We used cognitive interviews to assess the reactions of a sample of low-income men (n=4) and women (n=4) to a "model" nutrition education lesson designed to increase functional vegetable intake. Participant comments on the lesson's wording, slide titles, format, graphics, and message clarity and relevance enabled us to improve a functional vegetable lesson series from which the model lesson was drawn by simplifying unfamiliar wording and recipe instructions, using preferred slide titles and format, replacing problematic graphics, and clarifying advice on intake recommendations.

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Creative Commons Attribution-Noncommercial 4.0 License
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