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Abstract| Volume 54, ISSUE 7, SUPPLEMENT , S8-S9, July 2022

O16 Understanding Barriers and Facilitators to Virtual Culinary Nutrition Instruction for Youth

      Background

      The COVID-19 pandemic caused FamilyCook Productions to re-design its evidence-based curriculum, Teen Battle Chef (TBC), to be taught virtually in a feasible format that allows culinary skill development that could result in positive behavior changes.

      Objective

      Examines barriers and facilitators to achieving a well-delivered and well-received, live, virtual format for an evidence-based, teaching kitchen program for youth.

      Study Design, Settings, Participants

      Twelve adolescent cohorts received a virtual version of TBC April to August 2020 (n = 145) Quantitative and qualitative process data examined participation barriers and facilitators, progress in gaining cooking skills, the use of the Framework for 10 Experimental Drivers of Behavior Change, identifiers of behavioral and attitudinal changes. Participant post-survey and instructor interviews assessed capabilities and barriers to participation.

      Measurable Outcome/Analysis

      Session observation measured attendance, cooking with instructor, instructor's use of visual aids. Post served measured youth attitudes and behaviors.

      Results

      Instructors (91.6%) used new visual aids to facilitate virtual learning (PowerPoints/videos). Adolescents attended a mean of 8.2 of 12 sessions. The percentage of adolescents cooking with the instructor was 37.3%. The post-survey (n = 28) revealed 92.9% of adolescents felt empowered to prepare meals on their own; 57.1% reported regularly trying to get more ‘colors’ of fruits/vegetables in their meals. Difficulty obtaining ingredients was the largest participation barrier (42.9%). An average of 8.4 of the 10 Experiential Drivers of Behavior change were used in these virtual sessions. Instructor interviews revealed 100% felt they were effective in supporting students to cook at home and 90% reported advantages of students using home kitchens.

      Conclusions

      Virtual live culinary education elicited student participation and skills development, despite barriers of online education. Educators found students being in their own home kitchens facilitated their ability to develop the targeted culinary/life skills and adopt them in their lifestyle more quickly than in classroom instruction. These positive findings suggest future evaluation of virtual culinary nutrition education is warranted.

      Funding

      None.

      SUPPLEMENTARY DATA

      Supplementary data related to this article can be found at https://doi.org/10.1016/j.jneb.2022.04.023.

      Appendix. SUPPLEMENTARY DATA