Role of Food Allergy Education: Measuring Teacher Knowledge, Attitudes, and Beliefs
Introduction Almost 6 million children suffer from food allergies with roughly 2 affected per classroom. Deficiencies in knowledge and discrepancies in attitudes within school staff when addressing food allergies are associated with barriers to care. In this study, school teacher knowledge, beliefs,...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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SAGE Publishing
2019-06-01
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| Series: | Allergy & Rhinology |
| Online Access: | https://doi.org/10.1177/2152656719856324 |
| _version_ | 1818156705854259200 |
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| author | Nicole Canon MD Maya Gharfeh MD, MPH Danielle Guffey MS Sara Anvari MD, MS Carla M. Davis MD |
| author_facet | Nicole Canon MD Maya Gharfeh MD, MPH Danielle Guffey MS Sara Anvari MD, MS Carla M. Davis MD |
| author_sort | Nicole Canon MD |
| collection | DOAJ |
| description | Introduction Almost 6 million children suffer from food allergies with roughly 2 affected per classroom. Deficiencies in knowledge and discrepancies in attitudes within school staff when addressing food allergies are associated with barriers to care. In this study, school teacher knowledge, beliefs, and attitudes were measured before and after a food allergy educational session. Methods Three hundred seventy-five personnel of similar age, socioeconomic status, ethnicity, and educational level completed the Chicago Food Allergy Research survey before and after a 1-hour educational session in 6 private schools in Houston randomly assigned into an intervention (n = 4) and control group (n = 2). Responses were measured using frequencies and percentages. The group score differences and survey question comparisons were evaluated with a linear mixed-effects model. Results Posttest, the intervention group had knowledge scores 19.58% points higher than control (95% confidence interval = 16.62–22.53; P < .001) with no differences pretest. Odds of agreeing that injectable epinephrine is important was higher in the intervention schools posteducation. Within the intervention group, personnel were more likely to agree to injectable epinephrine use for children posteducation. Conclusion A 1-hour educational session improved knowledge and attitudes in personnel in the intervention schools. Given the growing prevalence of food allergy, the emphasis on food allergy education is crucial to allow for familiarization of the condition, early recognition of anaphylaxis, and promotion of injectable epinephrine use. |
| first_indexed | 2024-12-11T15:02:33Z |
| format | Article |
| id | doaj.art-0c82495ed6c04899aeb3f13787f20c1f |
| institution | Directory Open Access Journal |
| issn | 2152-6567 |
| language | English |
| last_indexed | 2024-12-11T15:02:33Z |
| publishDate | 2019-06-01 |
| publisher | SAGE Publishing |
| record_format | Article |
| series | Allergy & Rhinology |
| spelling | doaj.art-0c82495ed6c04899aeb3f13787f20c1f2022-12-22T01:01:05ZengSAGE PublishingAllergy & Rhinology2152-65672019-06-011010.1177/2152656719856324Role of Food Allergy Education: Measuring Teacher Knowledge, Attitudes, and BeliefsNicole Canon MDMaya Gharfeh MD, MPHDanielle Guffey MSSara Anvari MD, MSCarla M. Davis MDIntroduction Almost 6 million children suffer from food allergies with roughly 2 affected per classroom. Deficiencies in knowledge and discrepancies in attitudes within school staff when addressing food allergies are associated with barriers to care. In this study, school teacher knowledge, beliefs, and attitudes were measured before and after a food allergy educational session. Methods Three hundred seventy-five personnel of similar age, socioeconomic status, ethnicity, and educational level completed the Chicago Food Allergy Research survey before and after a 1-hour educational session in 6 private schools in Houston randomly assigned into an intervention (n = 4) and control group (n = 2). Responses were measured using frequencies and percentages. The group score differences and survey question comparisons were evaluated with a linear mixed-effects model. Results Posttest, the intervention group had knowledge scores 19.58% points higher than control (95% confidence interval = 16.62–22.53; P < .001) with no differences pretest. Odds of agreeing that injectable epinephrine is important was higher in the intervention schools posteducation. Within the intervention group, personnel were more likely to agree to injectable epinephrine use for children posteducation. Conclusion A 1-hour educational session improved knowledge and attitudes in personnel in the intervention schools. Given the growing prevalence of food allergy, the emphasis on food allergy education is crucial to allow for familiarization of the condition, early recognition of anaphylaxis, and promotion of injectable epinephrine use.https://doi.org/10.1177/2152656719856324 |
| spellingShingle | Nicole Canon MD Maya Gharfeh MD, MPH Danielle Guffey MS Sara Anvari MD, MS Carla M. Davis MD Role of Food Allergy Education: Measuring Teacher Knowledge, Attitudes, and Beliefs Allergy & Rhinology |
| title | Role of Food Allergy Education: Measuring Teacher Knowledge, Attitudes, and Beliefs |
| title_full | Role of Food Allergy Education: Measuring Teacher Knowledge, Attitudes, and Beliefs |
| title_fullStr | Role of Food Allergy Education: Measuring Teacher Knowledge, Attitudes, and Beliefs |
| title_full_unstemmed | Role of Food Allergy Education: Measuring Teacher Knowledge, Attitudes, and Beliefs |
| title_short | Role of Food Allergy Education: Measuring Teacher Knowledge, Attitudes, and Beliefs |
| title_sort | role of food allergy education measuring teacher knowledge attitudes and beliefs |
| url | https://doi.org/10.1177/2152656719856324 |
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