Teaching culinary skills in Nutrition courses: analyzing the perceptions of experts
DOI:
https://doi.org/10.12957/demetra.2025.87453Keywords:
Education. Curriculum. Cooking. Dietary Technique. Infrastructure.Abstract
The study aims to build a consensus among experts on the teaching of culinary skills – CS, in undergraduate nutrition courses in Brazil. A cross-sectional study using the Delphi technique and quantitative and qualitative analysis was based on the perceptions of full-time professors of Culinary Nutrition from 47 public universities in Brazil. A semi-structured questionnaire, with 24 items and freely expressions of participants perceptions on the teaching of cooking skills, were administered in two rounds. Consensus was achieved when the item met three of four criteria: 1. At least 51% of respondents scored 3 - 4 points; 2. Mean results between 3.00 and 4.00 points; 3. A standard deviation <1.5; 4. An interquartile range ≤1.0.The analysis of expert’s perception allowed the identification of facilitator items for teaching CS, such as: liking to cook; familiarity with food preparation; participation in moments of intergenerational transmission; technical support in practical classes. The main barriers are: aversion to some foods; restricted time for preparation; purchase of food with better costs/benefits; absence of critical and reflective thinking; and absence of technical support for food purchase. There was consensus on the influence of environment and food systems; the size and layout of laboratories; availability of basic equipment for practical classes; and the pedagogical methodology in teaching cooking skills. Two thematic categories emerged as consensus: culinary skills as a tool for sustainability and individual or collective autonomy in health; and the influence of infrastructure and pedagogical protocols in the teaching of cooking skills. These results can contribute toward the curriculum organization of undergraduate courses.
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