PD475 - THE IMPACT OF DIFFERENT INTERPROFESSIONAL CULINARY MEDICINE TEACHING METHODS ON STUDENTS' COUNSELLING SKILLS

PD475

THE IMPACT OF DIFFERENT INTERPROFESSIONAL CULINARY MEDICINE TEACHING METHODS ON STUDENTS' COUNSELLING SKILLS

I. T. Köpp^1,*, H. Schwarzer¹, N. Rosenau¹, A. Plogmann², U. Neumann³, T. Ellrott¹

¹Institute for Nutrition and Psychology at Georg August University Göttingen / University Medical Centre, Göttingen, ²Medical Centre, Justus -Liebig-University Gießen, Gießen, ³Culinary Medicine Deutschland e.V., Altenberge, Germany

Rationale: Poor nutrition is a global challenge, yet it remains underrepresented in medical education. To address this, three interprofessional Culinary Medicine electives were developed, combining nutrition education in theory with hands-on training in a teaching kitchen (TK).

Methods: Each course consists of 28 in-person teaching hours over four days and shares a common didactic framework, with 60% of content delivered through the TK component. Despite similar structures, the courses differ in teaching methods, focus, and target groups. First employed a flipped classroom (FC) approach to teach therapy of diet-related diseases to clinical medical students (CM-C). The second integrated FC and peer-assisted learning, emphasizing the Planetary Health Diet for students from various degree-programs (CM-PHD). The third combined these strategies with the ICAP model (interactive, constructive, active, passive) to teach prevention and planetary health to preclinical medical students (CM-PPH). Pre- (t1) and post- (t2) course surveys using a 5-point Likert scale assessed students’ self-perceived counselling skills (SPCS). Analyses included means (M), standard deviations (SD), mean differences (MD), paired t-tests, and a cross-comparison of teaching concepts.

Results: All three formats significantly improved participants’ SPCS. The CM-PHD course achieved the highest mean difference. CM-PPH students showed the highest absolute skill levels both before and after the course. The CM-C course produced slightly smaller yet highly consistent improvements.

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Conclusion: The teaching concepts of CM are effective and facilitate early integration into medical curricula with minimal barriers. CM is versatile, scalable and standardizable. Ultimately, the development of competencies depends more on appropriate and diverse didactic design based on TKs than on the educational level or thematic focus.

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Disclosure of Interest: None declared