栄養士養成課程における献立作成能力に関する研究

—献立作成に関連する要因の検討—

抄録

The aim of this study is to understand the current level of menu planning competency of students in dietitian training programs, as well as to identify effective educational methods to improve menu planning competency. The participants were 156 first-year students enrolled in dietitian training programs.
Following the submission of a menu planning assignment in July 2012, questionnaire surveys were conducted and 153 valid responses were collected. The instructors evaluated the menus. The results showed that the highest percentage of cooking knowledge was acquired through helping with meal preparations at home. On the other hand, the highest percentage of food knowledge was obtained through studies in junior college. The “menu planning,” “cooking experience” and “food seasoning in menu evaluation” scores for students who correctly identified 4 or more seasonal foods were significantly higher than those for students who only identified 3 or fewer seasonal foods. “Food seasoning” and “dietary composition” had low menu evaluation scores. The group with meal-making frequencies of once or more per week had a significantly higher “cooking experience” score than the “less than once a week” group. The group with more cooking experience had significantly higher scores in “menu planning” and “nutrient to energy ratio in menu evaluation” than the group with less cooking experience.
These results suggest that students need the following to enhance their menu planning competency : i）gain more cooking experience at home and in school, ii）gain food and cooking knowledge and iii）acquire skills through practice. We need to teach students to understand and apply the principles of（i）adjustment of nutrient quantity to energy ratio,（ii）dietary composition and（iii）food seasoning. We also need to identify an educational method that helps them acquire applied skills that give them the ability to take into account multiple conditions.