Nutrition is critical to the management of many chronic diseases, yet medical graduates often feel inadequately prepared to provide basic nutrition advice (1,2). This reflects the limited, biomedically-focused nutrition content in Australian medical curricula, where less attention is given to translating nutrition advice into practical food-based strategies (3). Culinary medicine addresses this gap by integrating nutrition science with practical culinary skills to support health (4). In this study, we developed and piloted a culinary medicine placement for medical and dietetics students, aiming to increase practical nutrition knowledge, dietary variety, culinary skills, and understanding of interprofessional roles in nutrition care. The culinary medicine placement was facilitated by a medical doctor, dietitian, and chef, and delivered to Curtin Medical and Dietetics students (n = 24; 12 interdisciplinary dyads) across four 2-hour Teaching Kitchen workshops. Learning focused on chronic disease case studies, collaborative cooking, and interdisciplinary roles. Students completed pre- and post-placement surveys assessing Practical Knowledge about Balanced Meals (PKB-7), dietary variety (Fruit And Vegetable VAriety Index (FAVVA)), perceived importance of nutrition counselling, Cooking Skills and Food Skills Confidence, and agreement and free-text questions relating to interdisciplinary roles/identity. Pre–post changes were analysed using Wilcoxon signed-rank tests (paired scale/original outcomes) and McNemar tests (paired PKB items). Exploratory discipline-based differences were analysed using Mann–Whitney U tests. Statistical significance was p < 0.05. Agreement items were summarised as n (%), and free-text responses were analysed using content analysis. Average attendance for all four workshops was 96%, and 23 students completed pre- and post-surveys. Wilcoxon signed-rank tests showed significant increases in PKB-7 scores (Z = -2.215, p = 0.027) and agreement that nutrition counselling should be included in routine clinical appointments (Item 1; Z = -2.236, p = 0.025). FAVVA scores, remaining nutrition counselling items, and cooking and food skills confidence scores did not change significantly. Exploratory discipline-based comparisons showed a difference in the change in cooking skills confidence, with medical students having higher change scores than dietetics students (U = 32.0, p = 0.037). Majority (91%) agreed the placement improved their understanding of interprofessional roles and perspectives, and translation of clinical knowledge into practical advice with attention to patient preferences, skills, and resources. The placement strengthened students’ appreciation of interdisciplinary collaboration - “how dietitians and GPs should be collaborating to provide the best care” (Dietetics student) and “support nutritional management through collaboration and referral” (Medical student), while “breaking down disciplinary silos” (Dietetics student). The format was described as useful for “applying practical cooking skills to common chronic conditions” (Medical student). This pilot suggests culinary medicine may be a valuable approach for integrating nutrition and interprofessional learning within health professional training. Experiential, food-based learning may strengthen practical nutrition competence and support collaborative, patient-centred care.