Culinary Skills Research Articles

Developing English-Speaking Worksheets for the Culinary Arts Study Program at Vocational School

This study aimed to create suitable English-speaking worksheets for culinary art students at Vocational School and to assess the perceptions of both students and teachers regarding the worksheets. The research followed a Research and Development (R&D) methodology using the 4-D Design Model, which includes the stages of defining, designing, developing, and disseminating. The participants were 24 tenth-grade culinary art students from SMK Negeri 1 Palopo. Data were gathered through a needs analysis questionnaire, expert validation sheets, and feedback on the worksheets from students and teachers. The study produced four culinary-related topics for the speaking worksheets, covering basic culinary skills, service, operations, and table manner. The findings revealed an average score of 375 (93.75%) from students and 3.72 (93%) from teachers, both classified as “Excellent”, indicating the worksheets were well-suited for the culinary arts program and could serve as a resource to enhance students’ motivation in learning English.

Evaluating Culinary Skill Transfer: A Deep Learning Approach to Comparing Student and Chef Dishes Using Image Analysis

Evaluating Culinary Skill Transfer: A Deep Learning Approach to Comparing Student and Chef Dishes Using Image Analysis

THE ACEH BESAR DISTRICT GOVERNMENT'S POLICY ON THE FULFILLMENT OF DISABILITY RIGHTS IN THE ACEH BESAR DISTRICT SOCIAL SERVICE DEPARTMENT

The pursuit of social justice and equity is a fundamental aspect of governance, especially when addressing the needs of marginalized groups. In Aceh Besar Regency, the government has been tasked with ensuring that the rights and needs of persons with disabilities are met through various policies and programs. This research focuses on the fulfillment of social rights for persons with disabilities in Aceh Besar Regency, highlighting the role of the Social Service in supporting the welfare of this group. Geographically, Aceh Besar Regency covers an area of 290,350.73 hectares with a population of 383,477 as of 2020. The economy of this regency is dominated by the tertiary sector, followed by the primary and secondary sectors. The Aceh Besar Social Service is responsible for carrying out government affairs in the social sector, including rehabilitation, protection, and social empowerment. This study identifies several programs implemented by the Social Service, such as culinary skills training, handicrafts, and creativity festivals for persons with disabilities. However, the findings indicate that the existing programs have not fully met the needs of persons with disabilities, particularly in terms of improving welfare and economic sustainability. Budget constraints are identified as the main obstacle to the effective implementation of programs, including the provision of medical aids. This research underscores the need for increased funding allocation and the development of more inclusive and sustainable programs to ensure the fulfillment of the social rights of persons with disabilities in Aceh Besar.

Implementation of Differentiation Learning In SMK Negeri 9 Padang

This research was motivated by the discovery of different learning styles and characteristics of students, which became a challenge for culinary teachers. This research aims to describe the process of implementing differentiated learning in the culinary skills program at SMK Negeri 9 Padang starting from the initial stages, implementation, to evaluation. This type of research is descriptive research with a qualitative approach using the case study method. The informants for this research were 5 culinary teachers at SMK Negeri 9 Padang. The technique for taking informants uses the Purposive Sampling technique. Data collection techniques are carried out by conducting interviews, observation and documentation. In order to increase the accuracy of the data, the author tested the validity of the data by means of data triangulation. Next, the data is analyzed by collecting the data obtained, reducing the data, presenting the data, and drawing conclusions. The research results show that the initial stage of differentiated learning is carried out by planning lessons, teachers also attend various training and seminars to increase their skills and knowledge in implementing differentiated learning. The implementation of differentiated learning is divided into several activities according to the teaching module design. These learning activities are differentiated based on three components, namely content differentiation in the form of involving students in group assignments; process differentiation in the form of the use of learning video teaching media, textbooks, oral explanations, as well as the formation of study groups, and product differentiation in the form of practice with groups with different products so that students can learn from other groups, presentations in front of the class, and individual assignments. Evaluation of differentiated learning is carried out by teachers with assessments which include assessments at the beginning of the learning process, assessments during the learning process, and assessments at the end of learning which are used to see students' abilities in understanding and remembering lesson material.

Effect of Flipped Classroom Combined with Learning Management System on Culinary Teaching Skills of 3rd Year College Students in Microteaching and Practical Training of Teaching Skills Course

Effect of Flipped Classroom Combined with Learning Management System on Culinary Teaching Skills of 3rd Year College Students in Microteaching and Practical Training of Teaching Skills Course

Comparison of In-Person and Virtual Implementations of an Obesity Prevention and Culinary Nutrition Education Program for Family Care Providers

Start Strong, a 4-week culinary nutrition education and obesity prevention program designed for rural family care providers in low-income areas of Minnesota, was initially an in-person training program and was recently adapted into a virtual version. Using a quasi-experimental design, this study examined within-group and between-group (in-person versus virtual) changes in culinary skill confidence and familiarity with food assistance programs after Start Strong participation. Additionally, we examined post-program participant experiences. The in-person program (n = 12, mean age of 45 years, September 2019) took place at community locations. The virtual program (n = 27, mean age of 41 years, Fall 2021–Winter 2022) used online learning and videoconferencing. Following data collection pre- and post-program, we used t-tests to examine within-group changes after Start Strong participation, repeated measures analysis of variance tests to compare outcomes between the in-person and virtual implementations, and Fisher’s exact test to compare post-survey outcomes. The in-person and virtual programs demonstrated similar improvements in cooking skill confidence and familiarity with food assistance programs. Compared to the virtual program, in-person participants reported significantly greater connection with other providers. This evaluation is relevant to addressing disparities in obesity prevention and provides an initial model for public health and community partnerships with ECE providers.

Pengaruh Pembelajaran Sistem Blok dengan Pendekatan Project Based Learning Terhadap Kesiapan Kerja Peserta Didik Program Keahlian Kuliner SMKN 9 Padang

The purpose of this study is to determine the influence of block system learning with a project-based learning approach on the work readiness of students of the culinary skills program of SMKN 9 Padang. The population in this study is class XII students in 2024. The sample of this study is 55 respondents. Data collection in this study uses observation, interview and questionnaire techniques using a Likert scale. This study uses descriptive analysis, classical assumption test, multiple regression analysis and hypothesis test. The results of the study showed that block system learning (X1) did not have a significant effect with a calculation result of -5.324 on the work readiness of students (Y). Project-based learning (X2) had a positive and significant effect with a calculation result of 10,377 on students' work readiness (Y). Block system learning (X1) with significant project-based learning (X2) together (Silmutan) had a positive effect with an Fcal result of 55.140 with a sig of 0.00 on students' work readiness (Y)

Adults' perception of the act of cooking in the domestic food environment: a scoping review protocol

The weakening of the generational transmission of culinary skills has led to less confidence and autonomy among individuals in preparing their meals, and to a pattern of food consumption, consisting of ultra-processed foods, which do not require time or the use of these skills. This scoping review aim to identify and to map the perception of adults regarding the act of cooking in the domestic food environment, over the last five years, a time frame that includes the experience of the period of social distancing due to the Covid-19 Pandemic. Scope review protocol based on the methodology proposed by the Joanna Briggs Institute. The search will be carried out in the following databases: Scopus, Medline, SciElo, EMBASE, WOS, JSTOR and Lilacs. Sources of unpublished studies/gray literature will be searched on Google Scholar. The search, selection and data extraction steps will be carried out by four reviewers, and if there are disagreements, a fifth reviewer will be consulted. The process steps will be presented through the PRISMA-ScR flowchart. The extracted data will be organized to enable evaluation and descriptive analysis. The results will be presented in tables, tables and descriptively.

The Influence of Problem-Solving Skills and Self-Efficacy on Entrepreneurial Readiness in Culinary Skills Program

This study examines the influence of problem-solving skills and self-efficacy on entrepreneurial readiness among participants in a culinary skills program. Given the increasing importance of entrepreneurship in the culinary industry, understanding these factors can enhance educational strategies and support aspiring culinary entrepreneurs. A quantitative research design was employed, utilizing a survey methodology to collect data from 125 culinary skill program participants. The survey measured participants' problem-solving skills, self-efficacy, and entrepreneurial readiness. Data were analyzed using multiple regression analysis to determine the relationships between these variables. The findings reveal that both problem-solving skills and self-efficacy significantly influence entrepreneurial readiness. Specifically, problem-solving skills were found to have a stronger impact, suggesting that participants who are adept at resolving challenges are more prepared for entrepreneurial ventures. Additionally, self-efficacy contributes positively to entrepreneurial readiness, indicating that confidence in one's abilities is crucial in entrepreneurial preparedness. The study concludes that enhancing problem-solving skills and self-efficacy in culinary education programs can significantly boost entrepreneurial readiness.

Enhancing Healthcare Professionals’ Culinary Skills, Food Management, Counseling Confidence, and Mediterranean Diet Adherence Through a Culinary Medicine Boot Camp: A Pilot Implementation Program (PIP)

Enhancing Healthcare Professionals’ Culinary Skills, Food Management, Counseling Confidence, and Mediterranean Diet Adherence Through a Culinary Medicine Boot Camp: A Pilot Implementation Program (PIP)

Digital educational materials on culinary skills as a health promotion strategy in Primary Health Care

This study aims to report on the development and validation of digital educational materials based on the dimensions of home cooking skills (HCS) assessed on a scale destined for PHC professionals, following the recommendations of The Dietary Guidelines for the Brazilian Population and on The Food and Nutrition Education Framework (FNE) for Public Policies. Five videos and graphic materials were developed with proposals for activities to develop HCS and encourage its implementation in actions and guidelines in the community and in professional care. The content of the materials was evaluated by experts using the Two-Round Delphi-based technique and statistical analyses for evidence of consensus. Specialists presented comments to improve the products and their applicability. The materials presented decoded language and playful illustrations with characters representative of the target population. Evidence of satisfactory content validity was presented and can be used in permanent education actions, seeking the qualification of the workforce and in FNE actions within the scope of the law. The graphic materials make it possible to associate the content of the videos with practice in contexts consistent with the reality of the individuals.

Evaluation of the Implementation of Upskilling and Reskilling Training Education in the Culinary Skills Program using the Kirkpatrick Model

Evaluation of the Implementation of Upskilling and Reskilling Training Education in the Culinary Skills Program using the Kirkpatrick Model

Evaluation of the reach and utilization of the American College of Lifestyle Medicine's Culinary Medicine Curriculum.

Despite the growing interest in "food as medicine," healthcare professionals have very limited exposure to nutrition as part of their training. Culinary medicine (CM), an evidence-based field integrating nutrition education with culinary knowledge and skills, offers one approach to fill this training gap. The American College of Lifestyle Medicine published a complimentary Culinary Medicine Curriculum (CMC) in 2019, and the objective of this study is to evaluate its reach and utilization, as well as to collect feedback from users. Individuals who downloaded the CMC prior to March 1, 2022 (N = 6,162) were emailed an invitation to participate in an online, cross-sectional survey. The survey included both multiple choice and free-text questions about whether CM sessions were conducted, if and how the CMC was used, if and how it was modified for use, and additional requested resources. Free-text responses were inductively coded, and quantitative data was summarized using descriptive statistics. A total of 522 respondents provided consent, indicated that they had downloaded the curriculum, and completed the survey. Of the 522, 366 (70%) reported that they had not led or created any CM sessions. The top-reported reason for not leading a session was lack of time (29%). The remaining respondents who did create a CM session did so across various settings, including academic, clinical, coaching, and other settings, and a variety of professionals delivered the CMC sessions, including physicians (50%), registered dietitian nutritionists (30%), and chefs (25%). The majority of respondents (81%) modified the CMC in some way, with many using the curriculum for guidance or ideas only. Patient education materials (66%) and cooking technique instruction videos (59%) were among top requested resources. The CMC is a versatile resource that can be successfully adapted for use across various settings and by various types of health professionals and practitioners. Future research should investigate whether training in CM results in improved health outcomes for patients/clients. The curriculum will continue to grow to address the needs of users by expanding to include more digital content such as curriculum videos and cooking technique videos.

The Influence of Culinary Skills on Work Motivation and Its Influence on Entrepreneurial Intentions for Students in the Culinary Arts Study Program

The research aims to explain the impact of culinary skills on the motivation for entrepreneurial activities and desires of culinary students. This quantitative research method involved 114 students. An illustration basic on Morgan was obtained which was corrected by Warwich and Lininger, resulting in 101 students. Testing assumptions using Structural Equation Modeling with Partial Least Squares. The results are; (1) culinary skills have a direct and important influence on the desire for entrepreneurship as shown in T-statistics 27, 224 and sig 0.000; (2) culinary skills have a direct and important influence on entrepreneurial desires in T-Statistics 11, 529 and sig 0,000; ( 3) Encouragement of activity has a direct and important influence on the desire for entrepreneurship with T-Statistics 5, 004 and sig 0, 000; ( 4) culinary skills influence indirectly on the desire for entrepreneurship through encouragement of activity on T - Statistics 5.410 and sig 0.000. This research shows that culinary skills have a huge impact on entrepreneurial desires, whereas activity encouragement is a good bridge in mediating the impact of culinary skills on entrepreneurial desires. It is recommended that to increase the desire for entrepreneurship in culinary students, they need to practice culinary skills and encourage activities.

Gastronomic Tourism: Experiencing a Region's Identity through Modern Cuisine in Asia

The culinary diversity in Asia affects the interest of tourists to visit, this is a fascinating thing to explore. This study investigate the role of gastronomy tourism in expressing and communicating the identity of a region. This study use descriptive qualitative method, it explains how to understand research subject phenomena, behavior, perceptions, motivations, actions, and so on, holistically, and how to describe the results in the form of words and sentences (Moleong: 2010). Using the theory of gastronomic identity proposed by Harrington (2005), researchers analyze that Authenticity is the representation of traditional culinary traditions that reflect a region's historical and cultural foundations. Diversity includes the variety of ingredients, recipes, and culinary skills in a region, Innovation is the imaginative modification and advancement of conventional cooking techniques to suit modern preferences and fads. And sustainable food practices prioritize social responsibility and environmental friendliness in the case of five countries in Asia : China, Indonesia, India, Turkey, Kazakhstan. Gastronomy tourism can be found as a powerful tool for promoting a region's identity, both to locals and tourists.

Analysis of The Need for Applied Science Teaching Materials in Chemical Materials in Vocational School, Department of Culinary, Tangerang District

This study aims to explain the need for teaching materials in the culinary arts vocational school which will be developed using the 4S TMD method. This research is based on the problem of not integrating chemistry subjects in supporting vocational subjects with culinary skills competence. So there are no teaching materials that are relevant to the competence of culinary expertise. The data collection instrument used was the relevance format between chemical content and vocational content. This type of research is descriptive with a qualitative approach. The subjects in this study were two lecturers of chemistry education, two teachers of applied science, and three teachers of productive culinary arts who acted as validators. The results of this study became the basis for researchers in developing chemistry books using the 4S TMD method on applied science teaching materials for chemistry relevant to vocational skills in culinary skills.

Sustainable Culinary Skills: Fostering Vegetable-Centric Cooking Practices among Young Adults for Health and Environmental Benefits—A Qualitative Study

With young adults (18–30 years) having low vegetable intake, primarily due to inadequate cooking skills, this study aims to explore the usability and desirability of educational tools, such as written recipes and cooking videos, to foster sustainable eating habits. Employing a descriptive, qualitative, and user-centered design, three focus groups were held at a major urban university campus in New Zealand, engaging students and staff within the target age group. Discussions with 15 participants identified key facilitators of vegetable-based cooking, including access to ingredients, ease of recipe visualization, and cost-effectiveness. Consequently, 13 vegetable-centric recipes and instructional videos were created, incorporating nutritional value, affordability, and preparation efficiency. These resources, tailored to young adults’ preferences, were designed to mitigate the identified barriers to vegetable use, contributing to sustainable food practices. The application of a user-centered approach in developing educational content yielded a set of recipes and videos that not only address the gaps in cooking skills among young adults but also promote the broader goals of sustainability in food consumption patterns. This approach offers actionable insights for practitioners and food marketers to enhance vegetable utilization and sustainable eating behaviors in this demographic.

Culinary Medicine/Teaching Kitchens for Advancing Food Equity and Preventing Chronic Disease

Culinary medicine is an evidence-based field that combines nutrition and culinary skills to help patients prevent diet-related disease by choosing healthy food. Taught in a teaching kitchen, it employs hands-on learning of basic cooking techniques and other self-care topics such as enhanced nutrition, mindfulness, physical activity, and gardening. Studies show that easy, affordable, healthy meals using accessible whole food plant-based foods are feasible in vulnerable populations with ensuing health and economic benefits. This article examines three ways culinary medicine can support food equity and health among vulnerable populations through food policy, partnerships, and practice pearls.

Cooking for Health: a comprehensive narrative review of Culinary Medicine as an educational tool in medical training in Brazil and Globally.

The poor diet quality in line with the rising prevalence of noncommunicable chronic diseases, coupled with the substantial deficit in nutritional education within medical training programs, has precipitated the emergence of Culinary Medicine as an evolving discipline. Culinary Medicine fuses the art of home cooking with the sciences of human nutrition, psychology, gastronomy, and medicine to promote health and well-being. This comprehensive narrative review explores the diverse facets of Culinary Medicine, elucidating its historical evolution, theoretical foundations, educational initiatives in Brazil and worldwide, and its practical implementation in clinical contexts. By integrating evidence-based nutrition knowledge with culinary skills, behavior change tools, and well-established principles of healthy dietary practices, Culinary Medicine arrives to empower individuals - physicians and patients - to make informed dietary choices and enhance their overall health outcomes. Moreover, this review contemplates the roles of physicians in providing dietary guidance within the Culinary Medicine paradigm and the challenges associated with incorporating Culinary Medicine as a complementary facet of conventional medical care and medical education.

Culinary Medicine: Needs and Strategies for Incorporating Nutrition into Medical Education in the United States.

In the past decade, medical education has increasingly incorporated evidence-based lifestyle interventions as primary strategies for preventing and managing noncommunicable diseases. This shift embraces the growing recognition of the significant impact of lifestyle on health outcomes, driving diseases including obesity, diabetes, heart disease, and cancer. Now deemed "food is medicine" (FIM), diet-related interventions witnessed integration into healthcare systems and recognition in the United States' White House Conference on Hunger, Nutrition, and Health in 2023. As FIM gains traction, investigating optimal strategies for team-based education becomes essential. Healthcare teams need the necessary knowledge and tools to effectively administer FIM services and collaborate across disciplines, ultimately enhancing disease prevention, chronic disease management, health quality, value, and overall wellness. Culinary medicine (CM), a vital component of FIM, bridges nutrition education, pragmatic culinary skills, and conventional strategies to improve chronic disease management. CM involves experiential learning, imparts practical skills, and encourages behavior change by addressing food-related determinants of health and promoting equitable access. Teaching kitchens serve as physical or virtual learning spaces and as a didactic and experiential method (skills lab), playing a crucial role by integrating culinary, lifestyle, integrative, and conventional medicine. A growing number of medical schools in the United States and globally offer CM education via diverse methods including interest groups, electives, and specialty tracks, encompassing didactic sessions, hands-on kitchen education, and virtual teaching methods. Given the rising demand for CM programs, this article aims to describe, map, and compare existing CM education types in medical education. It provides actionable recommendations for medical schools to establish and expand CM programs by fostering service-learning partnerships, clinical innovation, and interdisciplinary research. As FIM gains prominence, cultivating a robust foundation of educational strategies is vital to ensure seamless integration into both medical education and collaborative medical practice.