Peer-Led Culinary Skills Intervention for Adolescents: Pilot Study of the Impact on Knowledge, Attitude, and Self-efficacy

Objective To assess the impact and feasibility of a culinary skills intervention for adolescents led by peer educators compared with adult educators. Methods Adolescents (aged 11–14 years) were randomized to peer educator (n = 22) or adult educator (n = 20) groups and attended 2 2.5-hour culinary skills lessons addressing knife skills, cooking methods, and recipes. Knowledge, attitude, and self-efficacy measurements were completed before and immediately after the intervention and at 3 and 6 months after the intervention. Fidelity checklists assessed the feasibility of program delivery. Differences within and between groups over time were assessed using ANOVA. Results Adolescents (n = 42) increased knowledge (3.7 ± 2.6 points [mean ± SD]; P < .001), attitude (0.8 ± 4.5; P < .05), and self-efficacy of cooking (2.6 ± 5.3; P < .001) and cooking method (1.7 ± 4.6; P < .01) after intervention. Peer and adult educators were equally able to deliver the intervention. Conclusions and Implications Peers and adults can feasibly lead a culinary skills program for adolescents that increases knowledge. To affect attitude and self-efficacy, additional training of peer educators may be needed.