Experiential Features of Culinary Nutrition Education That Drive Behavior Change: Frameworks for Research and Practice

Fredericks, Lynn; Koch, Pamela; Liu, Ao Alicia; Galitzdorfer, Leah; Costa, Alyssa; Utter, Jennifer

doi:10.1177/1524839919896787

Cited by 26 publications

(30 citation statements)

References 12 publications

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“…The mean difference for self-efficacy for increasing intake of vegetables was 7.2 (6.0−8.4), for self-efficacy for eating more fruits, it was 5.4 (4.3−6.5), for self-efficacy for increasing consumption of whole grains, it was 4. 20 may have been more likely to occur in this semester-long intervention that offered enough practice opportunities for advancement of skills. The study findings are consistent with those from a systematic review that highlighted the positive impact of cooking classes on diet and cooking confidence 21 ; however, most participants in the studies included in that review were middle-aged or older adults with a clinical condition.…”

Section: Resultsmentioning

confidence: 97%

Evaluation of a College-Level Nutrition Course With a Teaching Kitchen Lab

Matias

Rodriguez-Jordan

McCoin

2021

Journal of Nutrition Education and Behavior

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Objective: To evaluate the impact of a college nutrition course with a teaching kitchen lab on students' attitudes, self-efficacy, and behaviors about healthful eating and cooking. Methods: Preintervention and postintervention design, and anonymous online survey of sociodemographic information and students' attitudes and self-efficacy about consuming fruits, vegetables, and whole grains and about cooking, self-reported intake, and cooking behaviors. Results: Two-hundred and fourteen participants enrolled in the study during 5 semesters. Of these, 171 (80%) had complete pretest and posttest data. Attitudes and self-efficacy scores about consuming fruits, vegetables, whole grains, and cooking were significantly higher in the posttest (vs pretest; all P < 0.0001). Self-reported intake of fruits (P < 0.0001) and vegetables (P = 0.0006) also increased. Cooking frequency increased (P < 0.0001), skipping meals frequency decreased (P < 0.0001), whereas no significant changes were observed for eating out, take-out, or premade meals frequency. Conclusions and Implications: A college nutrition course with a teaching kitchen lab could improve healthful eating and promote cooking in young adults.

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Section: Resultsmentioning

confidence: 97%

Evaluation of a College-Level Nutrition Course With a Teaching Kitchen Lab

Matias

Rodriguez-Jordan

McCoin

2021

Journal of Nutrition Education and Behavior

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“…The preparation and cooking domain of food literacy appears to be the active ingredient for individuals using food literacy to improve their dietary intake. Fredericks et al discussed the ten experiential features of culinary or cooking programs that instigate behavioural changes based on the experience of nutrition educators [26]. At the beginning of the FSA program, 68% (n = 1605) of participants rated themselves as being able to cook almost anything or cook a wide variety of meals; at the follow-up, participants improved the perception of their skills [20].…”

Section: Discussionmentioning

confidence: 99%

Identifying Who Improves or Maintains Their Food Literacy Behaviours after Completing an Adult Program

Begley

Paynter

Butcher³

et al. 2020

IJERPH

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Food Sensations for Adults is a free four-week nutrition and cooking program that teaches low- to middle-income individuals food literacy. This research aimed to compare demographic characteristics of participants who completed the program’s follow-up questionnaire three months after program completion and assess whether food literacy and dietary behaviour changes were improved or maintained. Statistical analysis methods used factor scores of the plan and manage, selection, and preparation domains to examine mean self-reported changes in food literacy. Tertile stratification methods calculated changes in participants who had low, middle, and high end-of-program food literacy scores, and multivariable regression analysis explored the associations. The follow-up results (n = 621) demonstrated a statistically significant factor score increase in plan and manage (3%) and selection (7.2%) domain scores, and a decrease in the preparation score (3.1%), and serves of consumed vegetables (7.9%), but were still significantly higher than at the start of the program. At follow-up, participants with low food literacy at the program end significantly improved their follow-up domain scores for plan and manage (60%) and selection (73.3%), and participants with moderate or high food literacy at the program end maintained their follow-up scores. A food literacy program can support adults to improve and maintain their food literacy behaviours and maintain dietary behaviour change; therefore, strategies to support this continued change must be considered.

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“…short-term intervention such as this. We attribute the success of this intervention in large part to its practical and interactive nature, which the literature also nds to be the most effective method of nutrition education 33,34 .…”

Section: Discussionmentioning

confidence: 99%

“…Educational interventions aimed at addressing doctors' nutritional knowledge gaps are becoming increasingly common in the medical education and healthcare landscapes. The most successful nutrition education interventions, recent literature has found, are practical and emphasize skill development instead of mere knowledge acquisition 33,34 . This nding is congruent with recent pedagogical research that has demonstrated the superiority of active learning in engagement and content mastery compared to lecturing alone, particularly in the science, technology, engineering, and mathematics (STEM) elds [35][36][37] .…”

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confidence: 99%

Culinary nutrition course equips future physicians to educate patients on healthy diet

Wood

Gleit

Levine

2020

Preprint

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BACKGROUND Poor-quality diet is associated with one in five deaths globally. In the United States, it is the leading cause of death, representing a bigger risk factor than even smoking. For many, education on a healthy diet comes from their physician. However, as few as 25% of medical schools currently offer a dedicated nutrition course. We hypothesized that an active learning, culinary nutrition experience for medical students would improve the quality of their diets and better equip them to counsel future patients on food and nutrition. METHODS This was a prospective, interventional, uncontrolled, non-randomized study. Ten first-year medical students at the Wayne State University School of Medicine completed a 4-part, 8-hour course in culinary-nutritional instruction and hands-on cooking. Online assessment surveys were completed immediately prior to, immediately following, and 2 months after intervention. There was a 100% retention rate and 98.8% item-completion rate on the questionnaires. The primary outcome was changes in attitudes regarding counseling patients on a healthy diet. Secondary outcomes included changes in dietary habits and acquisition of culinary knowledge. Average within-person change between timepoints was determined using ordinary least squares fixed-effect models. Statistical significance was defined as P ≤ .05. RESULTS Participants felt better prepared to counsel patients on a healthy diet immediately post-intervention (coefficient = 2.8; 95% confidence interval: 1.6 to 4.0 points; P < .001) and 2 months later (2.2 [1.0, 3.4]; P = .002). Scores on the objective test of culinary knowledge increased immediately after (3.6 [2.4, 4.9]; P < .001) and 2 months after (1.6 [0.4, 2.9]; P = .01) the intervention. Two months post-intervention, participants reported that a higher percentage of their meals were homemade compared to pre-intervention (13.7 [2.1, 25.3]; P = .02). CONCLUSIONS An experiential culinary nutrition course may improve medical students’ readiness to provide dietary counseling. Further research will be necessary to determine what effects such interventions may have on the quality of participants’ own diets.

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Experiential Features of Culinary Nutrition Education That Drive Behavior Change: Frameworks for Research and Practice

Cited by 26 publications

References 12 publications

Evaluation of a College-Level Nutrition Course With a Teaching Kitchen Lab

Evaluation of a College-Level Nutrition Course With a Teaching Kitchen Lab

Identifying Who Improves or Maintains Their Food Literacy Behaviours after Completing an Adult Program

Culinary nutrition course equips future physicians to educate patients on healthy diet

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