Education Is Treatment: Integrating Chemosensory Dysfunction Education in Oncology Care.

IF 1.4 4区医学 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Journal of Cancer Education Pub Date : 2025-05-02 DOI:10.1007/s13187-025-02641-y

Kara Stromberg, Valentina Parma, Kristen Manley, Dylan Sherry, Michael J Hall, Alissa A Nolden

{"title":"Education Is Treatment: Integrating Chemosensory Dysfunction Education in Oncology Care.","authors":"Kara Stromberg, Valentina Parma, Kristen Manley, Dylan Sherry, Michael J Hall, Alissa A Nolden","doi":"10.1007/s13187-025-02641-y","DOIUrl":null,"url":null,"abstract":"<p><p>Chemosensory dysfunction, defined as an altered or lost taste and smell, is a prevalent side effect of cancer treatment, with 93% of patients complaining of taste and 60% complaining of changes in smell. Despite their impact, it is an underrecognized symptom, impairing nutritional intake, quality of life, and treatment outcomes. Surprisingly, taste and smell changes are rarely assessed or addressed in oncology care. This commentary highlights the educational gap faced by clinicians and reports the results of a pilot educational intervention consisting of a 15-min podcast. The results indicate significant improvements in provider knowledge and confidence to support patients experiencing chemosensory dysfunction. By embedding chemosensory education into nutrition, survivorship, and interprofessional care pathways, clinicians can better recognize, document, and respond to these symptoms. Reframing taste and smell not as minor nuisances but as critical facets of patient well-being represents a shift toward more comprehensive oncology care.</p>","PeriodicalId":50246,"journal":{"name":"Journal of Cancer Education","volume":" ","pages":""},"PeriodicalIF":1.4000,"publicationDate":"2025-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Cancer Education","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1007/s13187-025-02641-y","RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}

引用次数: 0

Abstract

Chemosensory dysfunction, defined as an altered or lost taste and smell, is a prevalent side effect of cancer treatment, with 93% of patients complaining of taste and 60% complaining of changes in smell. Despite their impact, it is an underrecognized symptom, impairing nutritional intake, quality of life, and treatment outcomes. Surprisingly, taste and smell changes are rarely assessed or addressed in oncology care. This commentary highlights the educational gap faced by clinicians and reports the results of a pilot educational intervention consisting of a 15-min podcast. The results indicate significant improvements in provider knowledge and confidence to support patients experiencing chemosensory dysfunction. By embedding chemosensory education into nutrition, survivorship, and interprofessional care pathways, clinicians can better recognize, document, and respond to these symptoms. Reframing taste and smell not as minor nuisances but as critical facets of patient well-being represents a shift toward more comprehensive oncology care.

查看原文本刊更多论文

教育即治疗：在肿瘤护理中整合化学感觉功能障碍教育。

化学感觉功能障碍，定义为味觉和嗅觉的改变或丧失，是癌症治疗的普遍副作用，93%的患者抱怨味觉，60%的患者抱怨嗅觉的变化。尽管它们有影响，但它是一种未被充分认识的症状，会损害营养摄入、生活质量和治疗结果。令人惊讶的是，在肿瘤治疗中很少评估或处理味觉和嗅觉的变化。这篇评论强调了临床医生面临的教育差距，并报告了由15分钟播客组成的试点教育干预的结果。结果表明，提供者的知识和信心显著提高，以支持经历化学感觉功能障碍的患者。通过将化学感觉教育纳入营养、生存和跨专业护理途径，临床医生可以更好地识别、记录和应对这些症状。重新定义味觉和嗅觉不再是小麻烦，而是患者健康的关键方面，这代表着向更全面的肿瘤治疗的转变。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Journal of Cancer Education 医学-医学：信息

CiteScore

3.40

自引率

6.20%

发文量

122

审稿时长

4-8 weeks

期刊介绍： The Journal of Cancer Education, the official journal of the American Association for Cancer Education (AACE) and the European Association for Cancer Education (EACE), is an international, quarterly journal dedicated to the publication of original contributions dealing with the varied aspects of cancer education for physicians, dentists, nurses, students, social workers and other allied health professionals, patients, the general public, and anyone interested in effective education about cancer related issues. Articles featured include reports of original results of educational research, as well as discussions of current problems and techniques in cancer education. Manuscripts are welcome on such subjects as educational methods, instruments, and program evaluation. Suitable topics include teaching of basic science aspects of cancer; the assessment of attitudes toward cancer patient management; the teaching of diagnostic skills relevant to cancer; the evaluation of undergraduate, postgraduate, or continuing education programs; and articles about all aspects of cancer education from prevention to palliative care. We encourage contributions to a special column called Reflections; these articles should relate to the human aspects of dealing with cancer, cancer patients, and their families and finding meaning and support in these efforts. Letters to the Editor (600 words or less) dealing with published articles or matters of current interest are also invited. Also featured are commentary; book and media reviews; and announcements of educational programs, fellowships, and grants. Articles should be limited to no more than ten double-spaced typed pages, and there should be no more than three tables or figures and 25 references. We also encourage brief reports of five typewritten pages or less, with no more than one figure or table and 15 references.