Study Results
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Basic Information
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UNKNOWN
PHASE4
120 participants
INTERVENTIONAL
2023-09-25
2024-11-21
Brief Summary
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In contrast, cooking is a culturally ubiquitous activity that is already performed daily by most people, and naturally exposes us to personally meaningful and culturally relevant odors. However, there have been no published studies investigating the impact that odors encountered during meal preparation have on olfactory performance and development. The present study aims to compare the olfactory effects of culinary skills training to those of a conventionally designed OT program. To achieve this, olfactory testing will be conducted on students enrolled in a professional culinary skills training program at Fanshawe College, and a control group consisting of students in non-olfactory dependent programs at the same institution. To compare the effect of cooking to conventional OT, the study will be repeated for a second semester and students will be asked to perform concurrent OT.
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Detailed Description
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Objective olfactory assessment will be performed with the Sniffin'Sticks olfactory test kit (Burghart, Wedel, Germany). Additionally, they will be asked to complete questionnaires that evaluate their olfactory awareness, the 32-item Odor Awareness Scale. The study aims to compare the effect of routine exposure to the chemosensory environment of cooking with conventional odor training (OT) in improving olfactory function.
Hypothesis and Objectives Objective 1: To compare the effect of culinary skill training to a control group on objective olfactory performance, subjective olfactory awareness and olfactory related quality of life.
* Hypothesis 1: Participants who complete a semester of culinary skill training will experience improvements in odor threshold discrimination identification scores compared to students studying in non-chemosensory dependent fields.
* Hypothesis 2: Participants who complete a semester of culinary skill training will experience improvements in subjective odor awareness compared to students studying in non- chemosensory dependent fields.
* Hypothesis 3: Participants who complete a semester of culinary skill training will experience improvements in olfactory specific quality of life compared to students studying in non- chemosensory dependent fields.
Objective 2: To compare the effect of culinary skill training with OT to conventional OT on objective olfactory performance, subjective olfactory awareness and olfactory related quality of life
* Hypothesis 1: Participants who complete a semester of culinary skill training with OT will experience further improvements in odor their threshold discrimination identification scores.
* Hypothesis 2: Participants who complete a semester of culinary skill training with OT will experience improvements in subjective odor awareness that are greater in magnitude to the improvements gained by participants practicing OT.
* Hypothesis 3: Participants who complete a semester of culinary skill training with OT will experience improvements in olfactory specific quality of life that are greater in magnitude to the improvements gained by participants practicing OT.
Conditions
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Study Design
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NON_RANDOMIZED
FACTORIAL
TREATMENT
SINGLE
Study Groups
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Olfactory training - Culinary arts students
Students in culinary skill training program will perform olfactory training by sniffing four specific essential oils twice daily, over the entire semester (4-month period). The odors will comprise four major odor categories: flowery (phenyl ethyl alcohol/rose), aromatic (eucalyptol), fruity (citronellal/lemon), and resinous (eugenol). They will be assessed before and after the school semester.
Olfactory training
Olfactory training will be performed by sniffing four specific essential oils twice daily for 30 seconds each. Participants are encouraged to visualize the item they are smelling, while they perform the procedure, in a quiet room, with their eyes closed. The odors will comprise four major odor categories: flowery (phenyl ethyl alcohol/rose), aromatic (eucalyptol), fruity (citronellal/lemon), and resinous (eugenol).
Control group - Culinary arts students
Students in culinary skill training program will be assessed before and after the school semester, without any intervention throughout this period.
No interventions assigned to this group
Olfactory training - Information Technology students
Students in Information Technology program will perform olfactory training by sniffing four specific essential oils twice daily, over the entire semester (4-month period). The odors will comprise four major odor categories: flowery (phenyl ethyl alcohol/rose), aromatic (eucalyptol), fruity (citronellal/lemon), and resinous (eugenol). They will be assessed before and after the school semester.
Olfactory training
Olfactory training will be performed by sniffing four specific essential oils twice daily for 30 seconds each. Participants are encouraged to visualize the item they are smelling, while they perform the procedure, in a quiet room, with their eyes closed. The odors will comprise four major odor categories: flowery (phenyl ethyl alcohol/rose), aromatic (eucalyptol), fruity (citronellal/lemon), and resinous (eugenol).
Control group - Information Technology students
Students in Information Technology program will be assessed before and after the school semester, without any intervention throughout this period.
No interventions assigned to this group
Interventions
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Olfactory training
Olfactory training will be performed by sniffing four specific essential oils twice daily for 30 seconds each. Participants are encouraged to visualize the item they are smelling, while they perform the procedure, in a quiet room, with their eyes closed. The odors will comprise four major odor categories: flowery (phenyl ethyl alcohol/rose), aromatic (eucalyptol), fruity (citronellal/lemon), and resinous (eugenol).
Other Intervention Names
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Eligibility Criteria
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Inclusion Criteria
* enrolled in an introductory training program at Fanshawe collage (Culinary arts or Information Technology)
* capable of providing informed written consent
* capable of reading and writing in English
Exclusion Criteria
18 Years
ALL
Yes
Sponsors
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Fanshawe College
UNKNOWN
Leigh Sowerby
OTHER
Responsible Party
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Leigh Sowerby
MD, MHM, FRCSC
Locations
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Fanshawe College
London, Ontario, Canada
Countries
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Central Contacts
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Facility Contacts
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References
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Yan CH, Faraji F, Prajapati DP, Boone CE, DeConde AS. Association of chemosensory dysfunction and COVID-19 in patients presenting with influenza-like symptoms. Int Forum Allergy Rhinol. 2020 Jul;10(7):806-813. doi: 10.1002/alr.22579. Epub 2020 Jun 1.
Pence TS, Reiter ER, DiNardo LJ, Costanzo RM. Risk factors for hazardous events in olfactory-impaired patients. JAMA Otolaryngol Head Neck Surg. 2014 Oct;140(10):951-5. doi: 10.1001/jamaoto.2014.1675.
McCrickerd K, Forde CG. Sensory influences on food intake control: moving beyond palatability. Obes Rev. 2016 Jan;17(1):18-29. doi: 10.1111/obr.12340. Epub 2015 Dec 11.
Boesveldt S, Parma V. The importance of the olfactory system in human well-being, through nutrition and social behavior. Cell Tissue Res. 2021 Jan;383(1):559-567. doi: 10.1007/s00441-020-03367-7. Epub 2021 Jan 12.
Philpott CM, Boak D. The impact of olfactory disorders in the United kingdom. Chem Senses. 2014 Oct;39(8):711-8. doi: 10.1093/chemse/bju043. Epub 2014 Sep 8.
Hummel T, Rissom K, Reden J, Hahner A, Weidenbecher M, Huttenbrink KB. Effects of olfactory training in patients with olfactory loss. Laryngoscope. 2009 Mar;119(3):496-9. doi: 10.1002/lary.20101.
Pekala K, Chandra RK, Turner JH. Efficacy of olfactory training in patients with olfactory loss: a systematic review and meta-analysis. Int Forum Allergy Rhinol. 2016 Mar;6(3):299-307. doi: 10.1002/alr.21669. Epub 2015 Dec 1.
Hummel T, Whitcroft KL, Andrews P, Altundag A, Cinghi C, Costanzo RM, Damm M, Frasnelli J, Gudziol H, Gupta N, Haehne A, Holbrook E, Hong SC, Hornung D, Huttenbrink KB, Kamel R, Kobayashi M, Konstantinidis I, Landis BN, Leopold DA, Macchi A, Miwa T, Moesges R, Mullol J, Mueller CA, Ottaviano G, Passali GC, Philpott C, Pinto JM, Ramakrishnan VJ, Rombaux P, Roth Y, Schlosser RA, Shu B, Soler G, Stjarne P, Stuck BA, Vodicka J, Welge-Luessen A. Position paper on olfactory dysfunction. Rhinol Suppl. 2017 Mar;54(26):1-30. doi: 10.4193/Rhino16.248.
Fornazieri MA, Garcia ECD, Lopes NMD, Miyazawa INI, Silva GDS, Monteiro RDS, Pinna FR, Voegels RL, Doty RL. Adherence and Efficacy of Olfactory Training as a Treatment for Persistent Olfactory Loss. Am J Rhinol Allergy. 2020 Mar;34(2):238-248. doi: 10.1177/1945892419887895. Epub 2019 Nov 25. No abstract available.
Altundag A, Cayonu M, Kayabasoglu G, Salihoglu M, Tekeli H, Saglam O, Hummel T. Modified olfactory training in patients with postinfectious olfactory loss. Laryngoscope. 2015 Aug;125(8):1763-6. doi: 10.1002/lary.25245. Epub 2015 Jun 2.
Greenberg MI, Curtis JA, Vearrier D. The perception of odor is not a surrogate marker for chemical exposure: a review of factors influencing human odor perception. Clin Toxicol (Phila). 2013 Feb;51(2):70-6. doi: 10.3109/15563650.2013.767908.
Majid A. Human Olfaction at the Intersection of Language, Culture, and Biology. Trends Cogn Sci. 2021 Feb;25(2):111-123. doi: 10.1016/j.tics.2020.11.005. Epub 2020 Dec 18.
Huisman JLA, Majid A. Psycholinguistic variables matter in odor naming. Mem Cognit. 2018 May;46(4):577-588. doi: 10.3758/s13421-017-0785-1.
Spence C. Perceptual learning in the chemical senses: A review. Food Res Int. 2019 Sep;123:746-761. doi: 10.1016/j.foodres.2019.06.005. Epub 2019 Jun 5.
Other Identifiers
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23-06-11-1
Identifier Type: -
Identifier Source: org_study_id
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