Changes in Student Competencies and Learning Outcomes through Practical Cooking Training on Food Allergies in a Dietitian Training Institution

Abstract

In this study, we examined changes in competency and learning outcomes associated with food allergy education (practical cooking training) at a dietitian training institution. From April to September 2023, students at a single institution were surveyed and divided into two groups: those who completed a specialized practical cooking training course on food allergies and those who did not. The survey employed a 4-point scale and included nine items derived from competency measurements, five items based on model core curriculum goals, and four items reflecting practical cooking training goals. Additionally, an eight-question written test was administered to evaluate fundamental knowledge of food allergies. Following the intervention, no significant changes were observed in competency measurement items in either group. However, both groups demonstrated significant improvements in scores related to the model core curriculum goals, practical cooking training goals, and the written test. Notably, although students who did not complete the training reported that they "can do" the practical cooking training goals, their correct answer rates on corresponding written test items were significantly lower than those of students who completed the course. These findings suggest that students who did not participate in the training may have overestimated their abilities and that practical cooking training plays a critical role in accurate self-assessment and knowledge retention.