FRC cooking skills workshop
- 1. FRC Cooking Skills workshop Food Research Collaboration (FRC) City, University of London @foodresearch Guest wifi: *****
- 3. Purpose For those attending to contribute to the production of evidence based practical guidance on the identification and measurement of community based cooking skills project outcomes, to be used by both commissioners and practitioners.
- 5. Why cooking skills outcomes? Cooking skills projects at risk (need to “make the case for”) • Reduced resources & increased competition with other health and non-health objectives • Less nutritionists/evidence based decision making (to “make the case”, ensure quality programming & achievable outcomes) • Lack of centralised national support in England Challenges of identifying and measuring outcomes (“what works”) • Diverse projects - how delivered, target groups, outcomes – validated tools adapted • Health & dietary behaviour change, social, mental health, environmental • Unachievable health objectives, e.g. reducing obesity • Unrealistic and under resourced expectations for measurement • Different perspectives and priorities practitioners and commissioners/funders
- 6. What’s happened to-date? • Initiated by Public Food and Health Network (PFHN) • Supported by Food Research Collaboration (FRC) in partnership with Sustainable Food Cities (SFC), funded by Esmee Fairbairn Foundation • Project team (11) • Agreed focus “identification & measurement (self-monitor) outcomes”- guidance • Agreed scope – community based, not schools based; focus health & behavioural outcomes? • Build on and fill gaps - existing tools & learning • UK wide –fill the gap in England • Evidence review – Martin Caraher & Ada Garcia • Cooking skills email group (43)
- 7. Objectives of workshop 1. To gain a common understanding of the background and purpose of the FRC/SFC cooking skills project 2. To share the evidence on measuring and achieving outcomes for community cooking skills projects 3. To identify gaps and challenges of using existing tools and guidance on outcomes 4. To discuss and agree on the scope, content and format of the evidence review/guidance
- 8. Outputs To gain answers to the following questions from the perspective of both commissioners/funders and practitioners: 1. What are the current challenges to identifying and measuring outcomes when designing and commissioning cooking skills projects? 2. What are the current gaps in tools and guidance for identifying and measuring outcomes? 3. What should be the scope, structure and format of the practical evidence based guidance?
- 10. I - Current situation FRC evidence review Martin Caraher and Ada Garcia
- 11. II - Existing processes and tools
- 12. Group work – current challenges and gaps (30 mins) Discuss and identify: 1. Key challenges to identifying & measuring outcomes in project design., commissioning & delivery 2. Gaps in existing tools/ guidance to help identify & and measure outcomes? Appoint a scribe and rapporteur to write up on flip chart (3-5 mins max) after lunch Highlight any differences between commissioners and practitioners Put top 3 challenges and top 3 gaps on post-its and stick on wall before lunch
- 13. III - What is needed?
- 14. Suggested objectives of the guidance 1. A summary of evidence from “experts” to: • “Make the case” for cooking skills projects • “What works “in terms of achieving outcomes 2. Check list for designing projects with realistic and appropriate outcomes 3 . Guidance on how to self-monitor/evaluate achievement of outcomes using good enough (not validated), flexible monitoring/self-evaluation check list – including signposting to existing tools Format – NICE/JRF style (show Examples)– short brief referenced evidence based statements, if evidence does not exist, use “experts” opinion
- 15. Group work (20 mins) – update at lunch time Discuss and make recommendations on: 1. Structure (headings) & format of guidance 2. Health & behavioural skills focus – plus social, mental health, environmental ? 3. Separate guidance needed for commissioners and practitioners ? 4. What else can be done to make the case for cooking skills? Write up on flip chart and feedback (3-5 mins max) Highlight any differences between commissioners and practitioners
- 16. Next steps and action points?