| Literature DB >> 29137630 |
Janet E Cade1, Marisol Warthon-Medina2, Salwa Albar3, Nisreen A Alwan4, Andrew Ness5, Mark Roe6, Petra A Wark7,8, Katharine Greathead2, Victoria J Burley2, Paul Finglas6, Laura Johnson9, Polly Page10, Katharine Roberts11,12, Toni Steer10, Jozef Hooson2, Darren C Greenwood13, Sian Robinson14,15.
Abstract
BACKGROUND: Dietary assessment is complex, and strategies to select the most appropriate dietary assessment tool (DAT) in epidemiological research are needed. The DIETary Assessment Tool NETwork (DIET@NET) aimed to establish expert consensus on Best Practice Guidelines (BPGs) for dietary assessment using self-report.Entities:
Keywords: Dietary assessment methods; Guidelines; Nutrition; Nutritional epidemiology; Public health
Mesh:
Year: 2017 PMID: 29137630 PMCID: PMC5686956 DOI: 10.1186/s12916-017-0962-x
Source DB: PubMed Journal: BMC Med ISSN: 1741-7015 Impact factor: 8.775
Fig. 1Steps for the development of the Best Practice Guidelines for dietary assessment
Fig. 2Experts of the Delphi consultation rounds
Geographical spread of experts who participated in Delphi rounds
| Country | Delphi I ( | Delphi II ( |
|---|---|---|
| UK | 19 (39%) | 20 (39%) |
| USA | 7 (14%) | 6 (11%) |
| Australia | 6 (12%) | 5 (9%) |
| Canada | 2 (4%) | 4 (7%) |
| France | 2 (4%) | 3 (5%) |
| Brazil | 2 (4%) | 2 (4%) |
| Netherlands | 2 (4%) | 2 (4%) |
| Italy | 2 (4%) | 2 (4%) |
| Belgium | 1 (2%) | 1 (2%) |
| Japan | 1 (2%) | 1 (2%) |
| Norway | 1 (2%) | 1 (2%) |
| Spain | 1 (2%) | 1 (2%) |
| Greece | 1 (2%) | 1 (2%) |
| New Zealand | 1 (2%) | 1 (2%) |
| Serbia | 0 (0%) | 1 (2%) |
Best Practice Guidelines for dietary assessment in health research
| E/Da | Stage I. Define what you want to measure in terms of dietary intake: the key a priori considerations to guide your choice of the appropriate type of dietary assessment tool (DAT) | |
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| E | 1.1 | Clearly define what needs to be measured (e.g. intake of energy, food groups, specific or a range of macro- or micro-nutrients) |
| E | 1.2 | Determine how the dietary data will be analysed and presented (e.g. total daily or meal level intakes, food groups or nutrients) |
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| E | 2.1 | Define the target sample in terms of characteristics (e.g. life stage, ethnicity, health status, body mass index (BMI), socio-economic level, country/region and setting — home, school, hospital) |
| E | 2.2 | Identify other issues that could affect the choice of DAT (e.g. literacy, numeracy, language, cultural, disability, time or familiarity with technology) |
| E | 2.3 | Consider the study sample size required in relation to the level of variation of your dietary component of interest and study power |
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| E | 3.1 | Are you interested in ‘actual’/short-term (hours or several days, up to one week) or ‘usual’/long-term intake (e.g. months or years)? Consider what reference period (e.g. daily, weekly, monthly, yearly) would be best suited to your dietary component of interest |
| E | 3.2 | Will data collection in your study be retrospective or prospective? |
| Stage II. Investigate the different types of DATs and their suitability for your research question | ||
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| E | 4.1 | In relation to your research question, consider the suitability, strengths and weaknesses of different DAT typesb |
| E | 4.2 | Think about participant burden (e.g. study participants’ potential willingness, time, ability, ethical considerations, interest in using different tools and access issues associated with different DATs) |
| E | 4.3 | Identify the availability of resources (e.g. staff skill, time, finances) |
| Stage III. Evaluate existing tools to select the most appropriate DAT | ||
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| E | 5.1 | Read any available published validation studies: |
| • Has the DAT been evaluated to measure the dietary component you are interested in? | ||
| • Has the DAT been evaluated in a population similar to your population of interest? | ||
| • Is the nutrient database used appropriate? | ||
| • Are the portion sizes used relevant? | ||
| D | 5.2 | Assess the quality of validation in terms of: |
| • Has the DAT been compared to an objective method (e.g. biomarkers)? | ||
| • Has the DAT been compared to a subjective method (e.g. a different self-reported diet assessment)? | ||
| • What were the limitations of the validation study? | ||
| D | 5.3 | The strength of agreement between the two methods: |
| • Is there any evidence of bias; do the methods agree on average? | ||
| • Is there any evidence of imprecision; how closely do the methods agree for an individual? | ||
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| E | 6.1 | Decide whether an existing tool can be improved. Investigate whether: |
| • Foods and portion sizes included are characteristic of your target population, and frequency categories are appropriate | ||
| • The time period that the questionnaire refers to could be modified to better suit your needs | ||
| D | 6.2 | Consider the face validity of existing tools. Is there evidence the tool has been used to measure dietary intake in your population of interest? |
| D | 6.3 | Updated or modified tools may require re-evaluation. Consider if validation can be integrated into your study |
| Select your DAT | ||
| Stage IV. Think through the implementation of your chosen DATs | ||
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| E | 7.1 | Obtain information regarding DAT logistics (e.g. tool manual, relevant documents and other requirements from the DAT developer) |
| E | 7.2 | Check that the chosen DAT has the most appropriate food/nutrient database and software |
| E | 7.3 | Check the requirements for dietary data collection (e.g. entry, coding and software) |
| D | 7.4 | Consider collecting additional related data (e.g. was intake typical, supplement use) |
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| E | 8.1 | Consider potential sampling/selection bias and track non-participation/dropout/withdrawal at different stages |
| E | 8.2 | Minimise interviewer bias (e.g. ensure staff qualifications and training are appropriate, develop standardised training protocols and monitoring procedures) |
| E | 8.3 | Minimise respondent biases (e.g. use prompts, clear instructions) |
| E | 8.4 | Quantify misreporting |
aGuidelines which achieved > 70% as essential were defined as Essential guidelines (E), whilst those achieving lower scores were defined as Desirable guidelines (D)
bSee Additional file 1: Table S1 for DATs’ strengths and weaknesses