# Comparison of Teaching Methods in a Culinary Medicine Elective for Medical Students: In-Person Lectures Versus Inverted Classroom Model

## TL;DR

This study compares in-person lectures and online learning in a culinary medicine course for medical students and finds both methods equally effective when combined with hands-on cooking.

## Contribution

The study demonstrates that the inverted classroom model is as effective as traditional lectures in teaching culinary medicine when combined with practical cooking sessions.

## Key findings

- Both in-person and inverted classroom cohorts showed significant improvements in nutritional knowledge and counseling skills.
- No significant differences were observed between the two teaching formats in terms of learning outcomes.
- Hands-on cooking sessions were a key component contributing to the effectiveness of both teaching models.

## Abstract

Since 2020, Culinary Medicine (CM) has been offered as an elective for medical students at several German universities. Recently, innovative teaching models such as the inverted classroom have been introduced. This study investigates whether the inverted classroom model, using online self-learning modules in the CM elective, improves students’ nutritional knowledge and counseling skills compared with traditional in-person lectures.

The CM elective consisted of seven modules on dietary principles and disease-specific dietary therapy. The in-person cohort attended traditional lectures, while the inverted classroom cohort completed weekly online self-learning modules covering the same nutrition therapy content. Both groups participated in identical hands-on cooking sessions in teaching kitchens. Teaching effectiveness was assessed using standardized self-assessment questionnaires on counseling competencies, nutrition knowledge, eating habits, and mental well-being (WHO-5), administered before and after the elective. Paired and unpaired t-tests were used for analysis.

The study included 69 students in the inverted classroom and 80 in the in-person cohort. Both formats, when combined with hands-on cooking courses, led to significant improvements in nutritional knowledge, self-reported counseling skills, and practical abilities. No significant differences were observed between the cohorts.

The inverted classroom model is as effective as in-person lectures when combined with hands-on cooking courses in a CM curriculum. Institutions can select the format based on local resources without compromising teaching outcomes. This study highlights the advantages and disadvantages of each method, supporting institutions in the development of improved CM curricula.