With the festive season upon us, many are looking forward to indulging in a mince pie or two and getting stuck in some extra helpings of turkey or brandy-soaked Christmas pudding. This often sparks some well-intentioned health warnings from public health folk about the risks of overindulging, binge drinking and the increasing obesity epidemic. Not wanting to dismiss these important messages, I would like to focus on a different message in this blog: food as a great tool for knowledge mobilisation (making information useable and accessible through working collaboratively).
If there is one thing that I have learned in my time as AskFuse Research Manager, it is that nothing is as useful as biscuits for bringing people together and contributing to a positive meeting between researchers and health professionals. This insight started from my own weakness: I have an incurable sweet tooth and my colleagues and students have quickly learned to exploit this asset for plying me with Dutch liquorice and other delicacies into supporting their requests and theses. So, I decided to turn their own weapons on them, with surprising results.
Stuck in a challenging debate about the usefulness of research evidence for commissioning local health services? Bring some cookies and fruit (to balance; I am a public health researcher after all!) and you will find that conversations all of sudden move in more fruitful directions.
Although my experience told me that cookies are a great conversation starter when brokering knowledge, I did not realise until recently that this was an area of serious academic study. In a recent paper published in Medical Education[1], Michael Hessler and colleagues from the University Hospital of Münster in Germany decided to put the power of cookies to the test and conducted their own Randomised Controlled Trial while delivering an emergency medicine course.
They were worried about the evaluations at the end of their course and suspected that these were not the measures of quality that the University was hoping for. Therefore, they were looking for a ‘content-unrelated’ intervention that would alter their evaluation results significantly and prove that their evaluations were seriously under-baked.
Third‐year medical students (n=118) were randomly allocated into 20 groups, 10 of which had free access to 500g of chocolate cookies during the course sessions (cookie group!) and 10 of which did not (control group). The groups had the same teachers and were taught the same content. After the course, all students were asked to complete a 38‐question evaluation form.
The results were very appetising: the cookie group evaluated teachers significantly better than the control group, they rated the course material as considerably better and overall satisfaction scores for the course were significantly higher. In summary: the provision of chocolate cookies had a significant effect on course evaluation.
One might conclude that course evaluations are seriously flawed but I prefer the ‘cookie-jar-is-always-half-full’ interpretation: providing cookies to participants is a great way to boost results! The German research adds baking powder to my own observations in UK knowledge brokering: cookies are a great way to boost exchange of knowledge and relationship building in conversations and meetings.
The ingredients of each meeting and conversation might be different but they all need a baking agent to rise to the occasion. So, whatever you do this Christmas, if you would like to avoid awkward questions during social and family gatherings about ‘what it is that you do as a researcher’ or ‘when are you finally going to finish your PhD?’, just bring a plate of cookies and subtly but swiftly change the conversation to a sweeter topic.
Happy Christmas!
Reference:
- Hessler M, Pöpping DM, Hollstein H, Ohlenburg H, Arnemann PH, Massoth C, Seidel LM, Zarbock A, Wenk M. Availability of cookies during an academic course session affects evaluation of teaching. Medical education. 2018 Oct;52(10):1064-72, https://onlinelibrary.wiley.com/doi/pdf/10.1111/medu.13627
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