Long‐term prevalence of taste and olfactory dysfunction in COVID‐19 patients: A cross‐sectional study

Long-term Consequences of COVID-19: Chemosensory Disorders

PURPOSE OF REVIEW

A number of sequelae after acute coronavirus disease 2019 (COVID-19) significantly affect the quality of life of patients. The chemosensory disorders including olfactory dysfunction (OD) and gustatory dysfunction (GD) are two of the commonest symptoms complained by patients with COVID-19. Although chemosensory function has been reported improved in over 60% of COVID-19 patients in a short time after acute infection, it may last as a major symptom for patients with long COVID-19. This narrative review discussed current literatures on OD and GD in long COVID-19 including the prevalence, risk factors, possible mechanisms, and potential therapies.

RECENT FINDINGS

Although the prevalence of OD and GD has declined continuously after acute COVID-19, a considerable number of patients had persistent chemosensory disorders 3 months to 2 years after symptom onset. Female gender, initial severity of dysfunction, nasal congestion, emotional distress and depression, and SARS-CoV-2 variants have been identified as risk factors for persistent OD and GD in long COVID-19. The pathogenesis of OD and GD in long COVID-19 remains unknown, but may be analogous to the persistent OD and GD post common respiratory viral infection. Corticosteroids and olfactory training might be a potential choice regarding the treatment of lasting OD and GD after SARS-CoV-2 infection; however, more studies are needed to prove it. OD and GD are common long-term consequences of COVID-19 and influenced by gender, initial severity of dysfunction, emotional distress and depression, and SARS-CoV-2 variants. More studies are needed to illustrate their pathogenesis and to establish therapeutic strategies.

Science Popularization Education regarding Oral Health-General Health for Nonmedical Undergraduates Applying a SPOC Teaching Model

Objective

To see how effective a blended teaching model based on a small private online course (SPOC) is in a science popularization education course on oral health-general health (OHGH).

Methods

The SPOC blended teaching model was created using an elective classroom course “Oral Prophylaxis and Hygiene” in conjunction with an online learning course called “Preventive Dentistry” from the China University massive open online course (MOOC) for the science popularization education on OHGH. Students' evaluations and teaching efficacy of this science popularization education course were tested using pre- and postcourse questionnaires.

Results

In all, 105 valid questionnaires were returned. Before the course, 95.2% of the students expressed an interest in learning more knowledge on oral disease and OHGH. When compared to those of the precourse, students' knowledge of oral diseases and OHGH was significantly higher (P < 0.0001) and the associated practice after science popularization education was much increased (P < 0.0001 or P = 0.0005), except for root canal therapy (P = 0.3886). The scores of students on the scientific popularization task also improved when compared to those of the previous classroom-only teaching (P < 0.0001). In the postcourse questionnaire, students rated the SPOC teaching mode significantly higher than both online learning and classroom teaching alone (P < 0.0001; P = 0.0117); the SPOC blended teaching was judged as more suitable for science popularization education (P < 0.0001).

Conclusion

The application of the SPOC teaching mode for the science popularization education course on OHGH to nonmedical undergraduates has better teaching outcomes and is more likely to be accepted by college students.