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Comparison of Teaching Methods in a Culinary Medicine Elective for Medical Students: In-Person Lectures Versus

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Summary

The inverted classroom model for Culinary Medicine (CM) education is as effective as traditional lectures when paired with hands-on cooking. This finding supports flexible curriculum development without compromising student learning outcomes in nutrition knowledge and counseling skills.

Keywords:
culinary medicineinterprofessional educationinverted classroomnutrition education for health professionalsteaching kitchen

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Area of Science:

  • Medical Education
  • Nutritional Science
  • Pedagogy

Background:

  • Culinary Medicine (CM) is increasingly offered in German universities since 2020.
  • Innovative teaching models like the inverted classroom are being explored for CM electives.
  • This study compares the inverted classroom model with traditional lectures in a CM elective.

Purpose of the Study:

  • To evaluate if the inverted classroom model enhances medical students' nutritional knowledge and counseling skills.
  • To compare the effectiveness of inverted classroom versus traditional lectures in Culinary Medicine education.
  • To assess the impact of online self-learning modules combined with hands-on cooking in CM.

Main Methods:

  • Two cohorts participated: inverted classroom (online modules) and in-person lectures.
  • Both groups completed identical hands-on cooking sessions.
  • Standardized questionnaires assessed nutrition knowledge, counseling skills, and well-being before and after the course. Paired and unpaired t-tests were used for analysis.

Main Results:

  • Both teaching formats significantly improved nutritional knowledge, counseling skills, and practical abilities.
  • No significant differences in outcomes were found between the inverted classroom and in-person lecture groups.
  • The study included 69 students in the inverted classroom and 80 in the in-person cohort.

Conclusions:

  • The inverted classroom model is a viable and effective alternative to traditional lectures for Culinary Medicine education.
  • Combining either teaching format with hands-on cooking is crucial for successful learning outcomes.
  • Institutions can choose teaching formats based on available resources without sacrificing educational quality in CM curricula.