Defining factors promoting successful virtual elementary school nutrition education
Lessons learned during the pandemic
Bibliographic Data
| ID | 22236137 |
|---|---|
| Authors | Marie Balfour (0000-0002-1857-8623, University of California, Irvine, corresponding author), Joseph Benbow (Medical College of Wisconsin), Bethany Korom (Medical College of Wisconsin), Leslie Ruffalo (0000-0002-6318-3583, Medical College of Wisconsin), Bryan Johnston (0000-0002-2521-6989, Medical College of Wisconsin) |
| Year | 2025 |
| Volume | 12 |
| Issue | 1 |
| Publication date | 2025-07-16 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Humanities and Social Sciences Communications (JOURNAL) |
| Journal identifiers | ISSN: 2662-9992 • E-ISSN: 2662-9992 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1057/s41599-025-05415-5 |
| OpenAlex | W4412482898 |
| Language | EN |
| References cited | 31 |
As obesity rates continue to rise, comprehensive nutrition education for children needs to be further expanded and optimized. Due to the COVID-19 pandemic, more virtual nutrition programs emerged to bridge the gap of social distancing and continue health education endeavors remotely, but there is conflicting data on preferred formats and elements that make these innovative programs most impactful. To identify community and pedagogical factors that define successful virtual elementary school nutrition education partnerships between academic medical centers and elementary schools, an existing in-person nutrition program in Milwaukee County was adapted to a virtual format during the COVID-19 pandemic. The first virtual learning program was conducted wIth 3rd grade students ( N = 109) at two urban Milwaukee County elementary schools during the school year, and the second was conducted with students and families ( N = 7) from the same schools during the summer with live virtual cooking sessions and farmers market stipends. Focus group discussions from teachers ( N = 7) and families ( N = 8) and nutritional knowledge quizzes from students ( N = 80) were obtained. Statistical analysis of student quizzes revealed significantly lower nutritional knowledge after lessons were completed as compared to previous in-person lessons. Content analysis of focus groups revealed three main themes surrounding successful nutrition program implementation: support, community, and engagement. Support, community, and engagement should be leveraged synergistically to increase participant interaction with nutrition topics and drive successful elementary school health education programs
Mathematics education · Medical education · Pandemic · Pedagogy · Political science · Grit, Self-Efficacy, and Motivation · Medicine · Psychology · Public Health and Nutrition · Varied Academic Research Topics
Trends in Obesity Prevalence Among Children and Adolescents in the United States, 1988-1994 Through 2013-2014
A Review of Family and Social Determinants of Children’s Eating Patterns and Diet Quality
Trends in Obesity Among Adults in the United States, 2005 to 2014
Is Frequency of Shared Family Meals Related to the Nutritional Health of Children and Adolescents?
Healthy helpers
A Student‐Driven Community Engagement Model for School Nutrition Education Programs
Community-based nutrition education and hands-on cooking intervention increases farmers’ market use and vegetable servings
How Can We Support Online Learning for Elementary Students? Perceptions and Experiences of Award-Winning K-6 Teachers
Relative impacts of a virtual cooking and nutrition program for children and families
Grounded Theory
| Citation velocity | historical |
|---|---|
| Highly cited | No |