Abstracts from the Teaching Kitchen Conference, November 11–12, 2020
2020; Mary Ann Liebert, Inc.; Volume: 26; Issue: 11 Linguagem: Inglês
10.1089/acm.2020.29085.abstracts
ISSN1557-7708
ResumoThe Journal of Alternative and Complementary MedicineVol. 26, No. 11 AbstractsFree AccessAbstracts from the Teaching Kitchen Conference, November 11–12, 2020Published Online:16 Nov 2020https://doi.org/10.1089/acm.2020.29085.abstractsAboutSectionsPDF/EPUB Permissions & CitationsPermissionsDownload CitationsTrack CitationsAdd to favorites Back To Publication ShareShare onFacebookTwitterLinked InRedditEmail Two days of presentations involving original research and innovative strategies relating to teaching kitchens and their potential to positively impact behaviors, improve health outcomes, advance precision nutrition, and reduce costs.Oral AbstractsOA1.01 EVALUATION OF THE EMORY HEALTHY KITCHEN COLLABORATIVE'S MULTIDISCIPLINARY TEACHING KITCHEN SELF‐CARE CURRICULUMSharon H. Bergquist, MD, Jonathan Bonnet, MD, MPH, Krystyna Rastorguieva, Miranda A. Moore, PhDEmory University, Atlanta, GA, USAPurpose: Teaching kitchens are innovative models for catalyzing behavior change toward improving health and wellbeing. We assessed changes in skills, knowledge, behavior, and satisfaction among Emory employees from a multidisciplinary lifestyle change teaching kitchen curriculum that was developed and delivered by Emory University faculty and staff.Methods: Designed for benefits‐eligible Emory employees, the curriculum included didactic and experiential classes in nutrition, cooking, exercise, yoga, mindfulness‐based eating, stress resilience, and ethnobotany. Five 4‐hour classes were held bi‐weekly on Saturdays. A 49‐item questionnaire assessed knowledge, skills, and attitudes pre‐ and post‐intervention. Additional class specific surveys assessed satisfaction and obtained participant feedback. We used comparative statistics and Chi‐Squared tests to assess changes from baseline.Results: Participant knowledge and skills increased significantly in the areas of nutrition, culinary skills, exercise, yoga, mindfulness‐based eating, and stress resilience (N = 37, p < 0.05). Statistically significant changes also occurred in attitudes and behaviors incorporating nutrition, culinary practices, and mindfulness‐based eating, but not towards exercise, yoga, or stress resilience. All participants agreed (79% strongly) that they were likely to make a change as a result of the program. By the 5th class, at least 87% of participants reported they had completed each of the following items: created a meal plan, read a nutrition label, moved more, practiced a mind‐body exercise, eaten a meal mindfully and increased their intake of healthy foods. Overall class satisfaction was 89% “extremely satisfied” and 11% “very satisfied,” with 92% of participants stating they would “definitely recommend” the program. Subjectively, participants found the combination of didactic and hands‐on sessions, scientific content, and group support to be strengths. Reducing group size for the culinary sessions was the primary suggestion for improvement.Conclusion: An academic‐based, collaborative, multidisciplinary, evidence‐based teaching kitchen curriculum is an effective and engaging strategy for increasing health promoting behaviors among employees.Contact: Sharon H. Bergquist, shoresh@emory.eduOA1.03 MEANINGFUL IMPROVEMENTS IN BLOOD PRESSURE AFTER USE OF BETTER'S DIGITAL THERAPEUTICNicole Guthrie (1), Kevin Appelbaum (1), David Katz (2), Mark Berman (1)(1) Better Therapeutics, San Francisco, CA, USA(2) Yale University Prevention Research Center, Derby, CT, USAPurpose: Teaching kitchens can enhance culinary and lifestyle skill power to improve cardiometabolic health. Better Therapeutics has digitized components of teaching kitchens along with a novel form of cognitive behavioral therapy into a digital therapeutic (DT), software designed to treat disease. The Better DT studied here was paired with health coaching and shown previously to improve glycemic control in adults with type 2 diabetes. We conducted this retrospective analysis to test the hypothesis that this DT would also reduce blood pressure (BP) in adults with hypertension.Methods: We analyzed adult users of the DT with baseline BP ≥130/80 mmHg, who self‐monitored BP and used the DT for 12 weeks. Changes in BP were calculated using 7‐day averages anchored by the first and last BP reported and were assessed using paired t‐tests. Mixed‐effects modeling assessed whether changes were attributed to baseline characteristics.Results: The identified cohort (n = 134) resided in 34 U.S. states, was 82% female with a mean age of 55.9 years (SD 8.2). Baseline BP (SBP/DBP) was 138.5 (SD 14.4) / 87.1 (SD 9.1) mmHg, while concurrently taking an average of 1.7 antihypertensive medications (SD 0.9). Mean BP change was ‐10.3 (SD 14.2) / ‐6.1 (SD 9.8) mmHg (SBP/DBP, P < 0.001). Amongst individuals with stage II hypertension, the mean change was ‐16.9 (SD 16.2) / ‐9.6 (SD 11.6) mmHg. Changes in BP remained significant in a mixed‐effects model accounting for baseline BP, age, gender and BMI (P < 0.001). Based on the last BP average, 30.6% (n = 41) achieved the 2017 ACC/AHA definition of BP control.Conclusion: These results demonstrate that use of Better's DT along with health coaching is associated with meaningful improvements in blood pressure in a widely distributed cohort, suggesting the potential to make population‐wide impact. Additional studies will evaluate the effect of the DT alone, and the durability of outcomes.Contact: Nicole Guthrie, cole@bettertherapeutics.ioOA1.04 TASTE EDUCATION IN THE TEACHING KITCHEN: MOTIVATING HEALTHY FOOD BEHAVIORS AMONG FUSSY EATERS AND THEIR PARENTSSigrun Thorsteinsdottir, Anna Sigridur OlafsdottirUniversity of Iceland, Reykjavik, IcelandPurpose: Using taste education in the teaching kitchen to reduce fussy eating and motivate healthy food behaviors in a sample of fussy eaters in an inclusive school‐based setting. Research on taste‐education for children's fussy eating has mostly been performed in schools without parental involvement. Generally, Icelandic schools are inclusive and parents' participation in children's education and school activities is encouraged. Home economics is a mandatory part of the national curriculum, however, changes needed to reduce food fussiness are unlikely to transfer to the home without parental involvement. Parents modelling a healthy food environment at home should therefore increase the impact of the intervention, and the likelihood of changed eating behaviors long‐term. The parental involvement, and inclusive nature of the intervention, e.g. children with neurodevelopmental disorders such as Autism Spectrum Disorder and Attention‐Deficit/Hyperactive Disorder (ADHD) is novel.Methods: This randomized controlled study comprised six 90‐minute sessions on different themes related to fruits, vegetables and other plant‐based foods commonly lacking in children's diets. Collaborative parent/child sessions include sensory‐based games, in‐class hands‐on training, food‐based exercises at home, food preparation and easy cooking. Matched control‐groups received delayed intervention. Data collection was based on validated questionnaires for parents and children, measuring food and mealtime behaviors. Changes in dietary intake and number of food items was assessed with three‐day dietary records and a validated photographic method.Results: 80 families have completed an intervention with a 6‐month follow‐up ongoing. Current response rate of study completers at follow‐up is on average 90%. First results on changes in food behaviors among children and their parents after participation in the teaching kitchen will be presented.Conclusion: Finding ways to reduce fussy eating and motivate healthy food behaviors is important for fussy eaters and their families. The inclusive nature of the teaching kitchen, and the added parent‐impact, provide an opportune environment for changed behaviors long‐term.Contact: Sigrun Thorsteinsdottir, sth265@hi.isOA2.01 DIABETES EDUCATION WITH A TEACHING KITCHEN INTERVENTION CAN IMPROVE HEMOGLOBIN A1C FOR TYPE 2 DIABETICS COMPARED TO TRADITIONAL DIABETES EDUCATIONJill Christensen (1), Heidi Davis (1), Charlotte Navarre (1), Hsin‐Fang Li (2), Kathy Schwab (3), Richard O'Neil (4)(1) Providence Milwaukie Hospital, Milwaukie, Oregon, USA(2) Providence Medical Data Research Center, Portland, Oregon, USA(3) Providence Health Education, Portland, Oregon, USA(4) Providence Planning Analyst, Portland, Oregon, USAPurpose: The Providence Milwaukie Community Teaching Kitchen offers health‐focused, budget friendly cooking classes for patients. In 2019, we piloted diabetes education classes with an added hands‐on culinary session. This study compares the change in hemoglobin A1c for patients who participated in the pilot with those in the standard curriculum and those referred to diabetes education but did not enroll.Methods: This retrospective analysis compared change in hemoglobin A1c for all patients referred to diabetes education in the Providence Northern Oregon region in 2019. Patients referred to diabetes education but not enrolled were considered a control group. To balance patient characteristics (e.g. age, gender, and pre‐A1c score), two‐to‐one propensity score matching method was used to identify two matched controls for each enrollee. Change in hemoglobin A1c from baseline to 3–6 months were compared among matched comparison groups.Results: 13,582 patients were identified including 19 patients enrolled in diabetes education plus kitchen class, 640 patients in traditional diabetes education, and 12,923 patients referred but did not enroll. After matching, 1,318 matched patients were selected from the non‐enrollees as the control group. The change in hemoglobin A1c was ‐0.49, ‐0.81, and ‐0.95 for the control group, diabetes education group, and diabetes education group with kitchen classes, respectively. Compared to the control group, both diabetes education groups had a greater reduction in hemoglobin A1c (difference of 0.32, 95% Confidence Interval [CI] = 0.17, 0.48 for the diabetes education group; difference of 0.46, 95% CI = ‐0.28, 1.19) for the diabetes plus kitchen class group). Even though the diabetes education plus kitchen intervention had the largest reduction in hemoglobin A1c, the sample was small with large variation.Conclusion: Integrating a teaching kitchen component into the traditional diabetes education curriculum is a promising approach that can further improve initial biometric outcomes. Future studies are warranted to demonstrate clinical effectiveness of this enhanced intervention.Contact: Jill Christensen, jill.christensen@providence.orgOA2.02 TEACHING KITCHENS FOR PREGNANT WOMENSarah Sommer, Andrea Pelletier, Andrea Roche, Susan HellersteinBrigham, Boston, MA, USAPurpose: Teaching kitchens can motivate nutritional behavioral change. The objective of this pilot study was to assess the impact of a nutrition‐oriented, hands‐on cooking course on cooking confidence and eating habits in pregnancy.Methods: This hospital‐based interventional study used a survey to measure cooking confidence and eating habits before and after a pregnancy nutrition and cooking program, including five 90‐minute sessions. All pregnant women were eligible to participate. In phase 1, research assistants recruited patients during obstetric appointments and from employee‐wide emails. In phase 2, recruitment used only targeted social media advertising. The curriculum based on the Harvard Healthy Plate and American College of OBGYN pregnancy recommendations was team taught by a physician, dietitian, and chef. The Wilcoxon rank sum test measured pre/post course differences.Results: Of the 28 participants, 15 completed pre‐and‐post surveys and attended three or more classes. During the online recruitment phase 2, 62.5% of participants enrolled completed the study compared to 38.5% in Phase 1. Surveys showed (nonsignificant) trends in cooking confidence; prior to the course, 13.3% of women reported poor cooking skills compared to 0% after classes (p = 0.414), 40% stated cooking was too time‐consuming and too much work versus 13.3% after the intervention (p = 0.052 and p = 0.115, respectively). Four subjects (27%) reduced weekly consumption of processed meat and 2 subjects (13%) reduced weekly sugar beverage consumption Whole grain and plant‐based protein consumption increased for 33% of subjects. 53% of subjects increased weekly vegetable consumption.Conclusion: Recruitment and retention were major challenges to our cooking and nutrition program; both improved with the use of social media strategies. Data showed trends in improvements in cooking confidence and eating habits but were non‐significant likely due to our small sample size. Analysis adjusting for pre‐pregnancy BMI, weight gain and birth outcomes will follow when all participants are postpartum.Contact: Susan Hellerstein, shellerstein@bwh.harvard.eduOA2.03 COOKING FOR SALUD ‐ A CULINARY AND LIFESTYLE PROGRAM FOR OLDER ADULTS: ASSESSING IMPACTS ON CHRONIC DISEASE BIOMARKERS AND HEALTH OUTCOMESSabrina A. Falquier Montgrain, MD (1), Callie Brust, MPH, RDN, CHES (2), Jen Nation (2), Patty Corona (2)(1) Sharp Rees‐Stealy Medical Group, San Diego, CA, USA(2) Olivewood Gardens and Learning Center, National City, CA, USAPurpose: Olivewood Gardens and Learning Center's Cooking for Salud program is a lifestyle modification program that gives participants tools to change their cooking and eating habits. This approach provides 7 weeks of hands‐on culinary lessons in a teaching kitchen and instruction centered around culinary literacy, nutrition, culturally relevant meals, mindfulness, wellness, and seasonal eating. Cooking for Salud also promotes ongoing, sustainable behavior change through peer‐led continued education post‐intervention. In the Fall of 2018, Olivewood Gardens hosted a group of 15 older adults for the 14th cohort of Cooking for Salud. Data were collected to monitor participants' behaviors, knowledge, and mindfulness along with biomorphic data, including HbA1C and Lipid Panel, to assess improvements in chronic disease risks as a result of this program.Methods: Data collection included pre‐ and post‐biomorphic data, hybrid traditional pre‐post survey design with a retrospective pre‐post design, as well as observational and focus group data. Baseline survey and biomorphic data were collected prior to the start of the 7‐week intervention and again at the completion of the program. Additionally, focus group discussions were held 3 months post‐intervention. Quantitative data analysis included descriptive statistics to summarize the data and paired‐sample t‐tests. Qualitative data were analyzed using content analysis for theme identification. Surveys were adapted from validated surveys.Results: After participating in Cooking for Salud, 100% of participants positively changed one or more clinical health measures, with improvement in HbA1C (5.7 +/‐ 2.1 vs 6.4 +/‐ 2.1, p < 0.05) and HDL Cholesterol (61 +/‐ 13 vs 54 +/‐ 8.6, p < 0.05). Additionally, 82% increased their confidence in applying healthy cooking practices.Conclusion: These pilot data suggest that an innovative culinary‐based lifestyle modification program can positively impact biomorphic data, culinary literacy and behavioral change indicators and can be utilized as an effective method for chronic disease improvement and prevention.Contact: Sabrina A. Falquier Montgrain, sensationsmd@gmail.comOA2.04 FOOD FOR THOUGHT: A COLLABORATIVE ENHANCED NUTRITION CARE PROGRAM FOR ADULTS WITH SERIOUS AND PERSISTENT MENTAL ILLNESS (SPMI)Lizzie Luchsinger (1), Cortney Afton (2)(1) Kalamazoo Valley Community College, Kalamazoo, MI, USA(2) Integrated Services of Kalamazoo, Kalamazoo, MI, USAPurpose: Program goals are three‐fold; (1) improve health outcomes, quality of life and length of life for adults with serious and persistent mental illness (SPMI), (2) promote active participation of adults with SPMI, facilitating treatment compliance benefits of healthy food selection and preparation, and (3) incorporate the principle of “food as medicine” into the integrated plan of behavioral services.Methods: (1) Design and develop a cookbook tailored for individuals with SPMI to facilitate increased at‐home cooking. (2) Provide culinary training to behavioral health care coordination team, allowing for regular nutrition and culinary counseling as part of routine services. (3) Develop a mobile kitchen unit for behavioral health care coordination team, allowing for regular hands‐on culinary sessions (at any location) as part of routine services. (4) Provide annual group classes for individuals and behavioral health professionals (i.e., psychiatrists and mid‐level practitioners) emphasizing healthy food selection and preparation, methods to motivate behavior change, mindfulness, and opportunities to increase physical activity.Results: Study group (n = 27) comprised of clients diagnosed with SPMI, who have participated in all three interventions: 1) annual group classes at KVCC 2) mobile kitchen unit with Nutrition Care Coordinator (NCC) 3) Medical Nutrition Therapy intervention with NCC. Of study group participants, 37% (n = 10) are diagnosed with Bipolar Disorder, 37% (n = 10) are diagnosed with Schizophrenia and/or Schizoaffective Disorder, and 74% (n = 20) are diagnosed with a co‐occurring SPMI and/or intellectual disability. 62% (n = 17) have demonstrated reduction of blood pressure. 66% (n = 18) weight reduction. 25% (n = 7) HgbA1c reduction. 29% (n = 8) cholesterol reduction. 25% (n = 7) triglyceride reduction.Conclusion: Integrating a culinary medicine pathway into behavioral health services has had positive impact. Participating individuals with SPMI (and their health care professionals) have reported a better understanding of foods impact on health, increased culinary confidence and at‐home cooking, positive behavior change and improved health outcomes.Contact: Lizzie Luchsinger, mluchsinger@kvcc.eduOA3.01 CHEF'S PERSPECTIVE: LESSONS LEARNED IN INTEGRATING SEASONAL, LOCAL INGREDIENTS IN CULINARY CURRICULUM AND MENUS AT THE TURNER FARM TEACHING KITCHENStephanie White, Thomas HensarinoTurner Farm, Cincinnati, Ohio, USAPurpose: Building an innovative farm‐based culinary curriculum intended to promote sustainability and integrative health to support physical/mental wellness is the primary goal of Turner Farm's Teaching Kitchen (TFTK). To better understand purchasing patterns and areas of improvement in utilizing farm‐fresh ingredients, the TFTK set out to analyze the food cost percentage of ingredients from Turner Farm (TF) and other local producers throughout 2019.Methods: The TFTK produced 98 classes and 58 events in 2019—each attempted to reflect local, seasonal ingredients using 2018 historical purchasing records of local availability and communicating with the TF crop production team. The purchasing workflow prior to each session began with internal TF ordering and a local food aggregator prior to any larger regional distributors. Afterwards, the total food cost and percentages of locally sourced ingredients were calculated per month.Results: In the calendar year of 2019, the average percentage of local foods consisted 48% of total food expenditures. The monthly percentage of local food cost fluctuated considerably throughout the year: January experienced the lowest (32%) and August held the highest (65.9%). Key lessons learned include: understanding seasonal variance, building strong communication channels with producers to project availability more accurately, designing curriculum and menus that can easily alter with a fluctuation in locally available products, and assessing content to better highlight local ingredients.Conclusion: Creating a deeper connection between local farms and a teaching kitchen through purchasing has many challenges. Many goods may not be available locally or with enough volume to fill the needs of a facility. Furthermore, curriculum and menus using local, seasonal ingredients for one location will likely not be replicable year‐to‐year or to a teaching kitchen located elsewhere. The TFTK has made inroads in building seasonally driven content. However, additional communication with local producers and creatively designing flexible curriculum is needed to overcome seasonal fluctuations.Contact: Stephanie White, stephanie@turnerfarm.orgOA3.02 SEED TO PLATE EDUCATION IN PHIPPS CONSERVATORY'S BOTANY HALL TEACHING KITCHENSarah StatesPhipps Conservatory and Botanical Gardens, Pittsburgh, PA, USAPurpose: Phipps Conservatory is a 126‐year old botanical garden in Pittsburgh, PA, that focuses strongly on nutrition and sustainable food systems through its actions and educational programming. Phipps seeks to make connections between plants and the food on our plate, while empowering children, families and community members with tangible cooking skills and relevant nutrition knowledge so that they can gain confidence in the kitchen and learn how to prepare delicious, healthy meals. Open since April 2018, this teaching kitchen accommodates 18 students and an instructor's cooking station with cameras and monitors for close‐up, multi‐angle demonstration views.Methods: Programming builds on Phipps' other food and gardening initiatives, including Café Phipps, a Green Restaurant Certified® café that centers organic, local and sustainable foods while offering no soda or junk food, composts 96% of waste and has drastically reduced single‐use plastic use. Phipps' Edible Garden is a teaching vegetable garden for children and families where food is harvested to be used in the teaching kitchen or café. Two programs, including Homegrown, which has built 300 raised bed vegetable gardens to combat food insecurity in underserved neighborhoods, and Let's Move Pittsburgh, a healthy lifestyles program for local children and families, use the kitchen for community cooking classes that support home cooking.Results: Teaching kitchen classes are offered to children as young as 8 through adults. Results have been positive: parents reported that children's attitudes towards eating healthy foods increased significantly from pre‐ to post‐test. In 2019, Phipps ran 85 classes, attracting nearly 1,000 adults and 400 children. With the University of Pittsburgh, Phipps has begun offering culinary medicine classes to medical students, offering nutrition basics, motivational interviewing and cooking techniques.Conclusion: As a botanic garden teaching culinary arts, we will continue to celebrate the power of plants to enhance our cuisines while improving health outcomes.Contact: Sarah States, sstates@phipps.conservatory.orgOA3.03 METHOD CREATED BY THE TEACHING KITCHEN COLLABORATIVE TO CO‐CREATE A CURRICULUM FOR A MULTI‐SITE TRIALJennifer Massa (1), Auden McClure (2), LeeAnna Lavoie (3), Kate Janisch (1), David Eisenberg (1)(1) Harvard, Boston, MA, USA(2) Dartmouth, Bennington, VT, USA(3) Maine General, Augusta, ME, USAPurpose: To describe the process used by the Teaching Kitchen Collaborative (TKC), a group of 37 member institutions with teaching kitchens, to collaboratively create a multi‐disciplinary curriculum to be assessed in a prospective trial.Methods: The TKC created a 3‐phase procedure for developing a teaching kitchen curriculum: (1) deep dives of experts, (2) a working group to coordinate and create draft content and protocols; and (3) expert review. In the first phase, we gathered information and consensus from subject matter experts within the TKC through “deep dive” meetings. During the second phase we used a smaller “working group” of 3 researchers and a public health professional to develop education materials and specific research protocols based on meeting summary points. This “working group” phase involved the development of instructor and participant manuals, class presentations, recipes and handouts, and kitchen and IT infrastructure requirements. The third phase consists of ongoing “expert review” with seasoned research and subject matter experts.Results: Phase 1 resulted in 2 deep dive meetings involving 20 experts. An initial meeting focused on overall curriculum and research planning. A second focused on culinary expertise and included 20‐trained chefs and professionals in related fields. These two deep dives resulted in essential co‐created content from which a core set of nutrition and culinary skills were developed. Lastly, “expert review” has been used at key intervals to refine the curriculum prior to its formal implementation and assessment.Conclusion: The experience and knowledge of this diverse 37 member Collaborative was engaged to establish a process to co‐create a teaching kitchen curriculum to be used for research purposes. This approach will be used over time to develop a range of co‐created curricula to be customized for specific populations including adults, children, employees, healthcare professionals, veterans, retirees, and others with elevated CVD risk.Contact: Jennifer Massa, jmassa@hsph.harvard.eduOA3.04 AN INTERVENTION MAPPING APPROACH TO DEVELOP A PATIENT‐CENTERED CULINARY NUTRITION CURRICULUM AND A CAPACITY BUILDING PRACTITIONER TRAINING PROGRAMJohn Wesley McWhorter, Melisa Danho, Shannon Weston, Laura Moore, Casey Durand, Deanna Hoelscher, Shreela SharmaUTHealth School of Public Health, Houston, TX, USAPurpose: Culinary nutrition and food prescription programs are gaining popularity as tools for (1) decreasing food insecurity; (2) increasing personal agency; (3) promoting healthy eating; and (4) reducing the risk of chronic diseases. However, there is a critical gap in the education and training of healthcare professionals to deliver evidence‐based “how to” nutrition information that is tailored for diverse, low‐income minority populations.Methods: Intervention Mapping (IM) was utilized to systematically develop a Social Cognitive Theory (SCT) based framework for a Culinary Nutrition curriculum tailored to the needs of a culturally diverse, food insecure, and low‐income minority population. Secondarily, a train‐the‐trainer capacity‐building curriculum was developed to fill the aforementioned gaps among practicing RDNs. Our IM process was informed by key informant interviews among healthcare executives, six patient focus groups (n = 40), and three Registered Dietitian Nutritionist (RDN) focus groups (n = 17). The qualitative data analysis identified themes and subthemes to understand the (1) diverse dietary habits and barriers and facilitators to healthy eating; and (2) the gaps in education and knowledge in culinary nutrition between practicing RDNs and the needs of their respective patients.Results: The resulting patient curriculum includes a three‐part SCT based method for each of the sessions: taste, see, and do. Taste ‐ provides patients the opportunity to change negative outcome expectations of healthy food tasting bad. See ‐ provides modeling and observational learning through culinary demonstrations in a group setting. Do ‐ offers patients the ability to increase behavioral capacity and self‐efficacy through hands‐on experiential cooking. The practitioner training curriculum consists of level‐setting of basic cooking skills (e.g., knife skills, vegetable roasting), counseling strategies, diversity training, and mock session delivery.Conclusion: Results from the pilot testing and evaluation of patient curriculum and practitioner training will inform and provide an evidence‐based foundation for future culinary nutrition programming among a diverse low‐income minority population.Contact: John Wesley McWhorter, John.Wesley.McWhorter@uth.tmc.eduOA4.01 GLOBAL ESTIMATES OF COOKING FREQUENCY: DIFFERENCES BY GENDER AND ASSOCIATIONS WITH SUBJECTIVE WELL‐BEINGJennifer Massa (1), Kate Janisch (1), Julia Wolfson (2), David Eisenberg (1), Chizuru Hosokawa (3), Yoshiki Ishikawa (3)(1) Harvard, Boston, MA, USA(2) U Michigan, Ann Arbor, MI, USA(3) Habitech, Tokyo, JapanPurpose: Cooking at home has been associated with better diet quality. No prior survey has measured cooking frequency using a single measure allowing for direct comparisons across national boundaries.Methods: We created a survey instrument, the “Cooking Frequency Survey (CFS)” to assess “cooking ‘from scratch’ at home” for the Gallup World Poll to compare cooking frequency in 142 countries. In addition, we investigated how disparities in cooking frequency (at the country level) between men and women are associated with perceptions of subjective well‐being.Results: The range of cooking frequencies across all countries was from 2.76 to 8.02 for lunch and dinner combined. Across all countries dinner was cooked more frequently than lunch, and women cooked both meals more frequently than men. In the European Union the greatest disparities were found in Poland and the Czech Republic, whereas the lowest disparities were found in Denmark and Sweden. Greater gender disparities in cooking frequency are associated with lower Positive Experience Index scores (‐0.188, p = 0.009). Gender disparities in cooking frequency were not associated with either Life Evaluation or Negative Experience Index.Conclusion: The frequency with which men and women cook meals varies considerably with women cooking much more frequently than men worldwide. As the food system and social norms continue to evolve it will be important to monitor concurrent changes to the way people around the world cook, and how those changes are related to dietary patterns and health outcomes associated with diet (and cooking) on a national, regional and global level.Contact: Jennifer Massa, jmassa@hsph.harvard.eduOA4.02 BASELINE KNOWLEDGE, HABITS AND CONFIDENCE OF VHA (VETERANS HEALTH ADMINISTRATION) HTK (HEALTHY TEACHING KITCHEN) PARTICIPANTSRobin LaCroix (1), Melanya Souza (1), Neal Kurmas (1), Anne Utech (2)(1) VA Medical Center, White River Junction, Vermont, USA(2) Dept of Veterans Affairs, VHA Central Office, Washington, DC, U
Referência(s)