Search Results (41)

Mindful pedagogy integrates a mindful approach in the classroom to support learning, creativity, and wellbeing using formal meditative practice or informal subject-related mindful practice or both. Since 2019, Mindful Kitchen Health and Wellbeing for Chefs, a globally unique module, has been delivered within year 1 of an undergraduate culinary arts programme. It uses a mindful pedagogical approach in a teaching kitchen setting promoting student self-care, mindfulness with food and positive kitchen culture. This qualitative single-case study explores its impact on the wellbeing of chefs in a real-world context and the process that creates that impact. The case study database includes interviews with graduates (n = 11), students (n = 7), module artefacts, co-creation workshops, and researcher reflection on class observations. Four themes emerged: stepping into wellbeing using the breath builds self-awareness, a mindful classroom builds creative confidence, calm minds empower the self for the workplace and informal mindful pedagogy creates “spacious applied learning” in Higher Education (HE). These unique insights can inform wellbeing-focused pedagogical practice in HE settings. Students’ experiences are easily transferable into other disciplines; however, further research should investigate nuances in transferability. Recommendations on integrating this approach into educators’ practice to strengthen wellbeing-focused teaching are presented. Full article

Cooking-related skills, encompassing practical food preparation skills and behaviors associated with food management, have been increasingly recognized as potential determinants of healthier and more sustainable dietary behaviors. However, the extent to which cooking skills and related practices contribute to food sustainability-related practices remains unclear. This systematic review aimed to assess the relationship between cooking-related skills and food sustainability-related practices. The literature search was conducted in PubMed/MEDLINE, Scopus and Embase and updated on 25 February 2026. Eligible studies included peer-reviewed studies examining associations between cooking-related skills (including cooking skills, home cooking, culinary education, and teaching kitchen interventions) and food sustainability-related practices (such as diet-related greenhouse gas emissions). Eligible studies included quantitative and qualitative designs conducted among adult populations. Risk of bias was assessed using design-specific appraisal tools. Results were reported according to PRISMA 2020 guidelines. Overall, 28 studies published between 2015 and 2026 (comprising 32,211 participants) were included. Of these, 16 studies were cross-sectional, 9 used pre–post intervention designs, and the remaining evidence included qualitative, mixed-methods, and randomized or cluster-randomized designs. Food waste outcomes were assessed in 19 studies, of which 15 reported favorable associations between cooking-related skills, home cooking, or cooking-based interventions and lower food waste or better food waste prevention behaviors. Diet quality outcomes were assessed in 12 studies and generally suggested favorable associations with Mediterranean diet adherence, fresh food consumption, and lower processed or ultra-processed food intake. Cooking-related skills may represent a promising behavioral pathway to promote healthier and more sustainable food practices. Nevertheless, stronger evidence from well-designed longitudinal and experimental studies is needed to clarify causal relationships and better inform public health strategies aimed at supporting sustainable food systems. Full article

Background: Medical nutrition therapy (MNT) is crucial for diabetes management. This study evaluated a hands-on nutrition education program that incorporated cooking demonstrations for glycemic control, anthropometrics, and dietary behavior over a 2-month period. Methods: Nineteen type 2 diabetes patients (four males and 15 females; 79% female) participated. The median [IQR] age was 70.0 [65.5–73.0] years; the duration of diabetes was 12.0 [8.5–14.0] years; the body mass index (BMI) was 24.3 [21.05–27.90] kg/m², and the baseline HbA1c level was 6.90 [6.55–7.50%]. Approximately 20–25% of patients used injectable therapies. Pre- and post-treatment comparisons were performed via Wilcoxon signed-rank tests, while effect sizes were quantified via rank–biserial correlation (RBC). Results: In females (n = 15), carbohydrate intake decreased significantly (RBC = −0.583; p = 0.050). The protein levels per 1000 kcal exhibited a strong positive effect (RBC = 0.550; p = 0.065). HbA1c levels improved significantly (overall: RBC = −0.689 and p = 0.009; females: RBC = −0.725 and p = 0.014), and while body fat increased significantly (overall: RBC = 0.979 and p < 0.001; females: RBC = 0.983 and p < 0.001), the skeletal muscle index tended to decrease in females (RBC = −0.333; p = 0.268). Conclusions: Short-term hands-on nutrition education resulted in significant HbA1c improvement and dietary behavior changes but was accompanied by body composition deterioration. The findings of this study clarify the potential risks of nutritional interventions in elderly diabetic patients and provide important insights for improving future programs. Full article

(1) Background: Nutrition research in cancer care has largely focused on disease prevention and management, overlooking the importance of food literacy. Culinary cancer care programs may address this gap by facilitating the practical application of nutrition through culinary skills, fostering social connections over nutrient-dense meals, and supporting individuals during periods of physical and social vulnerability. The Not-Just-Supper Club (NJSC) at Gilda’s Club Toronto (GT) is a community-based culinary cancer care program delivering evidence-based, plant-forward meals. The objectives of this study were to examine how NJSC supports its members and to provide recommendations to inform future models of culinary cancer care programs. (2) Methods: An explanatory sequential mixed methods design was used. Participants completed a modified food frequency questionnaire (FFQ) assessing major protein food groups since joining NJSC. Semi-structured interviews explored perceived dietary changes, food literacy, and social engagement. Associations between duration of participation and protein food intake were examined using multivariable-adjusted linear regression models. Interview field notes and transcripts were coded in NVivo 12 and thematically analyzed. (3) Results: Among 41 participants, 36 (88%) were female and 17 (41%) were of White ethnicity. A total of 38 (93%) participants reported that NJSC had a positive impact on their lives, and 27 (66%) reported positive changes in eating habits. In multivariable-adjusted analyses, longer participation in NJSC was associated with higher nut consumption (β = 0.49 servings/day per year; 95% CI, 0.02–0.96). Interviews were completed by 40 participants. Seven themes described program support across psychosocial domains (social network; social support; emotional support and mental health; impact on health) and practical nutritional domains (improved food literacy and skills; food decisions; inclusion of plant-based foods). Participants described applying program knowledge at home and perceived improvements in well-being and cancer-related symptoms. (4) Conclusions: NJSC was perceived by members as beneficial across psychosocial and nutritional domains and supported food literacy and plant-forward dietary choices. These findings contribute to our understanding of how culinary cancer care programs can complement existing cancer support services and provide insights for designing future programs for cancer survivors and their support networks. Full article

Background: The aim of the S.A.P.O.R.E. (Sustainable And Pocket friendly Options for nutritious and Responsible Eating) initiative was to offer students attending the University of Brescia a teaching kitchen programme to develop cooking and food skills (CS and FS) and promote healthy food choices. Methods: The course was structured in four weekly lessons, and both before and after, participants were asked to anonymously complete validated questionnaires to assess CS and FS, adherence to the Mediterranean Diet (MD) and dietary fibre intake. Levels of competence and satisfaction were assessed at the end of the course. Results: Twenty-eight students completed the course. Mean CS and FS scores significantly increased, from 56.1 ± 19.8 to 68.0 ± 16.5 (score range 0–98, p < 0.001) and from 92.7 ± 22.4 to 104.3 ± 21.0 (score range 0–133; p = 0.012), respectively. The MediLite score significantly increased from 9.43 ± 2.77 to 10.9 ± 2.06 (p = 0.006). The mean daily dietary fibre intake increased slightly from 17.8 ± 8.4 to 19.2 ± 7.1 g. More than 70% of participants correctly answered the questionnaire about acquired competence. The average cost for a single meal was EUR 1.50 ± 0.60, and the mean level of students’ satisfaction was 4.4 out of 5. Conclusions: This initiative was significantly associated with improvement in CS, FS and adherence to MD, but not in fibre intake. Full article

Background: This study assessed the feasibility, acceptability, and preliminary effectiveness of a teaching kitchen intervention that synergistically provided nutrition education, culinary skills/techniques, mindfulness, physical activity, and behavior change strategies. Methods: Non-randomized pilot study of 16 weekly 2 h hands-on virtual culinary sessions. Curbside grocery pickup assured food access/consistency. Qualitative interviews and pre/post-anthropometrics (BMI, waist circumference), labs (fasting glucose, insulin, lipids, HbA1c, ALT), and health habits surveys assessed program impact. Results: The program was successfully implemented from January to May of 2022. Of 56 participants screened, 13 (23%) enrolled, and 12 (92%) completed the program (mean age 51 years; 92% female; 92% white) with an average of 15.4 of 16 (96%) sessions attended and 100% completing assessments. Satisfaction with the program and with virtual cooking was high (100% and 92% satisfied-very satisfied). Days/week main meal was prepared from scratch increased from 3.8 to 5.9 (p < 0.05). Sense of well-being and three core mindfulness items (satiety, snacking, and food appreciation) improved (p ≤ 0.05). Confidence in 13 culinary skills/techniques improved (p < 0.05), as did diet recall and daily exercise, with variable significance. Labs improved LDL significantly (p < 0.05); anthropometrics did not. Conclusions: This teaching kitchen program was feasible, very well accepted, and suggested potential efficacy in improving health habits and metrics. Larger studies with randomization are needed. Full article

This study aims to implement the concept of education for sustainable development by 2030, which can be applied in the context of hospitality education in the Asia–Pacific region. Specifically, this study focuses on achieving Sustainable Development Goal 12, which pertains to responsible consumption and production, particularly in relation to food. A case study was conducted using a learner-centered approach, wherein students, as active agents, can solve problems using professional skills such as cooking, baking, and beverage preparation. Through participant observations, students learn about sustainability, starting from natural farming and extending to banquet planning and entrepreneurship simulation in a green restaurant. The program was designed as a farm-to-table process for sustainability learning. A conceptual framework of a hospitality–health supply chain was constructed to understand how the program supports the goal of education for sustainable development for 2030—societal transformation. The study has several important implications. Students are trained to be responsible producers in a green dining setting, starting from practical classroom experiences in the kitchen of a green restaurant, which will enhance their becoming the critical human resources in the hospitality industry. This program offers a successful vocational education opportunity, teaching students how to responsibly run an enterprise with low-carbon products and services. Full article

Background: Cooking and dietary intake may affect psychological well-being. Objective: We evaluated the effects of a virtual culinary medicine teaching kitchen intervention on psychosocial health. Methods: In a randomized crossover trial implementing a vegan diet high or low in extra virgin olive oil, adults with ≥5% atherosclerotic cardiovascular disease risk participated in eight weekly group cooking classes. Psychosocial survey assessments of perceived stress, positive and negative affect, and quality of life before and after the intervention were compared using paired t-tests and post hoc linear mixed models. Results: Pre-post analysis among 40 participants (75% female, 64.4 ± 8.6 years) indicated a 19% decrease in perceived stress (p < 0.01), 6–8% increase in positive affect (p < 0.04), and 13% decrease in negative affect (p = 0.02). Energy/fatigue and general health-related quality of life improved post-intervention (both p ≤ 0.02). Conclusions: Participation in a group culinary medicine intervention improved mood, stress, and health-related quality of life, warranting larger, diverse studies. Benefits may relate to social support, improved health status, diet factors, and emerging psychosocial influences of cooking. Full article

Background: Culinary medicine (CM) interventions in teaching kitchens have emerged as novel approaches for influencing dietary behaviors, but their efficacy, content, and delivery vary. Objective: The effects of a virtual vegan CM intervention on behavioral determinants, cooking competencies, diet quality, and skin carotenoid status were assessed. Methods: This analysis from a 9-week randomized crossover study evaluated behavioral survey assessments, Whole Plant Food Density (WPFD) as a diet quality indicator utilizing Automated Self-Administered 24 h Dietary Recall data, and skin carotenoid status (SCS) via pressure-mediated reflection spectroscopy at multiple timepoints. Adults at ≥5% atherosclerotic cardiovascular disease (ASCVD) risk followed a vegan diet pattern that was high or low in extra virgin olive oil (EVOO) for 4 weeks each with weekly virtual cooking classes, separated by a 1-week washout period. Qualitative feedback was collected for thematic analysis. Results: In 40 participants (75% female; body mass index, 32 ± 7 kg/m²; age, 64 ± 9 years mean ± SD), perceived control over trajectory of heart disease, knowledge of lifestyle behaviors for heart health, and confidence in cooking skills and preparing a variety of plant-based foods improved post intervention (all p ≤ 0.001). WPFD increased by 69–118% from baseline. Greater SCS changes occurred after high-EVOO (+51.4 ± 13.9 mean ± SEM, p < 0.001) compared to low-EVOO (+6.0 ± 16.4, p = 0.718) diets. Conclusions: A virtual vegan CM intervention improved dietary behaviors and quality, which was associated with reductions in CVD risk factors. SCS is influenced by EVOO intake, warranting consideration when used to estimate fruit and vegetable intake. The potential impacts of CM on behaviors and health outcomes warrant continued research efforts in medical and public health settings. Full article

Background/Objectives: This protocol describes a study to investigate the feasibility and preliminary efficacy of a novel Teaching Kitchen Multisite Trial (TK-MT) for adults with cardiometabolic abnormalities. The TK-MT protocol describes a hybrid lifestyle intervention combining in-person and virtual instruction in culinary skills, nutrition education, movement, and mindfulness with community support and behavior change strategies. This 18-month-long randomized controlled trial aims to evaluate the feasibility of implementing a 12-month, 24 class program, assess preliminary study efficacy, and identify barriers and facilitators to implementation. Methods: The intervention program includes 16 weeks of intensive hands-on culinary and lifestyle education classes followed by eight monthly virtual classes. Psychometric assessments and biometric data will be collected at baseline, 4, 12, and 18 months. Semi-structured interviews and open-ended surveys will be conducted during the 12-month follow-up assessment. Results: Feasibility will be assessed through recruitment, attendance, and fidelity data. Secondary outcomes will analyze changes in health behaviors, biometric data, and anthropometric measures using mixed-effects regression models. Qualitative data will undergo thematic analysis. Conclusions: As envisioned and described in detail in this manuscript, this study will inform the development and implementation of reproducible, scalable teaching kitchen interventions. The protocol described here is intended to set the stage for future investigations to evaluate evidence for the impact of teaching kitchen interventions on dietary habits, physical activity, and overall health and well-being. Full article

It is well known that dietary choices impact both individual and global health. However, there are numerous challenges at the personal and systemic level to fostering sustainable healthy eating patterns. There is a need for innovative ways to navigate these barriers. Food as Medicine (FM) and Culinary Medicine (CM) are approaches to helping individuals achieve healthier diets that also recognize the potential to alleviate the burden of chronic diseases through healthy eating. Teaching kitchens, which offer an interactive environment for learning nutrition and cooking skills, are valuable educational tools for FM and CM interventions. Motivational interviewing (MI), a type of person-centered counseling, facilitates behavior change and may enhance FM and CM programs involving teaching kitchens. In this commentary, we share our experience with using MI in a community-based CM program at a teaching kitchen. In demonstrating our application of MI principles, we hope to offer an additional strategy for improving dietary quality and delivering nutrition education. Full article

This research explores the impact of workplace teaching kitchen cooking classes on participants’ food literacy and identifies key predictors of employee engagement. Aligning with the existing literature, we demonstrate that a workplace teaching kitchen program, with hands-on cooking classes, effectively enhances food skills and intrinsic motivation—core aspects of food literacy. Importantly, our results reveal that even a single class can have a measurable impact. Teaching kitchens can successfully engage employees, particularly those with low food skills, showcasing their broad appeal beyond individuals already engaged in wellness or seeking social connection. Awareness emerges as the most influential predictor of participation, emphasizing the crucial role of marketing. Virtual classes prove as effective as onsite ones, offering the potential to increase access for employees. Recognizing employee wellness as a strategic opportunity for employers and a sought-after benefit for top talent, we underscore the importance of practical nutrition education to support individuals in shifting food choices within lifestyle constraints. Workplace teaching kitchens emerge as an effective and scalable solution to address this need. Future research should prioritize exploring the lasting impacts of teaching kitchen education on employee eating habits and health, contributing to ongoing strategy refinement. Full article

There are limited reports of community-based nutrition education with culinary instruction that measure biomarkers, particularly in low-income and underrepresented minority populations. Teaching kitchens have been proposed as a strategy to address social determinants of health, combining nutrition education, culinary demonstration, and skill building. The purpose of this paper is to report on the development, implementation, and evaluation of Journey to Health, a program designed for community implementation using the RE-AIM planning and evaluation framework. Reach and effectiveness were the primary outcomes. Regarding reach, 507 individuals registered for the program, 310 participants attended at least one nutrition class, 110 participants completed at least two biometric screens, and 96 participants attended at least two health coaching appointments. Participants who engaged in Journey to Health realized significant improvements in body mass index, blood pressure, and triglycerides. For higher risk participants, we additionally saw significant improvements in total and LDL cholesterol. Regarding dietary intake, we observed a significant increase in cups of fruit and a decrease in sugar sweetened beverages consumed per day. Our findings suggest that Journey to Health may improve selected biometrics and health behaviors in low-income and underrepresented minority participants. Full article

Examination of how terms such as culinary nutrition, culinary nutrition science, culinary medicine, culinary nutrition professional, culinary nutrition intervention, culinary nutrition activity, and culinary nutrition competency are used in practice, and the creation of consensus definitions will promote the consistent use of these terms across work areas and disciplines. Thirty leading practitioners, academics, and researchers in the fields of food and nutrition across Australia, the United States, Canada, United Kingdom, Europe, and Asia were approached by investigators via email to submit definitions of key terms using a Qualtrics survey link. Further participants were reached through snowball recruitment. Initial emails were sent in October and November 2021 with subsequent reminders between November 2021 and March 2022. Two researchers undertook content analysis of the text answers for each of the terms and generated definitions for discussion and consensus. Thirty-seven participants commenced the survey and twenty-three submitted one or more definitions. Agreed definitions fell into two categories: practice concepts and practitioners. Further discussion amongst investigators led to the creation of a visual map to demonstrate the interrelationship of terms. Culinary nutrition science underpins, and interprofessional collaboration characterizes practice in this area, however, further work is needed to define competencies and model best practice. Full article