Feasibility of Culinary Skills Peer-Nutrition Education Delivery in Early Adolescent Youth

Abstract

ObjectiveTo evaluate the feasibility of peer-led nutrition education compared to adult-led education in a population of early adolescents.Design, Setting, Participants, and InterventionYouth [6th-7th grade, aged 12.1 ± 1.1 years (mean ± SD)] were randomized to adult-led (n = 20) or peer-led (n = 22) intervention groups. Youth participants attended two, 2-hour culinary skills lessons where cutting techniques, cooking methods and following recipes were addressed. Lessons were taught in two groups, allowing for a total of four adult-led lessons and four peer-led lessons.Outcome Measures and AnalysisFidelity checklists were used to compare program delivery of adult leaders and peer leaders. Descriptive statistics were used to characterize differences between intervention groups.ResultsLesson length was comparable for both adult-led (155 ± 15.8 minutes) and peer-led (154 ± 11.9 minutes) groups. Adult-leaders and peer-leaders both completed all planned activities, kept participants on task, and maintained appropriate pace during all lessons. Peer-leaders emphasized fruit and vegetable consumption in 25% of lessons compared to 75% by adult-leaders. Qualitative comments noted that peer-leaders were more informal and did not always utilize proper cutting techniques compared to the adult-leaders.Conclusions and ImplicationsAdolescent peers can serve as leaders for a culinary skills based nutrition education intervention, however, additional training may be needed for specific skills.FundingNIFA ObjectiveTo evaluate the feasibility of peer-led nutrition education compared to adult-led education in a population of early adolescents. To evaluate the feasibility of peer-led nutrition education compared to adult-led education in a population of early adolescents. Design, Setting, Participants, and InterventionYouth [6th-7th grade, aged 12.1 ± 1.1 years (mean ± SD)] were randomized to adult-led (n = 20) or peer-led (n = 22) intervention groups. Youth participants attended two, 2-hour culinary skills lessons where cutting techniques, cooking methods and following recipes were addressed. Lessons were taught in two groups, allowing for a total of four adult-led lessons and four peer-led lessons. Youth [6th-7th grade, aged 12.1 ± 1.1 years (mean ± SD)] were randomized to adult-led (n = 20) or peer-led (n = 22) intervention groups. Youth participants attended two, 2-hour culinary skills lessons where cutting techniques, cooking methods and following recipes were addressed. Lessons were taught in two groups, allowing for a total of four adult-led lessons and four peer-led lessons. Outcome Measures and AnalysisFidelity checklists were used to compare program delivery of adult leaders and peer leaders. Descriptive statistics were used to characterize differences between intervention groups. Fidelity checklists were used to compare program delivery of adult leaders and peer leaders. Descriptive statistics were used to characterize differences between intervention groups. ResultsLesson length was comparable for both adult-led (155 ± 15.8 minutes) and peer-led (154 ± 11.9 minutes) groups. Adult-leaders and peer-leaders both completed all planned activities, kept participants on task, and maintained appropriate pace during all lessons. Peer-leaders emphasized fruit and vegetable consumption in 25% of lessons compared to 75% by adult-leaders. Qualitative comments noted that peer-leaders were more informal and did not always utilize proper cutting techniques compared to the adult-leaders. Lesson length was comparable for both adult-led (155 ± 15.8 minutes) and peer-led (154 ± 11.9 minutes) groups. Adult-leaders and peer-leaders both completed all planned activities, kept participants on task, and maintained appropriate pace during all lessons. Peer-leaders emphasized fruit and vegetable consumption in 25% of lessons compared to 75% by adult-leaders. Qualitative comments noted that peer-leaders were more informal and did not always utilize proper cutting techniques compared to the adult-leaders. Conclusions and ImplicationsAdolescent peers can serve as leaders for a culinary skills based nutrition education intervention, however, additional training may be needed for specific skills. Adolescent peers can serve as leaders for a culinary skills based nutrition education intervention, however, additional training may be needed for specific skills.