Food Safety Training
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Precautions to ensure food served is safe for consumption.
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Food Safety Training
- 1. HCPH Food Handler Training
- 6. Who has had food poisoning before? How did you feel?
- 18. What are Some ways to Prevent Food-borne Illnesses?
- 42. How should you store cooking utensils, glasses & cups?
- 50. Proper Handwashing Procedure 1. Start with warm or hot water. 2. Use soap and make a lather. 3. Rub and scrub thoroughly for 20 seconds. 4. Scrub palms, back of hands, between fingers and under fingernails. 5. Rinse well and use another paper towel to shut off faucet. 6. Dry hands completely.
- 51. When Should you Wash Your Hands?
- 57. Basic Sanitation Sinks & Their Uses Automatic Dish Washers Sanitizing Storage of Utensils Facility Cleanliness Insect, Rodent and Animal Control
- 73. So Remember. . .
- 76. Any Questions Before the Post-Test?
- 78. What’s Wrong with this Picture?
Editor's Notes
- Introduction/waiting for all participants. As people enter the classroom, have them sign the attendance sheet next to their name. Immediately give them the PRETEST so that they may begin and finish the test as people come in late. Begin introduction as people are still taking the exam. Have a separate desk/area designated for completed surveys Once everyone has arrived (or when 5-7 minutes have passed), state your name, your job title, and a little background information about yourself. “Hello, my name is. . ..” “Welcome to the Food Safety Advocate Program where you will learn about how to keep food safe and prevent food-borne illnesses from developing. Just to tell you a little about myself, I am a registered sanitarian and it is my job to inspect restaurants and food establishments for proper food storage, handling, preparation and serving. As a sanitarian, I also investigate potential food borne illness outbreaks within the Health District’s jurisdiction. After today, I hope that based on the information you have learned, you will be able to demonstrate how to properly keep food safe, so when I or one of my colleagues come around to inspect your facility, your facility will pass the inspection with flying colors”
- The Food Safety Advocate Program was created by the Hamilton County General Health District. The Health District strives to…” read from slide
- “So again, the purpose of the Food Safety Advocate Program is to. . .” (read from slide) “All information taught during this course is designed to meet the requirements of the Uniform Food Safety Code. FSA is also responsible for in-house training programs (in-services), periodical surveillance, and trouble shooting activities.”
- “There will be 3 main topics discussed today, Food protection, Employee Hygiene, and Sanitation.”
- #4 “The Food Safety Advocate Program was created by the Environmental Health Division in the Hamilton County General Health District. The Health District strives to. . .” Go over background information about Hamilton County General Health District. We work with the community to protect the public health and environment, we provide education, inspections, health care coordination, and data analysis. “The main goal of the health district is. . . “ Go over mission/goals. Our goal is to ensure that the citizens of Hamilton County are safe from disease, injury, and contamination. Next Slide: #5 “This course is 2 and a half hours long with a 5 to 10 minute break. There will be a pre-test and a post test. The purpose of the pre-test is to determine how much you already know about food safety before you start the course. The post-test is then used to determine how much you know after taking the course. Hopefully we will see that you know a lot more at the end of the course. There will also be an evaluation of the course that you will fill out to tell us what you thought of about the course, was it helpful, did you learn information that you did not know before. . .” The course evaluation helps us to fix and adjust the course so that our course participants get the most out of the course. Discuss certification process #6 “So. . . . “ (read from the slide) Discuss what the participants of the program should gain from the class. What will the participants get out of the course? Next slide:
- Ask the group: By a show of hands, who has had food poisoning before? How did you feel?
- As you’ve heard, food Poisoning can make you very ill. You can use the information in the rest of this training to help keep others from getting sick as well This slide states current facts from the CDC (Center for Disease Control) about food safety. Preventing food-borne illness and death remains a major public health challenge. Here are some interesting food safety facts. (read from slide)
- When discussing food protection, there is a term often used called Potentially Hazardous Foods. These are food items that require temperature control because of their ability to support the growth of bacteria. If the bacteria growths on the food item and people eat it, then they can become sick. Some examples of potentially hazardous foods include, dairy products, eggs, meats, poultry, seafood/shellfish, and cooked food items.” Situation: Talk about rice and mashed potatoes
- “So lets look at food-borne illnesses. What is a Food-Borne Illness? It is often caused by bacteria in food and often presents itself as flu-like symptoms such as nausea, vomiting, diarrhea, or fever. Many people may not recognize the illness, think they have the flu, when actually have a food-borne illness. This is why Food-borne illnesses are underreported.” When people talk about “food poisoning” they are actually talking about food-borne illness
- Read from slide
- “There are 2 categories of food-borne illnesses.” “The common causes include. . .
- “These are some of the major food-borne illnesses that exist. Here is a handout that we are going to quickly go over because I would like for you to notice the differences between the food-borne illnesses such as the onset time period, the duration of the actual illness (signs and symptoms) and the causes and preventive measures that can be taken.” This is a picture of Salmonella. (read through the handout) “now I don’t expect you to memorize all of these food-borne illnesses. I just wanted you to notice the differences between some of the food-borne illnesses and that some of the illnesses require that there is no handling of food. If you have some of these illnesses, you can still come to work, while there are others that prevent you from coming into work without a clear bill of health and a copy of medical labs. “With that said,” (move to next slide)
- Ask the class to name some ways to prevent food-borne illnesses
- This slide states the roles that time and temperature play in creating the perfect environment for bacteria to grow. If an environment where bacteria can grow is produced, then there is a very HIGH chance for an outbreak of a food-borne illness to occur. Temperatures between 41 and 135 degrees is also known as the Danger Zone because bacteria g rows most rapidly between these temperatures and can double in number in as little as 20 minutes. Scenario : I’ve prepared mashed potatoes and they are 140 degrees F. If I sit them out on the counter and let the temperature drop to 100 degrees F, the is a greater chance that bacteria will grow and multiply at that temperature. This could lead to someone becoming sick if they were to eat mashed potatoes at 100 degrees F. NOTE: Possible example to be used to show how in the 20 minutes of teaching the class, bacteria has multiplied. . .
- Discuss the importance of thermometers and what they are used for Ask question and provide answer on how to calibrate a thermometer Demonstrate how to calibrate a thermometer
- “Now, there are specific temperatures that certain foods MUST be cooked to, so lets take a look at these foods and their temperatures. Here is a handout from the USDA (United States Department of Agriculture) with these important temperatures. Here is also a magnet that you can place on one of your coolers in your facility’s kitchen so that these temperatures are ALWAYS available to you.” Give out the handout and go over each temperature and food item. Use the slides to follow the handout.
- #24 Use the slides to follow the handout. Next slide: Proper cooking temperatures for food items. The Proper Cooking Temperatures handout (Thermy?) should be given out at this point in time for all participants to have. (magnets for refrigerators?) Scenario: What if you cooked a hamburger at 145 degrees- cold you still serve it? Answer: No!
- Read from slide
- “When thawing frozen foods, there are four ways to do so.” (read from slide) : Remember, the microwave may not be able to thaw foods evenly, and may start to cook the food item before it is fully thawed.
- When cooling cooked foods, avoid the DANGER ZONE (41 ° F - 135 °F) in order to minimize potential growth of dangerous bacteria. In order to avoid the danger zone for cooling cooked foods,” (read from slide).
- “The rules for leftover foods are:” (read slide) Food should only be re-heated once because… Story: A facility makes chili in five gallon batches. They then cool the chili down use the correct measures to do so. They portion the chili out and label with the correct date marks. Then they reheat a portion of the chili the next day on the stove top to 165 F. The chili is then placed on the steam table to hold at 135 F or above. At the end of the day the chili shall be discarded since it has already gone thru the cooling and reheating process once. Reasoning : When the chili was initially cooked it was in the danger zone for given period of time, when it was cooled it was in the danger zone for a given period of time, and when it was re-heated it was in the danger zone for a given period of time. That is all the temperature abuse that the food code will allow. Most of the bacteria will be killed off during the re-heating process but the toxins that the bacteria have created in the process are not living organisms and therefore can not be killed off.
- To prevent cross contamination with utensils, people and during storage,” (read slide) Do the Demonstration: Equipment = 2 knives, 2 cutting boards, (2 tomatoes) (FAKE, USE PLAYDOUGH), flour, fake meat (play dough) Make a little meat patty out of the play dough and cover it in flour. Use one cutting board and knife, cut the play dough “meat” up, then place the meat a corner on the board, and then using the same board and knife, cut the tomato in half. The flour sticking to the “meat” and now the play dough represents bacteria being transported to another food. Do the same demonstration again, but the right way, to prevent cross contamination. Cut up the meat using the “meat” cutting board and knive. Then use a clean, different knife and cutting board to cut up the tomato. Make sure show a “washing hands” demonstration after cutting up the “meat” to promote ALWAYS washing hands when working with raw meat.
- “At all times we want to avoid doing anything that could cause cross-contamination. So (read slide)
- Also, when using cutting boards and utensils, (read slide)
- There are a couple of differences between ground beef and steak when it comes to cross-contamination. Cross contamination with ground beef is more likely to happen during the process of grounding he beef itself. Steaks, on the other hand are more likely to become contaminated due to a cooking or food preparation surface counter being contaminated and the steak was placed upon that counter.
- Scenario: A facility has cubed ham that has been opened from its original packaged in cold-holding for five days. The facility then makes a ham salad out of the ham. How long does the facility have to sell the ham salad?
- #39 When labeling and storing food in your facility, remember this rule of thumb: (read slide) Next slide: Demonstration:? (maybe) Show how to properly label a food item. Take an empty container. State that you just prepared an food item and that you have leftovers. Label the leftovers with the name of the food item, and the date.
- (read slide) Pesticide story: Pesticide applicators will like to install time application devices that emit a mist pesticide at a given time. A particular facility gets in the habit of not closing the ice bin cover at the end of the night. At night the timed applicator emits a mist that puts a thin layer of pesticide on the ice. The facility keeps getting food borne illness complaints with really short incubation times. They brush it off because from their experience, a food borne illness takes longer to set in. Finally the inspector notices that the timed application is spraying on the ice and links that to the food borne illness. The exterminator looses his license because he allowed a non-licensed person be in charge of a pesticide in a public place and the operator gets sued for applying a pesticide without a license. The moral of the story is that this is not your home you, are dealing with the public, and the public might have a compromised immune system or have a severe allergy to a particular pesticide – be careful.
- In order to prevent toxic items from mixing with foods (read slide)
- When properly storing foods, remember to store foods in (read slide)
- (read slide) Discussion of proper storage of foods.
- So, imagine that you are looking in your cooler. The bottom self should have the raw chicken and poultry meats, along with exotic meats. The next level up should have raw pork, ground meats, and eggs. The third level up should have all other raw meats, fish and seafood. The top shelf should have any other food, ready-to-eat, precooked, non-potentially hazardous foods. This is how you want to store your foods in the cooler. Remember that the coolers, freezers and all storage of food should be at least 6 inches above the floor. Explain horizontal storage
- “When storing utensils and equipment. . . “ (read slide) Next slide: Discuss storage of equipment. Possible small demonstration: Demo: Take a cup or glass, turn it over (invert or upside down)…can use paper cups for demo
- “Okay, lets take a look at personal and employee hygiene practices.” We’ll also talk about sick employee policy and person in charge: When to take action?
- Stress the importance of this concept. Would you want to eat a sandwich made by somebody who has diarrhea….
- (read slide)
- (read slide)
- (read slide) More emphasis on hand washing!
- When should I wash my hands? Have people call out their answers
- #54 (read slide) Next slide: When should I wash my hands?
- (read slide) Demonstrate how to put on and take off gloves. Have class participants practice putting on and taking off gloves. Walk around and make sure that everyone can perform this activity. (about 3 minutes) Cannot handle ready-to-eat-food with bare hands. Give Subway as an example
- #56 (read slide) Next slide: Discuss tobacco use.
- #59 Introduction to sanitation. Next slide:
- (read slide) Explain food prep sink: A food preperation sink has a two inch air gap below the sink. When the fire department taps into a fire hydrant or there is some other release in pressure in the plumbing system a backflow might happen within the facility. Sewage could serge into the building. With the indirect drain instead of going into the sink or ice machine it would go onto the floor. “ Why don’t you use a 3-compartment sink to prep food?” Explain the prep sink-indirect drain?? Discuss sink usage. Story: Cruise ship with ice machine and fire hydrants Cruise ships understandably have a number of issues with water pressure. There have been cases of huge outbreaks on a cruise ships that have been linked to no indirect drains. This was determined by the presence of toilet paper in the bottom of the ice machine.
- (read slide) Discuss automatic washing machines. Dishwashers working properly in regards to temperature and pressure
- (read slide) Discuss sanitizing methods
- (read slide) Discuss proper storage of utensils.
- (read slide) Discuss equipment concerns and what to do with broken equipment. Demonstration of proper inspection of equipment? What is wrong with this piece of equipment?
- (read slide) Stress the importance of keeping the facility clean as possible.
- (read slide) Discussion of insect, rodent and animal dangers to food. Routine extermination by licensed exterminator is recommended
- #68 (read slide) Possible: demonstration Next slide:
- (read slide): Break into groups to discuss what should be done about this situation if anything. (about 3 minutes to discuss the situation) Walk around to the different groups and ask them what they came up with for the situation. Then help them if they made a few mistakes, but always give positive feed back (good job, excellent answer, you are on the right track, etc. .) Change situation-get major points! (??) (may take a total of 10 minutes)
- (read slides) Last closing reminders. Next slide:
- (read slide) Last closing reminders. Next slide:
- End of slide show presentation. Answer all questions, Give evaluation and post-test. Next slide:
- Next slide: 5 minutes
- End of slide show 10-15 minutes
- In this picture, celery and raw meat have been placed in the refrigerator together. What is wrong with this picture? Break up into groups and discuss what is wrong with this picture and how should foods be stored in the cooler? (take 3 minutes) Ask a group what they think is wrong with the picture. (if there is no response, go ahead for time sake and state what it wrong with the picture and how foods should be stored.) (The Celery should not be stacked on top of the meat. The celery should be stored on the top shelf away from the meat. The meat should be stored on the next shelf with nothing stacked on top of the plate.)