Food Safety Resources Reviews

General Information

The voices, sounds, and visuals are clear. And the visuals also include good color. The actors appear natural and the settings are uncontrived. The data is accurate, and even the reviewer learned something new about cleaning fruits and vegetables.

The pace is a little fast, so a younger audience or older people would have a hard time keeping up with the pace of the information presented. There are several quiz questions that should be included after each section of the video instead of at the end of the supplemental CD-ROM.

Another reviewer with a degree in elementary education also reviewed the video and felt the pace, including the quizzes, is too fast. If the answers are in the video, then the information could be reinforced for the viewer. A teacher or university extension provider would be well advised to break up the video into shorter lessons so the different aspects of fruit and vegetable safety, purchasing, and storage could be discussed. In addition, it is suggested that fruits and vegetable could be cross-contaminated, but very little time is spent discussing this. The video does suggest washing hands, cutting equipment, and fruits and vegetables, especially the importance of using water and a brush in reducing bacterial loading on the surface. Although, exterior contamination of rind-type fruits was glossed over by not emphasizing that exterior contaminants may lead to foodborne illness. This message was simplified a little too much. A teacher should be able to put this information to good use with a variety of audiences.

A lot of good information is provided in the material, but the pace at which it is given is a little too fast. Questions are asked in the video, but the answers are not provided as part of the video presentation. There should be time provided to discuss what learners have viewed and for the teacher to clarify any misunderstandings viewers might have. The video should have defined pauses for this purpose. It should be noted that a supplemental CD-ROM is provided with some answers to the quizzes. However, this would only supplement the information if the teacher had a CD-ROM drive available.

Recommended

Purpose:

Purpose of resource is clearly stated in title or introduction

 Yes

If not, please explain:

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:

Accuracy:

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

Yes

If not, please give specific examples:

The video identifies the U.S. Environmental Protection Agency as the organization that oversees the regulation of pesticides, but the quiz gives the wrong answer.

Consistency with Current Food Code

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

No

If not, please give specific examples:

The consistency with the latest Food Code is close. The video materials identify the danger range as being 40 to 140 degrees Fahrenheit. The current Food Code (dating back to 1991) indicates the minimum lower temperature is 41 degrees Fahrenheit. It's accurate enough for the general public and just a little off as far as the Food Code is concerned. Since the training materials were produced in Texas, the state may not have adopted the FDA Model Food Code (1991 version or later) at the time this production was made.

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).

No

If not, pleae give specific examples:

The video is supplemented with a mini CD-ROM, which provides information essentially in the form of quizzes. Without assuming too much how the supplemental materials would be used, one wonders if the video would be stopped periodically to give the audience time to answer the questions. Otherwise, the questions fly by pretty fast and there is little time to complete the answers as the video is being viewed.

Special Interests:

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

No

If not, please explain:

It is hard to determine who the intended audience is supposed to be. Middle school children would learn something from the lesson as would older and younger people, but the information would be advanced for some and elementary for others, and this detracts from the overall message the lesson is trying to provide. There is probably too much information provided even though it is only 24 minutes long. It would be better if the video had breaks provided so the intended audiences could ask questions and review the materials for better clarity.

Scope:

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

No

Please explain:

Please see the previous comments. Everyone would learn something, but not everyone would learn a lot. Some information is actually irrelevant, such as the dates when pasteurization of juices were first required, the color a banana skin will turn when refrigerated, or the months in which fruits and vegetables are generally available. The produce distribution system enjoyed in the U.S. today is not restricted to a couple of months of availability as the video suggests.

Summary:

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

Yes

If not, please give specific examples:

Yes, but at a speed that it is not easy to follow.

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:

Not Provided

If not needed, please explain:

Availability of Aids:

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.

No

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

Yes

Please explain:

The materials suggested that a teacher's guide is not available, although some directions for use should be provided to tell the teacher when to stop the video and when to review the information. A second reviewer also felt the material went too fast. There is too much material to provide at one sitting without breaking it up. A teacher may know to do this, but the video presentation would have been better if there were places to pause and questions the teacher could ask to stimulate discussion by the viewers.

Instructor Resources:

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

No

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

Yes

Please explain:

Please see the previous comments.

Student Resources:

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

No

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

Yes

Please explain:

Discussion periods would be helpful for the student to "digest" what is viewed.

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:

If not, please give specific examples:

If not, please give specific examples:

If not, please explain:

If not, please give specific examples:

If not, please give specific examples:

Please comment:

Please comment:

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.

No

If not, please explain:

As previously stated, there is too much information presented, and blank time is not provided unless the instructor stops the video.

Auditory Quality:

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

Yes

If not, please explain:

Overall sound quality is very good.

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: