Does Food Safety Knowledge Affect Attitudes and Practices? A Preliminary Study of Turkish Veterinary Students
Bibliographic record
Abstract
This study aimed to evaluate effects of the food safety courses that veterinary medicine students take during their education at Kirikkale University, Turkey, on the students’ food safety knowledge, attitudes, and practices. A questionnaire comprising demographic, knowledge, attitudes, and practices sections was developed, and eight experts performed the clarity test. The questionnaire was pilot-tested by 35 students. The final questionnaire was conducted among Kirikkale University first-year (freshmen) and fifth-year (senior) veterinary medicine students ( n = 224). According to logistic regression analysis results, seniors were 2.8 times more likely than freshmen to have high-level knowledge. However, regardless of students’ grades, knowledge level was not observed to correlate with students’ behaviors. Additionally, no significant relation was found between knowledge level and gender, food safety career plan, or food poisoning experience (p > .05). Conspicuously, students who lived in a village before entering university were 5.3 times more likely to have high-level knowledge than those who lived in a city center. Overall, this study shows that food safety courses in the curriculum lead to an increase in students’ level of food safety knowledge. However, although an increase in knowledge level positively influenced food safety attitudes, students had problems putting their knowledge and attitudes into practice. This may be overcome by focusing on practical courses that teach students how to apply learned knowledge in daily life.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".