Fruit and Vegetable IntakeNCT05278377
Effectiveness of the Apprenti en Action School-based Culinary Program on 9-10-year-old Children's Food Literacy
An observational study of Fruit and Vegetable Intake and Eating Behavior, run by Universite de Moncton at 1 site in Canada.
Trial summary
In New Brunswick, Canada, only 53% of Kindergarten to Grade 5 students reported eating five or more vegetables and fruits per day in 2016-2017. Low intakes of vegetables and fruits are a marker for poor nutrition, which may impair the growth and cognitive development of children and adolescents and may put them at… Read more about this study
- Who is it for?
- Ages 8 to 11 yearsHealthy volunteers can take part
- Conditions the study is for
- Fruit and Vegetable Intake, Eating Behavior
- What is being tested?
- "Apprenti en Action" program
- Type of treatment
- Lifestyle or therapy programme
- How many people
- 150 participants
- Where
- 1 siteCanada
- Study dates
- 15 Mar 2022to 30 Jun 2022
- Phase
- Observational
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 8 to 11 years
- All sexes
- Healthy volunteers accepted
- Child
Study population: Participants are Grade 5 students enrolled in one of the 10 recruited francophone elementary schools in the province of New Brunswick, Canada.
Who may be able to join
- Be enrolled in a Grade 5 or mixed Grade 4 and 5 class
Who cannot join
- None
Trial locations and contacts
1 site in 1 country.
About this study
Official title: Effectiveness of the Apprenti en Action School-based Culinary Program on 9-10-year-old Children's Food Literacy and Vegetable and Fruit Consumption
In New Brunswick, Canada, only 53% of Kindergarten to Grade 5 students reported eating five or more vegetables and fruits per day in 2016-2017. Low intakes of vegetables and fruits are a marker for poor nutrition, which may impair the growth and cognitive development of children and adolescents and may put them at risk of developing certain non-communicable diseases earlier in life. It has been suggested that increasing children's food literacy may be an effective way of promoting healthier diets, including increasing vegetable and fruit intake among students. Since children spend most of their waking hours at school, this may be a key setting for promoting food literacy and healthy eating behaviors. Previous studies have found that culinary interventions that include taste testing and nutrition education may improve students' food literacy and vegetable and fruit consumption. Therefore, this quasi-experimental study aimed to assess the effectiveness of a school-based culinary program titled "Apprenti en Action" on primary school children's food literacy, breakfast, and vegetable and fruit consumption. Specifically, data were collected among Grade 5 students from ten francophone elementary schools, five of which received the "Apprenti en Action" program and five who did not. The "Apprenti en Action" program consisted of six, one-hour culinary workshops given once a week, at school, during school hours. Data on students' food literacy, breakfast, vegetable, and fruit consumption were collected via online questionnaires before and after the program. In addition to collecting quantitative data, qualitative data were collected from program participants and their parents to assess their perceptions of "Apprenti en Action".
Read the detailed description
This study used a quasi-experimental design. Quantitative data from Grade 5 students from five francophone elementary schools in the province of New Brunswick, Canada, who participated in the "Apprenti en Action" culinary program were compared to those of Grade 5 students from five other elementary schools who did not receive the program. "Apprenti en Action" consists of six, one-hour culinary workshops offered once a week during school hours. The program aims to teach students how to read and follow recipes, prepare and cook various foods using various culinary techniques, and apply food safety practices. Students are also taught the basics of healthy food, nutrition, and cooking.
A questionnaire was developed based on previously-validated questionnaires and it measured vegetable and fruit consumption, breakfast consumption, concepts of food literacy including food and cooking skills as well as nutrition knowledge. All students will complete this self-administered online questionnaire before and after the program. Multilevel regressions will be used to assess the effectiveness of the culinary class on students' food literacy, breakfast, vegetable, and fruit consumption. Additionally, focus groups with children who participated in the "Apprenti en Action" program and their parents will be invited to share their perceptions of the program and how/if it has impacted the children's food literacy and eating behaviors.
- Conditions
- Fruit and Vegetable Intake, Eating Behavior
- Being tested
- "Apprenti en Action" program
- Keywords
- School, Food skills, Cooking skills, Food literacy, Culinary program, Cooking program, Nutrition knowledge
- Medical subject headings
- Feeding Behavior
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
"Apprenti en Action" programBehavioural
The "Apprenti en Action" program aims to teach students how to read and follow recipes, prepare and cook various foods using various culinary techniques, and apply food safety practices. Students are also taught the basics of healthy food, nutrition, and cooking.
| Study group | Role | What they receive |
|---|---|---|
| Apprenti en Action (intervention group) | "Apprenti en Action" consists of six, one-hour culinary workshops offered once a week during school hours. Receives: Behavioral: "Apprenti en Action" program | |
| Control group | Students in the control group do not receive the "Apprenti en Action" program. |
What is being measured
The primary outcome is the main question the study is designed to answer.
Change from baseline in vegetable and fruit consumption at the end of the program
Students' consumption of vegetables and fruits was measured using two questions from the provincial New Brunswick Student Wellness Survey (New Brunswick Student Wellness Survey, 2016). These questions asked how many vegetables and fruits they had eaten the day before the survey. This was measured using a scale from 0 (None), to 7 (7 or more).
Measured: Baseline and Endpoint (Week 6)
Change from baseline in breakfast consumption at the end of the program
Students' breakfast consumption was assessed based on one question from the provincial New Brunswick Student Wellness Survey (New Brunswick Student Wellness Survey, 2016). Students were asked to report how often they ate breakfast during the last school week. This question was scored from 0 (none) to 7 (7 days of the week).
Measured: Baseline and Endpoint (Week 6)
Change from baseline in cooking skills at the end of the program
Cooking skills include all skills needed to prepare and cook foods, including cooking methods and food preparation techniques, and were measured using 18 questions. Among the questions, one was assessed with a five-point, downwards Likert-type scale (e.g. "Rate your ability to make the different breakfast foods"), and 17 questions were multiple-choice questions (e.g. "How long does it take to cook hard- and soft-boiled eggs?"). All cooking skills included in the questionnaire were skills that children were expected to have practiced during the program. The questionnaire was based on three previously-validated tools (Skeaff et al. 2020, Dean et al. 2021, Lavelle et al. 2017). Specifically, these questions measured children's ability to prepare breakfast, to use various cooking methods, to use kitchen equipment, to apply food safety practices, and to use various food preparation techniques. In total, a score ranging from 0 to 83 points was possible for this outcome variable.
Measured: Baseline and Endpoint (Week 6)
Change from baseline in nutrition knowledge at the end of the program
Nine multiple-choice questions were used to assess children's nutrition knowledge, including their understanding of a balanced plate and food safety. These questions were inspired by those used in Skeaff et al.'s (2020) validated questionnaire. In total, a score of 0 to 9 points was possible for this outcome variable.
Measured: Baseline and Endpoint (Week 6)
Change from baseline in food skills at the end of the program
Food skills represent the knowledge and skills required to choose and prepare food according to available resources and to cook balanced meals. They include meal planning, following a recipe, using leftovers, making and following a grocery list, reading nutrition labels, etc. Of the three questions used to measure food skills, two questions were multiple-choice questions (e.g. "The above picture is of French toast. What are three ingredients you need for French toast?") and one was a five-point downwards Likert-type scale ("From this list, indicate how good you are at performing these actions."). These questions were based on previously-validated questionnaires (Skeaff et al. 2020, Lavelle et al. 2017). In total, a score of 0 to 53 points was possible for this outcome variable.
Measured: Baseline and Endpoint (Week 6)
Secondary outcomes (2)
Student perception of the program
Students' perception of the program will be measured via virtual semi-structured focus groups. Two 40-45 minute sessions with 8-10 students per group are anticipated. Students will be asked to share their perception of the program's impact on their knowledge, skills, appreciation for healthy foods, and self-efficacy, as well as the strengths, weaknesses, and perceived relevancy of the program.
Measured: One week after the end of the program (Week 7)
Parent perception of the program
Students' parents' perception of the program will be measured via virtual semi-structured focus groups. Two 40-45 minute sessions with 8-10 parents per group are anticipated. Parents will be asked to share their perception of the program's impact on their children's knowledge, skills, appreciation for healthy foods, and self-efficacy, as well as the strengths, weaknesses, and perceived relevancy of the program.
Measured: One week after the end of the program (Week 7)
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted14 Mar 2022
- Study start15 Mar 2022
- Primary completion30 Jun 2022
- Study completion30 Jun 2022
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Publications (16)Papers the sponsor has linked to this study.
- Other trials for Fruit and Vegetable IntakeStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Observational
- Observational model
- Case-control
- Time perspective
- Prospective
- Enrolment
- 150 participants (actual)
Sponsor and investigators
- Lead sponsor
- Universite de Moncton
- Sponsor type
- University, hospital or other
- Collaborators
- New Brunswick Innovation Foundation
- Responsible party
- Principal investigator, Stephanie Ward, Universite de Moncton
- Investigators
- Stephanie A Ward, PhD, RD, Principal investigator, Universite de Moncton
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT05278377
- Sponsor's protocol ID
- 2122-006
- Status last verified
- Oct 2022
- First submitted
- 3 Mar 2022
- Last updated
- 17 Oct 2022
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- Undecided: Data will be made available to researchers upon reasonable request made to the principal investigator.
Publications
Lavelle F, McGowan L, Hollywood L, Surgenor D, McCloat A, Mooney E, Caraher M, Raats M, Dean M. The development and validation of measures to assess cooking skills and food skills. Int J Behav Nutr Phys Act. 2017 Sep 2;14(1):118. doi: 10.1186/s12966-017-0575-y.
PubMed 28865452Dean M, Issartel J, Benson T, McCloat A, Mooney E, McKernan C, Dunne L, Brennan SF, Moore SE, McCarthy D, Woodside JV, Lavelle F. CooC11 and CooC7: the development and validation of age appropriate children's perceived cooking competence measures. Int J Behav Nutr Phys Act. 2021 Jan 30;18(1):20. doi: 10.1186/s12966-021-01089-9.
PubMed 33516243Miller LM, Cassady DL. The effects of nutrition knowledge on food label use. A review of the literature. Appetite. 2015 Sep;92:207-16. doi: 10.1016/j.appet.2015.05.029. Epub 2015 May 27.
PubMed 26025086Brown, J. (2019). Nutrition through the life cycle (7e ed.). Cengage Learning.
Conseil de la santé du Nouveau-Brunswick. (2017). Sondage sur le mieux-être des élèves du Nouveau-Brunswick au niveau primaire de la maternelle à la 5e année (2016-2017) (p. 19). https://csnb.ca/sites/default/files/publications-attachments/sondage-mieux-etre-des-eleves-au-primaire-2016-2017-fr.pdf
Dudley DA, Cotton WG, Peralta LR. Teaching approaches and strategies that promote healthy eating in primary school children: a systematic review and meta-analysis. Int J Behav Nutr Phys Act. 2015 Feb 25;12:28. doi: 10.1186/s12966-015-0182-8.
PubMed 25889098Evans CE, Christian MS, Cleghorn CL, Greenwood DC, Cade JE. Systematic review and meta-analysis of school-based interventions to improve daily fruit and vegetable intake in children aged 5 to 12 y. Am J Clin Nutr. 2012 Oct;96(4):889-901. doi: 10.3945/ajcn.111.030270. Epub 2012 Sep 5.
PubMed 22952187Skeaff, S., Govan, A., & Skeaff, M. (2020). A Practical Kitchen-Based Validation of the Food Skills Section of a Food Literacy Questionnaire for 9-10 Year Old Children.
Maynard M, Gunnell D, Ness AR, Abraham L, Bates CJ, Blane D. What influences diet in early old age? Prospective and cross-sectional analyses of the Boyd Orr cohort. Eur J Public Health. 2006 Jun;16(3):316-24. doi: 10.1093/eurpub/cki167. Epub 2005 Sep 1.
PubMed 16141299Nathan N, Wolfenden L, Butler M, Bell AC, Wyse R, Campbell E, Milat AJ, Wiggers J. Vegetable and fruit breaks in Australian primary schools: prevalence, attitudes, barriers and implementation strategies. Health Educ Res. 2011 Aug;26(4):722-31. doi: 10.1093/her/cyr033. Epub 2011 May 13.
PubMed 21571836Neumark-Sztainer D, Wall M, Larson NI, Eisenberg ME, Loth K. Dieting and disordered eating behaviors from adolescence to young adulthood: findings from a 10-year longitudinal study. J Am Diet Assoc. 2011 Jul;111(7):1004-11. doi: 10.1016/j.jada.2011.04.012.
PubMed 21703378Wang Y, Bentley ME, Zhai F, Popkin BM. Tracking of dietary intake patterns of Chinese from childhood to adolescence over a six-year follow-up period. J Nutr. 2002 Mar;132(3):430-8. doi: 10.1093/jn/132.3.430.
PubMed 11880567Krebs-Smith SM, Heimendinger J, Patterson BH, Subar AF, Kessler R, Pivonka E. Psychosocial factors associated with fruit and vegetable consumption. Am J Health Promot. 1995 Nov-Dec;10(2):98-104. doi: 10.4278/0890-1171-10.2.98.
PubMed 10160052Karpouzis F, Lindberg R, Walsh A, Shah S, Abbott G, Lai J, Berner A, Ball K. Evaluating OzHarvest's primary-school Food Education and Sustainability Training (FEAST) program in 10-12-year-old children in Australia: protocol for a pragmatic cluster non-randomized controlled trial. BMC Public Health. 2021 May 22;21(1):967. doi: 10.1186/s12889-021-10302-0.
PubMed 34022839Harris G, Mason S. Are There Sensitive Periods for Food Acceptance in Infancy? Curr Nutr Rep. 2017;6(2):190-196. doi: 10.1007/s13668-017-0203-0. Epub 2017 Apr 29.
PubMed 28596932
Study at a glance
From the registry record, last updated by the sponsor on 17 Oct 2022. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Effectiveness of the Apprenti en Action School-based Culinary Program on 9-10-year-old Children's Food Literacy and Vegetable and Fruit Consumption
- ClinicalTrials.gov ID
- NCT05278377
- Acronym / sponsor ID
- 2122-006
- Conditions
- Fruit and Vegetable Intake, Eating Behavior
- Keywords
- School, Food skills, Cooking skills, Food literacy, Culinary program, Cooking program, Nutrition knowledge
- Study type
- Observational
- Recruitment status
- Completed
- Enrolment
- 150 participants (actual)
- Lead sponsor
- Universite de MonctonUniversity, hospital or other
- Collaborators
- New Brunswick Innovation Foundation
- Study start
- 15 Mar 2022 (actual)
- Primary completion
- 30 Jun 2022 (actual)
- Study completion
- 30 Jun 2022 (actual)
- First posted
- 14 Mar 2022 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
In New Brunswick, Canada, only 53% of Kindergarten to Grade 5 students reported eating five or more vegetables and fruits per day in 2016-2017. Low intakes of vegetables and fruits are a marker for poor nutrition, which may impair the growth and cognitive development of children and adolescents and may put them at risk of developing certain non-communicable diseases earlier in life. It has been suggested that increasing children's food literacy may be an effective way of promoting healthier diets, including increasing vegetable and fruit intake among students. Since children spend most of their waking hours at school, this may be a key setting for promoting food literacy and healthy eating behaviors. Previous studies have found that culinary interventions that include taste testing and nutrition education may improve students' food literacy and vegetable and fruit consumption. Therefore, this quasi-experimental study aimed to assess the effectiveness of a school-based culinary program titled "Apprenti en Action" on primary school children's food literacy, breakfast, and vegetable and fruit consumption. Specifically, data were collected among Grade 5 students from ten francophone elementary schools, five of which received the "Apprenti en Action" program and five who did not. The "Apprenti en Action" program consisted of six, one-hour culinary workshops given once a week, at school, during school hours. Data on students' food literacy, breakfast, vegetable, and fruit consumption were collected via online questionnaires before and after the program. In addition to collecting quantitative data, qualitative data were collected from program participants and their parents to assess their perceptions of "Apprenti en Action".
Detailed description
This study used a quasi-experimental design. Quantitative data from Grade 5 students from five francophone elementary schools in the province of New Brunswick, Canada, who participated in the "Apprenti en Action" culinary program were compared to those of Grade 5 students from five other elementary schools who did not receive the program. "Apprenti en Action" consists of six, one-hour culinary workshops offered once a week during school hours. The program aims to teach students how to read and follow recipes, prepare and cook various foods using various culinary techniques, and apply food safety practices. Students are also taught the basics of healthy food, nutrition, and cooking.
A questionnaire was developed based on previously-validated questionnaires and it measured vegetable and fruit consumption, breakfast consumption, concepts of food literacy including food and cooking skills as well as nutrition knowledge. All students will complete this self-administered online questionnaire before and after the program. Multilevel regressions will be used to assess the effectiveness of the culinary class on students' food literacy, breakfast, vegetable, and fruit consumption. Additionally, focus groups with children who participated in the "Apprenti en Action" program and their parents will be invited to share their perceptions of the program and how/if it has impacted the children's food literacy and eating behaviors.
Study design
- Observational model
- Case-control
- Time perspective
- Prospective
- Number of arms
- 2
| Arm | Type | Receives |
|---|---|---|
| Apprenti en Action (intervention group) | – | Behavioral: "Apprenti en Action" program"Apprenti en Action" consists of six, one-hour culinary workshops offered once a week during school hours. |
| Control group | – | –Students in the control group do not receive the "Apprenti en Action" program. |
Who may qualify
- Ages
- 8 to 11 years
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Child
- Study population
- Participants are Grade 5 students enrolled in one of the 10 recruited francophone elementary schools in the province of New Brunswick, Canada.
Key inclusion criteria (1 listed)
- Be enrolled in a Grade 5 or mixed Grade 4 and 5 class
Key exclusion criteria (1 listed)
- None
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| "Apprenti en Action" programThe "Apprenti en Action" program aims to teach students how to read and follow recipes, prepare and cook various foods using various culinary techniques, and apply food safety practices. Students are also taught the basics of healthy food, nutrition, and cooking. | Behavioural | Apprenti en Action (intervention group) |
Primary outcome
Change from baseline in vegetable and fruit consumption at the end of the program
Time frame: Baseline and Endpoint (Week 6)
Students' consumption of vegetables and fruits was measured using two questions from the provincial New Brunswick Student Wellness Survey (New Brunswick Student Wellness Survey, 2016). These questions asked how many vegetables and fruits they had eaten the day before the survey. This was measured using a scale from 0 (None), to 7 (7 or more).
Change from baseline in breakfast consumption at the end of the program
Time frame: Baseline and Endpoint (Week 6)
Students' breakfast consumption was assessed based on one question from the provincial New Brunswick Student Wellness Survey (New Brunswick Student Wellness Survey, 2016). Students were asked to report how often they ate breakfast during the last school week. This question was scored from 0 (none) to 7 (7 days of the week).
Change from baseline in cooking skills at the end of the program
Time frame: Baseline and Endpoint (Week 6)
Cooking skills include all skills needed to prepare and cook foods, including cooking methods and food preparation techniques, and were measured using 18 questions. Among the questions, one was assessed with a five-point, downwards Likert-type scale (e.g. "Rate your ability to make the different breakfast foods"), and 17 questions were multiple-choice questions (e.g. "How long does it take to cook hard- and soft-boiled eggs?"). All cooking skills included in the questionnaire were skills that children were expected to have practiced during the program. The questionnaire was based on three previously-validated tools (Skeaff et al. 2020, Dean et al. 2021, Lavelle et al. 2017). Specifically, these questions measured children's ability to prepare breakfast, to use various cooking methods, to use kitchen equipment, to apply food safety practices, and to use various food preparation techniques. In total, a score ranging from 0 to 83 points was possible for this outcome variable.
Change from baseline in nutrition knowledge at the end of the program
Time frame: Baseline and Endpoint (Week 6)
Nine multiple-choice questions were used to assess children's nutrition knowledge, including their understanding of a balanced plate and food safety. These questions were inspired by those used in Skeaff et al.'s (2020) validated questionnaire. In total, a score of 0 to 9 points was possible for this outcome variable.
Change from baseline in food skills at the end of the program
Time frame: Baseline and Endpoint (Week 6)
Food skills represent the knowledge and skills required to choose and prepare food according to available resources and to cook balanced meals. They include meal planning, following a recipe, using leftovers, making and following a grocery list, reading nutrition labels, etc. Of the three questions used to measure food skills, two questions were multiple-choice questions (e.g. "The above picture is of French toast. What are three ingredients you need for French toast?") and one was a five-point downwards Likert-type scale ("From this list, indicate how good you are at performing these actions."). These questions were based on previously-validated questionnaires (Skeaff et al. 2020, Lavelle et al. 2017). In total, a score of 0 to 53 points was possible for this outcome variable.
2 secondary outcomes
Student perception of the program
Time frame: One week after the end of the program (Week 7)
Parent perception of the program
Time frame: One week after the end of the program (Week 7)
Results and safety
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 17 Oct 2022.
- Background: PubMed 28865452Lavelle F, McGowan L, Hollywood L, Surgenor D, McCloat A, Mooney E, Caraher M, Raats M, Dean M. The development and validation of measures to assess cooking skills and food skills. Int J Behav Nutr Phys Act. 2017 Sep 2;14(1):118. doi: 10.1186/s12966-017-0575-y.
- Background: PubMed 33516243Dean M, Issartel J, Benson T, McCloat A, Mooney E, McKernan C, Dunne L, Brennan SF, Moore SE, McCarthy D, Woodside JV, Lavelle F. CooC11 and CooC7: the development and validation of age appropriate children's perceived cooking competence measures. Int J Behav Nutr Phys Act. 2021 Jan 30;18(1):20. doi: 10.1186/s12966-021-01089-9.
- Background: PubMed 26025086Miller LM, Cassady DL. The effects of nutrition knowledge on food label use. A review of the literature. Appetite. 2015 Sep;92:207-16. doi: 10.1016/j.appet.2015.05.029. Epub 2015 May 27.
- BackgroundBrown, J. (2019). Nutrition through the life cycle (7e ed.). Cengage Learning.
- BackgroundConseil de la santé du Nouveau-Brunswick. (2017). Sondage sur le mieux-être des élèves du Nouveau-Brunswick au niveau primaire de la maternelle à la 5e année (2016-2017) (p. 19). https://csnb.ca/sites/default/files/publications-attachments/sondage-mieux-etre-des-eleves-au-primaire-2016-2017-fr.pdf
- Background: PubMed 25889098Dudley DA, Cotton WG, Peralta LR. Teaching approaches and strategies that promote healthy eating in primary school children: a systematic review and meta-analysis. Int J Behav Nutr Phys Act. 2015 Feb 25;12:28. doi: 10.1186/s12966-015-0182-8.
- Background: PubMed 22952187Evans CE, Christian MS, Cleghorn CL, Greenwood DC, Cade JE. Systematic review and meta-analysis of school-based interventions to improve daily fruit and vegetable intake in children aged 5 to 12 y. Am J Clin Nutr. 2012 Oct;96(4):889-901. doi: 10.3945/ajcn.111.030270. Epub 2012 Sep 5.
- BackgroundSkeaff, S., Govan, A., & Skeaff, M. (2020). A Practical Kitchen-Based Validation of the Food Skills Section of a Food Literacy Questionnaire for 9-10 Year Old Children.
- Background: PubMed 16141299Maynard M, Gunnell D, Ness AR, Abraham L, Bates CJ, Blane D. What influences diet in early old age? Prospective and cross-sectional analyses of the Boyd Orr cohort. Eur J Public Health. 2006 Jun;16(3):316-24. doi: 10.1093/eurpub/cki167. Epub 2005 Sep 1.
- Background: PubMed 21571836Nathan N, Wolfenden L, Butler M, Bell AC, Wyse R, Campbell E, Milat AJ, Wiggers J. Vegetable and fruit breaks in Australian primary schools: prevalence, attitudes, barriers and implementation strategies. Health Educ Res. 2011 Aug;26(4):722-31. doi: 10.1093/her/cyr033. Epub 2011 May 13.
- Background: PubMed 21703378Neumark-Sztainer D, Wall M, Larson NI, Eisenberg ME, Loth K. Dieting and disordered eating behaviors from adolescence to young adulthood: findings from a 10-year longitudinal study. J Am Diet Assoc. 2011 Jul;111(7):1004-11. doi: 10.1016/j.jada.2011.04.012.
- Background: PubMed 11880567Wang Y, Bentley ME, Zhai F, Popkin BM. Tracking of dietary intake patterns of Chinese from childhood to adolescence over a six-year follow-up period. J Nutr. 2002 Mar;132(3):430-8. doi: 10.1093/jn/132.3.430.
- Individual participant dataSharing planned: Undecided. Data will be made available to researchers upon reasonable request made to the principal investigator.
Related trials for Fruit and Vegetable Intake
Recruiting
A Multi-level Mother-daughter Physical Activity Intervention for Pre- Adolescent Latinas
Physical Activity, Family Communication
Not yet recruitingObservational study
Fruit & Vegetable Consumption and Behavioral Determinants Among Health Profession Students
Fruit and Vegetable Intake, University Students
Recruiting
Ripe for Revival: Outcomes Evaluation of a Mobile Produce Market With Vouchers
Diet Interventions, Food Security
Not yet recruiting
Produce Prescriptions and Veggie Meter Scores for College Food Security
Food Insecurity, Carotenoid Status
Active, not recruiting
Mobile Regulation of Craving Training (mROC-T) to Improve Dietary Intake in Rural Adolescent Girls
Obesity and Type 2 Diabetes, Diet Modification
Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
Stephanie A Ward, PhD, RD principal investigator
Universite de Moncton
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
An observational study of Fruit and Vegetable Intake and Eating Behavior, run by Universite de Moncton at 1 site in Canada.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 1 inclusion and 1 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: finished, as of the sponsor's last update on 17 Oct 2022. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in Canada. Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Change from baseline in vegetable and fruit consumption at the end of the program (time frame: Baseline and Endpoint (Week 6)). The study lists 5 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
On the ClinicalTrials.gov record for NCT05278377, which also lists 16 linked publications.
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 17 Oct 2022.