Effects on skills and knowledge of a sensory teaching program for culinary students

Culinary practitioners (chefs and healthcare cooks) need tools to systematically assess and improve the sensory quality and acceptance of the food they produce. Sensory science provides these tools to develop, revise and improve foods. However, in the culinary arts educations in Denmark teaching in sensory science is limited. We developed a teaching programme for culinary arts educations, focusing on the use of central practices of sensory science in production kitchens. The teaching programme was tested and developed in dialogue with vocational teachers and culinary students. The material consists of five theoretical and practical teaching modules that cover topics such as the senses, sensory vocabulary development and training, fast sensory methods and factors contributing to palatability. In total, 137 culinary students participated in the teaching programme. The goal was to make culinary students master sensory evaluation techniques and improve their ability to develop food that is liked by consumers. Consequently, these practitioners can improve the sensory quality and acceptance of sustainable and healthy foods. Learning outcomes in a combined sensory knowledge (ten questions) and skills test (eight sensory tasks) were examined. Altogether 89 culinary students participated in both the baseline and follow-up test. Results demonstrate a highly significant effect in both domains. The knowledge scores were significantly higher after than before the course and the scores in the skills tests revealed a significant improvement of culinary students’ vocabulary after completing the course as measured by a higher number and quality of descriptors used to describe four different foods in an open description task. A higher number of descriptors used to describe foods by means of a check-all-that-apply (CATA) sensory descriptive methodology emphasized these findings. Integrating a course on sensory science and methods into the culinary arts educations leads to significant improvement of culinary students’ sensory vocabulary, knowledge and skills. The sensory educational programme is available in Danish with elaborate instructions for teachers through Taste for Life’s online services. Additionally, to train vocational teachers so they can teach it themselves, virtual courses on the sensory educational content were created in 2021 and are accessible online.

A recipe development process model designed to support a crop’s sensory qualities

The aim of this study is to apply a recipe development process designed to unfold how to start from a crop – especially less known landraces and varieties – and maximize its culinary utility. How can such a recipe development process be modelled? What more than the recipe itself can be obtained from the recipe development process? In this study, the objective is to create a basic recipe for grey peas that supports the crop’s sensory qualities, and test it in different food products. Using the recipe development process model, our results suggest that minced grey peas, which have authentic nutty flavours, pronounced chewing resistance and a combination of soft and hard textures, can be used to create appealing plant-based patties. When minced grey peas are fried in oil, greater taste intensity, spiciness, umami and complexity are achieved. Additional applications of minced grey peas were also identified, suggesting that the recipe development process can yield information on how to develop another food product with the same basic recipe. The recipe development process we suggest – the culinary funnel – can thus be used to explore the culinary possibilities of lesser known landraces and varieties.