The frequency of cooking at home has not been assessed globally. Data from the Gallup World Poll in 2018/2019 wave (N = 145,417) were collected in 142 countries using telephone and face to face interviews. We describe differences in frequency of 'scratch' cooking lunch and dinner across the globe by gender. Poisson regression was used to assess predictors of cooking frequency. Associations between disparities in cooking frequency (at the country level) between men and women with perceptions of subjective well-being were assessed using linear regression. Across the globe, cooking frequency varied considerably; dinner was cooked more frequently than lunch; and, women (median frequency 5 meals/week) cooked both meals more frequently than men (median frequency 0 meals/week). At the country level, greater gender disparities in cooking frequency are associated with lower Positive Experience Index scores (-0.021, p = 0.009). Prior to the COVID-19 pandemic, the frequency with which men and women cook meals varied considerably between nations; and, women cooked more frequently than men worldwide. The pandemic, and related 'stay at home' directives have dramatically reshaped the world, and it will be important to monitor changes in the ways and frequency with which people around the world cook and eat; and, how those changes relate to dietary patterns and health outcomes on a national, regional and global level.

There is a need to identify innovative strategies whereby individuals, families, and communities can learn to access and prepare affordable and nutritious foods, in combination with evidence-based guidance about diet and lifestyle. These approaches also need to address issues of equity and sustainability. Teaching Kitchens (TKs) are being created as educational classrooms and translational research laboratories to advance such strategies. Moreover, TKs can be used as revenue-generating research sites in universities and hospitals performing sponsored research, and, potentially, as instruments of cost containment when placed in accountable care settings and self-insured companies. Thus, TKs can be considered for inclusion in future health professional training programs, and the recently published Biden–Harris Administration Strategy on Hunger, Nutrition and Health echoes this directive. Recent innovations in the ability to provide TK classes virtually suggest that their impact may be greater than originally envisioned. Although the impact of TK curricula on behaviors, outcomes and costs of health care is preliminary, it warrants the continued attention of medical and public health thought leaders involved with Food Is Medicine initiatives.

Background/Objectives: This protocol describes a study to investigate the feasibility and preliminary efficacy of a novel Teaching Kitchen Multisite Trial (TK-MT) for adults with cardiometabolic abnormalities. The TK-MT protocol describes a hybrid lifestyle intervention combining in-person and virtual instruction in culinary skills, nutrition education, movement, and mindfulness with community support and behavior change strategies. This 18-month-long randomized controlled trial aims to evaluate the feasibility of implementing a 12-month, 24 class program, assess preliminary study efficacy, and identify barriers and facilitators to implementation. Methods: The intervention program includes 16 weeks of intensive hands-on culinary and lifestyle education classes followed by eight monthly virtual classes. Psychometric assessments and biometric data will be collected at baseline, 4, 12, and 18 months. Semi-structured interviews and open-ended surveys will be conducted during the 12-month follow-up assessment. Results: Feasibility will be assessed through recruitment, attendance, and fidelity data. Secondary outcomes will analyze changes in health behaviors, biometric data, and anthropometric measures using mixed-effects regression models. Qualitative data will undergo thematic analysis. Conclusions: As envisioned and described in detail in this manuscript, this study will inform the development and implementation of reproducible, scalable teaching kitchen interventions. The protocol described here is intended to set the stage for future investigations to evaluate evidence for the impact of teaching kitchen interventions on dietary habits, physical activity, and overall health and well-being.

Background: This study assessed the feasibility, acceptability, and preliminary effectiveness of a teaching kitchen intervention that synergistically provided nutrition education, culinary skills/techniques, mindfulness, physical activity, and behavior change strategies. Methods: Non-randomized pilot study of 16 weekly 2 h hands-on virtual culinary sessions. Curbside grocery pickup assured food access/consistency. Qualitative interviews and pre/post-anthropometrics (BMI, waist circumference), labs (fasting glucose, insulin, lipids, HbA1c, ALT), and health habits surveys assessed program impact. Results: The program was successfully implemented from January to May of 2022. Of 56 participants screened, 13 (23%) enrolled, and 12 (92%) completed the program (mean age 51 years; 92% female; 92% white) with an average of 15.4 of 16 (96%) sessions attended and 100% completing assessments. Satisfaction with the program and with virtual cooking was high (100% and 92% satisfied-very satisfied). Days/week main meal was prepared from scratch increased from 3.8 to 5.9 (p < 0.05). Sense of well-being and three core mindfulness items (satiety, snacking, and food appreciation) improved (p ≤ 0.05). Confidence in 13 culinary skills/techniques improved (p < 0.05), as did diet recall and daily exercise, with variable significance. Labs improved LDL significantly (p < 0.05); anthropometrics did not. Conclusions: This teaching kitchen program was feasible, very well accepted, and suggested potential efficacy in improving health habits and metrics. Larger studies with randomization are needed.