Applying a systems perspective to understand the mechanisms of the European School Fruit and Vegetable Scheme

Background For the past two decades, the percentage of European children who consume fruit daily has remained at around 40%, despite numerous school-based policy efforts and interventions. This study aimed to apply a systems approach to provide an integrated perspective of the mechanisms of the European School Fruit and Vegetable Scheme (the Scheme) to understand better how to increase its long-term impact on children’s fruit and vegetable consumption. Methods We developed a causal loop diagram by synthesizing peer-reviewed articles and national government documents related to the Scheme, following the conceptualization steps of system dynamics. The initial causal loop diagrams were then validated in three stages by consulting with experts (two individuals and a group) in school-based fruit and vegetable programmes, children's fruit and vegetable consumption and the Scheme, using disconfirmatory interview guidelines. Results The findings suggest that a central self-reinforcing mechanism through which children socialize during fruit and vegetable consumption is critical in the habituation process. Additionally, the initial increase in children’s fruit and vegetable consumption following the Scheme implementation is due to growth in three self-reinforcing loops related to motivation and capability mechanisms; however, this trend gradually slows and stops due to four balancing feedback loops with alternative goals related to opportunity mechanisms that reach their limits. Conclusions The scheme's design should incorporate activities that align the objectives of the implementers and recipients of the Scheme at all levels. This alignment should provide children with ongoing opportunities to consume fruits and vegetables and strengthen the motivation and capability mechanisms.publishedVersio

Applying a systems perspective to understand the mechanisms of the European School Fruit and Vegetable Scheme

BACKGROUND: For the past two decades, the percentage of European children who consume fruit daily has remained at around 40%, despite numerous school-based policy efforts and interventions. This study aimed to apply a systems approach to provide an integrated perspective of the mechanisms of the European School Fruit and Vegetable Scheme (the Scheme) to understand better how to increase its long-term impact on children's fruit and vegetable consumption. METHODS: We developed a causal loop diagram by synthesizing peer-reviewed articles and national government documents related to the Scheme, following the conceptualization steps of system dynamics. The initial causal loop diagrams were then validated in three stages by consulting with experts (two individuals and a group) in school-based fruit and vegetable programmes, children's fruit and vegetable consumption and the Scheme, using disconfirmatory interview guidelines. RESULTS: The findings suggest that a central self-reinforcing mechanism through which children socialize during fruit and vegetable consumption is critical in the habituation process. Additionally, the initial increase in children's fruit and vegetable consumption following the Scheme implementation is due to growth in three self-reinforcing loops related to motivation and capability mechanisms; however, this trend gradually slows and stops due to four balancing feedback loops with alternative goals related to opportunity mechanisms that reach their limits. CONCLUSIONS: The scheme's design should incorporate activities that align the objectives of the implementers and recipients of the Scheme at all levels. This alignment should provide children with ongoing opportunities to consume fruits and vegetables and strengthen the motivation and capability mechanisms

Obstacles for Establishing Interaction between Faculty Members and Students in Virtual Courses: A Qualitative study

Introduction: Communication and interaction are the main features of e-learning. Without interaction, students cannot be motivated to continue the course which undermines their learning. This study endeavored to identify barriers to interaction in e-learning and providing solutions for creating and improving interactions from the point of view of professors and students of virtual fields at Tehran University of Medical Sciences. Methods: To identify barriers and strategies for creating and improving interaction in the e-learning, qualitative study with qualitative content analysis method was employed. Twenty-two participants with maximum diversity were selected from faculty and students through purposive sampling with theoretical approach, sequential and gradual method until data saturation. To analyze in-depth semi-structured interviews, a commitment approach of Granheim and Lundman model was used in 2020. The accuracy and robustness of the research was confirmed through Lincoln and Guba criteria. Results: According to faculty members and student’s point of view the barriers were divided to 6 main categories which related to the incomplete educational process, motivational and attitudinal barriers, infrastructure barriers, individual frameworks, weakness of the knowledge and cognition incomplete structural planning and policy as well as 16 sub-categories. Conclusion: As to the barriers, the most influential were related to the incomplete educational process, after that related to motivational and attitudinal barriers, infrastructure barriers, individual frameworks, weakness of the knowledge and cognition and incomplete structural planning and policy. The results of this study help educators, educational administrators and curriculum planners, professors and students in the field of e-learning to remove existing barriers and develop interaction in e-learning