisely matched with visual portion.

Yes

If not, please explain: