Development of low-cost and personalized external silicone breast prosthesis produced by additive manufacturing for women who have undergone mastectomy: A pilot study.

BACKGROUND: The aim of this study was to develop a low-cost and personalized method for external breast prosthesis production. METHODS: The projected light method was used for the acquisition of the 3D geometry of the left breast of a healthy 29-year-old woman, 69 kg and 1.69 m. The 3D modeling software Blender was used to make the prosthesis model and mold with adjustments to the model's mesh, such as smoothing, assigning thickness, and creating the walls of the prosthesis mold. Two counter-molds were created. The pieces were manufactured on the 3D printer Stella Lite 3 using polylactic acid filament. Finally, the silicone was pigmented, and the mold was filled. FINDINGS: Prototype 1 of the prosthesis was produced using a mold without a counter-mold, which resulted in a prosthesis of 495 g, considered heavy compared to traditional prostheses for the same breast size. To solve this issue, a counter-mold with pins was used to produce prototype 2 with a mass of 393 g, 20.6% lighter than prototype 1. Prototype 3 was made with a central-volume counter-mold and presented a mass of 355 g, a reduction of 28.3% compared to prototype 1. The definitive breast prosthesis was made with the pin counter-mold with a different silicone. It has nipple and areola pigmentation and a mass of 294 g, 25.2% lighter than prototype 2. INTERPRETATION: The results suggest that the projected light method and additive manufacturing are potential tools for developing external breast prostheses, which may improve the health conditions and quality of life of mastectomized women.

Aprendizagem de uma sequência de passos do sapateado e seu efeito sobre a coordenação motora de alunos do ensino fundamental I / Learning a sequence of tap dance steps and its effect on the motor coordination of students in elementar school I

O objetivo desse estudo foi investigar o efeito de aulas de sapateado na aprendizagem de uma sequência de passos e na coordenação motora de crianças. Participaram 27 crianças (14 meninos e 13 meninas), com média de idade de 9,07 (± 0,26) anos, estudantes do terceiro ano do ensino fundamental. As crianças foram avaliadas em relação à estrutura espacial e temporal de uma sequência de passos do sapateado em três momentos (pré-teste, pós-teste e retenção) e em relação a coordenação motora por meio do teste KTK em dois momentos (pré-teste e pós-teste). O desempenho dos passos foi filmado e analisado pela pesquisadora e dois profissionais da área de dança, por meio de fichas de observação com itens referentes à estruturação espacial e temporal das habilidades propostas. Realizou-se uma intervenção de seis aulas de sapateado, 2 vezes por semana, em dias alternados, com duração de 50 minutos cada, que ocorreram durante as aulas regulares de Educação Física escolar. Os resultados demonstraram que, após o período de intervenção, as crianças aprenderam a sequência de passos do sapateado, melhorando significativamente a organização espacial e temporal. Ainda, observou-se que, após as aulas de sapateado, as crianças apresentaram ganhos significativos na coordenação motora. Conclui-se que as aulas de sapateado, inseridas no contexto da educação física escolar, foram benéficas para a aprendizagem motora dos passos, além de contribuir no desenvolvimento da coordenação motora. (AU)

The objective of this study was to investigate the effect of tap dancing classes on the learning of a sequence of steps and on the motor coordination of children. 27 childrens (14 boys and 13 girls) participated, with an average age of 9.07 (± 0.26) years, students of the third year of elementary school. The children were evaluated in relation to the spatial and temporal structure of a sequence of tap dance steps in three moments (pre-test, post-test and retention) and in relation to motor coordination through the KTK test in two moments (pre-test and post-test). The performance of the steps was filmed and analyzed by the researcher and two dance professionals, through observation sheets with items related to the spatial and temporal structuring of the proposed skills. There was an intervention of six tap dance classes, twice a week, on alternate days, lasting 50 minutes each, which occurred during regular school Physical Education classes. The results showed that after the intervention period, the children learned the sequence of tap dance steps, significantly improving spatial and temporal organization. Still, it was observed that, after tap dancing classes, children showed significant gains in motor coordination. It is concluded that tap dancing classes were beneficial for the motor learning of the steps, in addition to contributing to the development of motor coordination. (AU)