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. 2016 Jul 18;18(11):e23584.
doi: 10.5812/ircmj.23584. eCollection 2016 Nov.

Efficacy of HBM-Based Dietary Education Intervention on Knowledge, Attitude, and Behavior in Medical Students

Hamid Reza Tavakoli  1 , Hossein Dini-Talatappeh  2 , Fatemeh Rahmati-Najarkolaei  1 , Mohammad Gholami Fesharaki  3
Affiliations

Efficacy of HBM-Based Dietary Education Intervention on Knowledge, Attitude, and Behavior in Medical Students

Hamid Reza Tavakoli et al. Iran Red Crescent Med J. .

Abstract

Background: Using various models of behavior change, a number of studies in the area of nutrition education have confirmed that nutrition habits and behaviors can be improved.

Objectives: This study sought to determine the effects of education on patterns of dietary consumption among medical students at the military university of Tehran, with a view to correcting those patterns.

Methods: In this quasi-experimental study, 242 medical students from the Military University of Tehran were chosen by convenience sampling and then divided into control (n = 107) and intervention groups (n = 135) by block randomization. The self-administered questionnaire involving six categories of item (knowledge, perceived benefits, perceived barriers, perceived threats, self-efficacy and behavior) has been validated (Cronbach alpha > 0.7 for each).

Results: Following the educational intervention, the mean score of knowledge, health belief model (HBM) structure, and behavior of students in relation to healthy patterns of food intake increased significantly (P < 0.05). The mean pre-intervention knowledge score was 6.76 (1.452), referring to threats to HBM constructs including perceived threat 2.93 (1.147), perceived benefits 7.28 (1.07), perceived barriers 5.44 (1.831), self- efficacy 4.28 (1.479), and behavior 8.84 (2.527). The post-intervention scores all improved as follows: knowledge 8.3 (1.503), perceived threats 3.29 (1.196), perceived benefits 7.71 (0.762), perceived barriers 5.9 (1.719), self- efficacy 4.6 (1.472), and behavior 9.45 (2.324). This difference in mean scores for knowledge, health belief structures and employee behavior before and after educational intervention was significant (P ≤ 0.05).

Conclusions: The significant improvement in the experimental group's mean knowledge, HBM structures , and behavior scores indicates the positive effect of the intervention.

Keywords: Education; Health; Nutrition Status; Students.

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Figures

Figure 1.
Figure 1.. Diagram of the Sampling Protocol for HBM-Based Educational Intervention
Figure 2.
Figure 2.. Pre- and Post-Intervention Comparison by Variable for Experimental and Control Groups
See this image and copyright information in PMC

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