Purpose: This report evaluated the effectiveness of the positive deviance curriculum.
Methods: Students from a high school microbiology class in Southern California (n=121) completed the positive deviance curriculum, including "Cook", "Chill", "Clean", "Separate", and "Choose". Evaluation of the learning experience included pre- and post surveys, take-home tasks, in-class activities, and an observation cooking lab. The mixed measurements assessed students’ and their family and friends’ food handling knowledge, attitudes, and practices.
Results: The evaluation documented a significant knowledge and attitude change towards safe food handling. After the classes, only 18% thought that color change was the safest way to know meat was cooked thoroughly, compared with 70% before. Their correct response that "washing raw meat under running water spreads bacteria" increased from 72% to 100%. The "Clean" take-home task directed students to record their family and friends’ hand washing practices. Only 13% of the 375 observations were over 20 seconds. The ‘Chill’ take-home task required students to assess their home refrigerator temperature. The reported temperature ranged from 13°F to 77°F, and 40% were above 41°F. When preparing meat in the class lab, most students were observed using a food thermometer to check internal temperature; however, cross-contamination behaviors were found in half of the students.
Significance: The positive deviance curriculum effectively changed high school students’ food safety knowledge and behavior. More efforts should be taken to help increase their subjective norms by providing information to parents and promoting a food safety culture.