Altered smell and taste: anosmia, parosmia and the impact of long Covid-19

Background: Qualitative olfactory (smell) dysfunctions are a common side effect of post-viral illness and known to impact quality of life and health status. Evidence is emerging that taste and smell loss are common symptoms of Covid-19 that may emerge and persist long after initial infection. The aim of the present study was to document the impact of post Covid-19 alterations to taste and smell. Methods: We conducted exploratory thematic analysis of user-generated text from 9000 users of the AbScent Covid-19 Smell and Taste Loss moderated Facebook support group from March 24 to 30th September 2020. Results: Participants reported difficulty explaining and managing an altered sense of taste and smell; a lack of interpersonal and professional explanation or support; altered eating; appetite loss, weight change; loss of pleasure in food, eating and social engagement; altered intimacy and an altered relationship to self and others. Conclusions: Our findings suggest altered taste and smell with Covid-19 may lead to severe disruption to daily living that impacts on psychological well-being, physical health, relationships and sense of self. More specifically, participants reported impacts that related to reduced desire and ability to eat and prepare food; weight gain, weight loss and nutritional insufficiency; emotional wellbeing; professional practice; intimacy and social bonding; and the disruption of people’s sense of reality and themselves. Our findings should inform further research and suggest areas for the training, assessment and treatment practices of health care professionals working with long Covid

Promoting physical activity with a school-based dance mat exergaming intervention: qualitative findings from a natural experiment

Background: Physical activity is critical to improving health and well-being in children. Quantitative studies have found a decline in activity in the transition from primary to secondary education. Exergames (active video games) might increase physical activity in adolescents. In January 2011 exergame dance mat systems were introduced in to all secondary schools across two local authority districts in the UK. We performed a quasi-experimental evaluation of a natural experiment using a mixed methods design. The quantitative findings from this work have been previously published. The aim of this linked qualitative study was to explore the implementation of the dance mat scheme and offer insights into its uptake as a physical activity intervention. Methods: Embedded qualitative interviews at baseline and 12 month follow-up with purposively selected physical education teachers (n=20) and 25 focus groups with a convenience sample of pupils (n=120) from five intervention schools were conducted. Analysis was informed by sociology of translation approach. Results: At baseline, participants (both teachers and pupils) reported different expectations about the dance mats and how they could be employed. Variation in use was seen at follow-up. In some settings they were frequently used to engage hard to reach groups of pupils. Overall, the dance mats were not used routinely to increase physical activity. However there were other unanticipated benefits to pupils such as improved reaction time, co-ordination and mathematic skills. The use of dance mats was limited in routine physical education classes because of contextual issues (school/government policy) technological failures (batteries/updates) and because of expectations about how and where they could be used. Conclusions: Our linked quantitative study (previously published) suggested that the dance mats were not particularly effective in increasing physical activity, but the qualitative results (reported here) show that the dance mats were not used routinely enough to show a significant effect on physical activity of the intervention. This research demonstrates the benefit of using mixed methods to evaluate complex physical activity interventions. Those planning any intervention for promoting physical activity in schools need to understand the distinction between physical activity and physical education

I-eAT, a consortium addressing gastronomic solutions for altered taste: A research and development manifesto

An International Altered Taste Consortium (I-eAT) is proposed that seeks to utilise gastronomic and biopsychosocial insights to understand and help people who experience taste alterations. Altered eating experiences and a changed experience of taste is a common and disabling trans-diagnostic, multi-causal entity which has for too long been poorly understood and supported in health research and practice. The phrase Altered Taste is employed (using “taste” in its most commonly understood sense to refer to the overall multi-sensory flavour experience) to emphasise the lived sensory experience of those living with an altered relationship with food. Interdisciplinary collaboration between the domains of medicine, health care, physiology, psychology and gastronomy is considered key to understanding, working with and improving altered taste. This manifesto emerged from ongoing research and practice, and was formulated at a workshop of interdisciplinary experts and patient representatives at the Second International Altered Taste Symposium (2022). Between them they collectively agreed on 1. A shared terminology to maximise stakeholder involvement and 2. An overall research aim to better understand, manage and treat Altered Taste. This aim is implemented in 4 key research objectives

Additional file 1: of Promoting physical activity with a school-based dance mat exergaming intervention: qualitative findings from a natural experiment

The effect of dance mat exergaming systems on physical activity and health â related outcomes in secondary schools: results from a natural experiment. (PDF 389 kb

Promoting physical activity with a school- based dance mat exergaming intervention: qualitative findings from a natural experiment

Abstract Background: Physical activity is critical to improving health and well-being in children. Quantitative studies have found a decline in activity in the transition from primary to secondary education. Exergames (active video games) might increase physical activity in adolescents. In January 2011 exergame dance mat systems were introduced in to all secondary schools across two local authority districts in the UK. We performed a quasi-experimental evaluation of a natural experiment using a mixed methods design. The quantitative findings from this work have been previously published. The aim of this linked qualitative study was to explore the implementation of the dance mat scheme and offer insights into its uptake as a physical activity intervention. Methods: Embedded qualitative interviews at baseline and 12 month follow-up with purposively selected physical education teachers (n = 20) and 25 focus groups with a convenience sample of pupils (n = 120) from five intervention schools were conducted. Analysis was informed by sociology of translation approach. Results: At baseline, participants (both teachers and pupils) reported different expectations about the dance mats and how they could be employed. Variation in use was seen at follow-up. In some settings they were frequently used to engage hard to reach groups of pupils. Overall, the dance mats were not used routinely to increase physical activity. However there were other unanticipated benefits to pupils such as improved reaction time, co-ordination and mathematic skills. The use of dance mats was limited in routine physical education classes because of contextual issues (school/government policy) technological failures (batteries/updates) and because of expectations about how and where they could be used

Chewing on choice

The concept of ‘individual choice’ has become central to contemporary understandings of the relationship between food, health and well-being. Drawing on four research projects in which the authors have recently been engaged (Brooks 2010, Burges Watson et al. forthcoming, Goodman et al, 2012, Kvalvaag forthcoming), this chapter traces how and why this is so; exploring the multitudinous ways and means that discourses of ‘food choice’ have been deployed and gained political and material ‘real world’ salience in a number of different contexts. It locates ‘choice’ theoretically, as a concept borrowed from neoclassical economics to complement biomedical theories with a thinking subject; and politically, as an indeterminate and ‘slippery’ concept adaptable to shifting policy platforms. The multiple manifestations and consequences of this slipperiness are explored through the cases of: food and nutrition policymaking in the UK over the last 25 years; an international nutrition system generating policies and programmes for ‘beneficiaries’ in the developing world; and the strategies of an increasingly high-profile alternative food movement