Preparing the Future Nutrition Professional: Culinary-Focused Summer Internship for Nutrition Undergraduates

OBJECTIVES: We hypothesize that a culinary-focused summer internship for nutrition undergraduate students will increase their will and capacity to work in community settings to promote healthful and culturally appropriate eating patterns. This approach brings together the strong foundational science knowledge of nutrition, the art of culinary, and the interface of food, culture, and health. The specific aims include: • Increase knowledge of culinary aspects of ancient whole grains in mixed dishes • Increase knowledge of culinary wellness and aspects of working in a multicultural community • Transdisciplinary opportunities to better understand food environments • Transferable skill development METHODS: The Accreditation Council for Education in Nutrition and Dietetics (ACEND) identified significant gaps in nutrition education related to culinary and culture. By creating a three-prong approach consisting of nutrition, culinary, and community, students can better understand the interaction between food, health, and culture. While practical cooking experience provides the foundation, it is insufficient for dietitians to be effective with clients especially related to unfamiliar foods and dishes. Four nutrition undergraduate students, two nutrition graduate students, and a local community chef participated in a 13-week summer internship. There were 6-weeks of virtual culinary modules followed by a week of training in a commercial kitchen. Students used culinary techniques to create ancient whole grain dishes, replace salt with spice combinations, and practiced plating techniques. Students used their new knowledge in a community tasting event and to facilitate peer-to-peer teaching in an undergraduate course. RESULTS: Using thematic analysis, photovoice, video transcripts, student notebook analysis, and final reflections, themes emerged in increased confidence in the kitchen and increased ability to create recipes that meet sociocultural norms and dietary guidance. Further, students were able to use culinary terms, concepts, and practices to teach peers about the interface of culinary arts and nutrition. CONCLUSIONS: The nutrition student benefits from culinary arts experiences as it bridges nutrition science content and an understanding of consumer-related messages. FUNDING SOURCES: University of Minnesota Department of Food Science and Nutrition.