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OBJECTIVE: To evaluate the impact of a college nutrition course with a teaching kitchen lab on students' attitudes, self-efficacy, and behaviors about healthful eating and cooking. METHODS: Preintervention and postintervention design, and anonymous online survey of sociodemographic information and students' attitudes and self-efficacy about consuming fruits, vegetables, and whole grains and about cooking, self-reported intake, and cooking behaviors. RESULTS: Two-hundred and fourteen participants enrolled in the study during 5 semesters. Of these, 171 (80%) had complete pretest and posttest data. Attitudes and self-efficacy scores about consuming fruits, vegetables, whole grains, and cooking were significantly higher in the posttest (vs pretest; all P < 0.0001). Self-reported intake of fruits (P < 0.0001) and vegetables (P = 0.0006) also increased. Cooking frequency increased (P < 0.0001), skipping meals frequency decreased (P < 0.0001), whereas no significant changes were observed for eating out, take-out, or premade meals frequency. CONCLUSIONS AND IMPLICATIONS: A college nutrition course with a teaching kitchen lab could improve healthful eating and promote cooking in young adults.
Matias et al. (Fri,) studied this question.