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Shawna Johnson
Oral Culture,
tools for educating restaurant workers and
preventing foodborne illness
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• Print • Oral
How it all got started
Oral versus Print Culture Communication:How we receive, process, & retain information
-How it started- Spanish was performing lower than English speaking
Barriers- literacy problems focus on learning more worried about trying to read the slides.
We are going to show you how are we updated our presentation to reflect oral culture.
Make sure you pay attention because we are going have a few quiz questions later in the presentation.
• Presented at their restaurant• Interactive• Foodborne illness risk factors• Pre-post testing
Unique Class
Office vs at their restaurant where it’s a comfortable environment, interactive coving all foodborne illness risk factors .
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Viruses and bacteria• Viruses
– Hepatitis A
– Norovirus
• Bacteria– E.coli 0157:H7
– Salmonella
– Staphylococcus
– Listeria
– Campylobacter
BEFORE
One of the slides in our previous presentation where we talk about virus and bacteria-nothing that talks about food, long names that were hard to read, our message of food safety was most likely lost
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Salmonella E.Coli
Norovirus Listeria
AFTER
Now we show them the actual food item and let them answer what bacteria or virus is present in the food.
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4 Horas
Visual way to show the importance of 4 hours and rapid growth of bacteria. As apposed to giving a bunch of numbers to memorize, we want them so see why time and temperature is so important to prevent bacteria growth
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Combine with going into the kitchen and finding potentially hazardous foods
Interactive approach
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Vamos a checar la comida!
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Teach what we should always have at a hand sink at all times.
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Shows real pictures of inspectors have found. What is the problem with this picture, what would you say about this situation. Let them answer and discuss. What are the chances you will move all the boxes to wash your hands during a busy lunch rush? They will say too many boxes in front, and talk about how likely it is to move boxes out of the way to wash hands during a lunch rush.
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Uso apropiado de guantes
We talk about proper glove use. This highlights how you can get the message from this slide even though you may not be able to read spanish.
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Importante!
Show videos to tell the a story about how foodborne illness affects real people and just a statistic. It can be you or your family.
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Brianna Kriefall 3 años
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We also use stories that will make them think and teach about foodborne illness risk factors such as cross contamination.
This story is about Brianna who died as a result of an foodborne illness, the outbreak investigation found that Ecoli was in the meat but Brianna ate from the salad bar but no meat.
This gives us an opportunity to ask the participants how this possible.
Later they found the same ecoli in the watermelon
We ask
How did the ecoli from the meat get into the watermelon? And we let them answer, and usually give correct answers, regarding, storage, no hand washing, used same cutting board, knife.
Important piece is they are thinking about different ways of cross-contamination.
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Some feedback we got “ I can’t believe one simple step can kill somebody, that’s scary”
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Contaminacion Cruzada
Here we discuss proper storage of food inside the refrigerator, we start with all the food stored correctly.
Once we discuss proper storage we take all the food out and the participants will need to put all the food back where it belongs correctly.
This creates discussion within the group as they try to put the food back correctly.
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Exam
Okay now you guys are going to take the test!
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Print Culture Quiz Question
BEFORE
This is print culture and how used to test participants. The reason it is in mandarin is we want you to experience the same feeling that a person with literacy problems had when given the exam.
Okay we gave you this information during this presentation and now would you please take one minute to read this and pick the correct answer?
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Oral Culture Quiz QuestionAFTER
Okay now we are going to give you the same questions in the oral culture version. I will read out the question and the answers, and then you can have 30 seconds to pick the correct answer.
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Oral Culture Answering sheet
With this were able to get rid of the literacy barrier and all they need to do is circle the correct answer. Regardless of their reading level everyone should be able to answer the questions better assessing their knowledge.
How did that feel?
This is how we got rid of the literacy barrier and now all they have to do is write down their name and circle the correct answer. Regardless of where your reading level, everyone should be able to answer the questions. This allows us to capture the true knowledge without the literacy barrier.
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Oral Culture Cards
At the end we give them this card to show they have taken the class.
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Follow-ups and Assessments
We have been following 19 restaurants for 5 years, collecting data on knowledge retention , employee turnover,
Since then we’ve been doing follow-ups assessments every year . This consisted of a regulatory inspection, an interview with management and testing employee’s knowledge using the same questions we tested them during the training,
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19 Restaurants274 Participants
Average PRE-TEST score=___Average POST-TEST score=___
65%93%
We have been following 19 restaurants for the past five years, collecting
We have been following 19 restaurants for the past five years. As you know we captured pre and post test knowledge. Our average test scores pre-test were 65% and post test 93%
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We trained a total of 290 participants and have been tracking their knowledge retention over time.
You will notice that the number of participants in the posttest group is slightly larger than the pretest group. This is due to additional folks coming in part way through the training or loss of pre-test data. Over time, slightly more Spanish-speaking participants were able to be followed up with compared with English-speaking participants. Overall, the number of employees surveyed has decreased at each time point with only 28 employees to date participating in the 4th follow-up.
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* Indicates a significant difference in test score between English and Spanish participants at the alpha=0.05 level.
Although there were significant differences between English and Spanish speaking participants at both pretest and posttest, at 1st, 2nd, and 3rd follow-up there was no significant difference by language, perhaps suggesting that Spanish-speaking participants may retain the knowledge they gain through training at a slightly higher level than English language participants. Also important to note that our sample size on follow-ups were small as well as we were able to evaluate knowledge retention on more Spanish speaking participants than English.
Training improved scores for both English and Spanish participants.
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Most often missed questionspre-test
Over half the participants missed questions involving cooling, reheating and thawing on the pre-test
Training improved scores for both English and Spanish participants
Training did not appear to lessen differences between English and Spanish participants in answering individual questions correctly
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Most often missed questionspost-test
The most common missed questions on the post test involved hand washing, reheating, thawing in employee illness.
These results are helping us evaluate both our training and test questions to determine is it they don’t understand the topic or are our questions confusing.
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Facility Before training 1st follow up 2nd follow up 3rd follow up
La Choza #2 105 25 35 35
Tahona 31 0 20 0
Curry N Kebob 55 0 70 15
La Panda II 56 45 60 35
Morning Glory Café 150 15 35 0
Eats and Sweets 45 35 0 15
Kitchen Next Door 17 20 5 20
Taco Star 65 10 10 15
Pica's 50 20 0 0
Efrains 115 15 25 15
Casa Alegre 124 121 40 15
Tequilas Family Mexican Restaurant
127 36 15 25
Breadworks 70 20 25 15
Lindsay's Deli 57 35 10 10
Sanchos 52 20 20 closed
Road House Boulder 105 10 55 20
Peaks at Laramie 122 50 1 0
Lucky Pie Pizza 89 40 10 0
Marcos Hot Dogs 50 35 20 15
Before training
1st follow up
2nd follow up
3rd follow up
Average 78 29 24 14
Low 17 0 0 0
High 150 121 70 35
Overall we saw improvement inspection scores.
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Over the same time period as the training and follow-up tests, facilities were also inspected around the same time as each follow-up. We saw a clear decrease in the mean inspection score between pre-test and the 1st follow-up inspection which seems to sustained through 3rd
and 4th follow-up.
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The Good – Restaurant A
Culture Barrier
The Good - Casa Alegre
• equipment improvements (Curry and Kabob)
• Additional Follow up and educational contact inspections than other non-OCL restaurants
• Certified food protection class so he got it!
• Additional training outside OCL training
• Buy in
• Culture barrier between restaurant and regulator
• Compliance assistant verses enforcement
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The Bad – Restaurant B
2 Year Anniversary New Staff
Staff Turnover
The bad and the Ugly - La Choza
• Due to outbreak we need to focus more on cooling practices and ensure they understand the processes
• Staff turnover
• Staff working at the time didn’t received training
• Time of day of inspection to see different practices. Seeing finished products later during the day vs morning inspections. Saw earlier steps of cooling
• Printed handouts – cross contamination. Visual reminders
We learned our training needs to focus on cooling cycle
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Participant drop-off was closely tied to retention.
You can see here that over time we saw a clear decrease in the number of employees retained at participating facilities. At post-test we had 290 employees (274 took the actual posttest), but by 1st follow-up this had already decreased by almost 100 employees. At 3rd
follow-up only 108 employees were able to be confirmed as retained while 133 were confirmed as not retained and 49 had missing data.
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Train, train and re-train
Manager/Owner buy in
Culture shift
AMC practices
Focus on specific violations
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Handler’s manualEasy to understand printed materials
with pictures as reminders
All of these are located on our website at Bouldercountyfood.org
These tools and techniques can be used for different populations
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What’s Next?
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Questions?
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Presentations in English, Spanish and Chinese
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