• Intervention
    In adults, do interventions focused on healthy cooking techniques (including recipe modification) result in improved eating habits?
    • Conclusion

      Trends in food consumption suggest that Americans are adopting some dietary behaviors to reduce fat intake. Several studies show that cooking classes, as a component of an intervention, promote behavior change and result in improved eating habits. Cooking classes are also a highly requested nutrition education program enhancement.

    • Grade: III
      • Grade I means there is Good/Strong evidence supporting the statement;
      • Grade II is Fair;
      • Grade III is Limited/Weak;
      • Grade IV is Expert Opinion Only;
      • Grade V is Not Assignable.
      • High (A) means we are very confident that the true effect lies close to that of the estimate of the effect;
      • Moderate (B) means we are moderately confident in the effect estimate;
      • Low (C) means our confidence in the effect estimate is limited;
      • Very Low (D) means we have very little confidence in the effect estimate.
      • Ungraded means a grade is not assignable.
    In adults, what is the relationship between reading nutrition information (including Nutrition Facts on the food label) and selecting healthier food choices?
    • Conclusion

      Eight cross-sectional studies, including analyses based on data from the 1994-1996 Continuing Survey of Food Intake by Individuals and the Diet and Health Knowledge Survey, report that as many as 80% of healthy people read nutrition information on food labels usually or often and women generally read labels more than men.

      Label reading is associated with lower fat diets: The most often-sought nutrients are calories and fat. People with chronic disease also seek other nutrients. Five clinical trials show conflicting results regarding the effect of nutrition information on food choices.

    • Grade: III
      • Grade I means there is Good/Strong evidence supporting the statement;
      • Grade II is Fair;
      • Grade III is Limited/Weak;
      • Grade IV is Expert Opinion Only;
      • Grade V is Not Assignable.
      • High (A) means we are very confident that the true effect lies close to that of the estimate of the effect;
      • Moderate (B) means we are moderately confident in the effect estimate;
      • Low (C) means our confidence in the effect estimate is limited;
      • Very Low (D) means we have very little confidence in the effect estimate.
      • Ungraded means a grade is not assignable.