Consensus on a video analysis framework of descriptors and definitions by the Rugby Union Video Analysis Consensus group.

Using an expert consensus-based approach, a rugby union Video Analysis Consensus (RUVAC) group was formed to develop a framework for video analysis research in rugby union. The aim of the framework is to improve the consistency of video analysis work in rugby union and help enhance the overall quality of future research in the sport. To reach consensus, a systematic review and Delphi method study design was used. After a systematic search of the literature, 17 articles were used to develop the final framework that described and defined key actions and events in rugby union (rugby). Thereafter, a group of researchers and practitioners with experience and expertise in rugby video analysis formed the RUVAC group. Each member of the group examined the framework of descriptors and definitions and rated their level of agreement on a 5-point agreement Likert scale (1: strongly disagree; 2: disagree; 3: neither agree or disagree; 4: agree; 5: strongly agree). The mean rating of agreement on the five-point scale (1: strongly disagree; 5: strongly agree) was 4.6 (4.3-4.9), 4.6 (4.4-4.9), 4.7 (4.5-4.9), 4.8 (4.6-5.0) and 4.8 (4.6-5.0) for the tackle, ruck, scrum, line-out and maul, respectively. The RUVAC group recommends using this consensus as the starting framework when conducting rugby video analysis research. Which variables to use (if not all) depends on the objectives of the study. Furthermore, the intention of this consensus is to help integrate video data with other data (eg, injury surveillance).

Screen-printed ambulatory electrode set enables accurate diagnostics of sleep bruxism.

Currently, definite diagnosis of sleep bruxism requires polysomnography. However, it is restrictedly available, and too cumbersome and expensive for the purpose. The aim of this study was to introduce an ambulatory electrode set and evaluate its feasibility for more cost-effective diagnostics of sleep bruxism. Six self-assessed bruxers (one male, five females; aged 21-58 years) and six healthy controls (four males, two females, aged 21-25 years) underwent a standard polysomnographic study and a concurrent study with the ambulatory electrode set. Bruxism events, cortical arousals and sleep stages were scored for the two montages separately in a random order, and obtained sleep parameters were compared. In addition, the significance of video recording and sleep stage scoring for the diagnostic accuracy of ambulatory electrode set was determined. Ambulatory electrode set yielded similar diagnoses as standard polysomnography in all subjects. However, compared with standard polysomnography the median (interquartile range) tonic bruxism event index was significantly higher in the control group [+0.38 (+0.08 to +0.56) events per hour, P = 0.046], and the phasic bruxism event index was significantly lower in the bruxer group [-0.44 (-1.30 to +0.07) events per hour, P = 0.046]. Exclusion of video recording and both video recording and sleep stage scoring from analysis increased overestimation of the tonic bruxism event index in the control group +0.86 (+0.42 to +1.03) and +1.19 (+0.55 to +1.39) events per hour, P = 0.046 and P = 0.028, respectively], resulting in one misdiagnosed control subject. To conclude, ambulatory electrode set is a sensitive method for ambulatory diagnostics of sleep bruxism, and video recording and sleep stage scoring help reaching the highest specificity of sleep bruxism diagnostics.

How social media meet patients’ questions: YouTube™ review for mouth sores in children.

Recurrent aphthous stomatitis (RAS) is one of the most common causes of mouth sores in children so the management of this condition is a matter of great importance. YouTube™ is increasingly being used by patients to obtain health-related information. The aim of this work is to examine the quality of information offered by YouTube™ about mouth sores in children (MSC). Searching the term ‘mouth sores in children’, (MSC) displayed 12.300 results. Of the top 60 videos analyzed, 31 were excluded following exclusion criteria. The major source of upload was from healthcare information channels (HC-41,38%), followed by individual users (HP-25.59%), healthcare professionals (IU-17.24%) and generalist information channels (HC-13.78%); 20.69% of them deal with predisposing factors, and related pathologies, the majority of these propose home remedies (60.72%) rather than topical analgesic drugs (21.43%), antimicrobials (7.14%) and topical steroids (3.57). Most of the videos analyzed were slightly useful (68.97%). Information about mouth sores in children on YouTube™ was poor regardless of the upload source. Analyzing health content on social platforms is a starting point for providing greater quality of health-related information.

Three-camera setup to record simultaneously standardized high-definition video for smile analysis.

INTRODUCTION: Our objective was to develop a photographic setup that would simultaneously capture subjects' smiles from 3 views, both statically and dynamically, and develop a software to crop the produced video clip and slice the frames to study the smile at different stages. METHODS: Facial images were made of 96 subjects, aged 18 to 28 years, in natural head position using a standardized setup of 3 digital single lens reflex cameras, with a reference sticker (10 × 10 mm) on the forehead of each subject. To test the reproducibility of the setup, 1 operator took 3 images of all subjects on the same day and on 3 different days in a subset of 26 subjects. RESULTS: For the same-day observations, correlation coefficients varied between 0.87 and 0.93. For the observations on 3 different days, correlation coefficients were also high. The duplicate measurement error and the mean difference between measurements were small and not significant, pointing to good reliability. CONCLUSIONS: This new technique to capture standardized high-definition video and still images simultaneously from 3 positions is a reliable and practical tool. The technique is easy to learn and implement in the orthodontic office.

YouTube as a source of information on mouth (oral) cancer.

OBJECTIVES: We examined the content of YouTube(™) videos on mouth (oral) cancer and evaluated their usefulness in promoting early detection of oral cancer. MATERIALS AND METHODS: A systematic search of YouTube(™) for videos containing information on mouth cancer was conducted using the keywords 'mouth cancer' and 'oral cancer'. Demographics of videos, including type, source, length, and viewers' interaction, were evaluated, and three researchers independently assessed the videos for usefulness in promoting early detection of oral cancer. RESULTS: A total of 188 YouTube(™) videos (152 patient-oriented educational videos and 36 testimonial videos) were analyzed. The overall usefulness score ranged from 0 to 10 (mean = 3.56 ± 2.44). The most useful videos ranked late on the viewing list, and there was no significant correlation between video usefulness and viewing rate, viewers' interaction, and video length. Videos uploaded by individual users were less useful compared with videos uploaded by professional organizations or by healthcare professionals. CONCLUSION: Healthcare professionals, academic institutions, and professional organizations have a responsibility for improving the content of YouTube(™) about mouth cancer by uploading useful videos, and directing patients to reliable information sources.

Effectiveness of an educational video on concussion knowledge in minor league hockey players: a cluster randomised controlled trial.

BACKGROUND: With the heightened awareness of concussions in all sports, the development and implementation of effective prevention strategies are necessary. Education has been advocated as an effective injury prevention intervention. PURPOSE: To examine the effectiveness of the 'Smart Hockey: More Safety, More Fun' video on knowledge transfer among minor league hockey players. STUDY DESIGN: Cluster-randomised controlled trial. METHODS: A total of 267 participants from two age divisions and competitive levels were assigned to either a video or no-video group. The video was shown (or not shown) to the entire team as a result of random assignment. To evaluate the effectiveness of the educational video, questionnaires specific to concussion knowledge and players' attitudes and behaviours were completed. RESULTS: There was a significant increase in the players' concussion knowledge scores immediately following exposure to the video (F(1,103)=27.00, p<0.001). However, concussion knowledge at 2 months was not significantly different between the video and no-video groups, after controlling for prior knowledge level, age and competitive level (F(1,115)=0.41, p=0.523). Similarly, players' attitudes and behaviour scores at 2 months did not differ between groups (F(1,115)=0.41, p=0.507). CONCLUSIONS: We were able to show that a single viewing of an educational video in hockey could immediately improve knowledge about concussion but that this effect was transient and lost at 2-month follow-up. Future prevention endeavours in hockey and other sports should attempt to incorporate strategies and modalities to enhance knowledge retention.

Standardization of the registration and analysis of mastication: proposal for clinical application.

The purpose of this study was to verify the inter-rater agreement level as a means of obtaining an efficiency measure of a standard mastication evaluation through video recordings. The studied population included oral breathing children and teenagers with maxillary atresia. The chewing aspects studied were mode of chewing and preferential chewing side. A white tag was placed on half the subjects' chins while the recordings were made. Two expert evaluators analyzed 54 video recordings at regular viewing speed. The lead author analyzed the same video recordings both at reduced speed and at reduced speed linked through graphical computing techniques. The analysis was conducted on chewing cycles with the viewing angle of the frontal plane. Findings indicated that when comparing the data for the three manners of watching the video recordings, the agreement level was higher for videos with the tag on the chin watched at reduced speed. It was also determined that alternating and bilateral mastication modes were prevalent (64.7%) in this sample.

The Power of a Team: Using Unfolding Video Cases in Interprofessional Education for Advanced Health Trainees.

Introduction: Few interprofessional (IP) learning opportunities are designed specifically for advanced health learners who are early in their training yet have already had some clinical experience. This group of learners requires activities that are didactic based but extend beyond the introductory IP curricula typically geared towards prelicensure students. This highly interactive curriculum aims to fill that gap in the literature. Methods: An interprofessional case-writing team created two unfolding video cases-a mother-infant dyad seeking care and an elderly non-English-speaking man experiencing disjointed care-for a large IP event with doctors of nursing practice (DNPs), pharmacy practice, and dental science, masters in social work, and physician assistant (PA) trainees, individualized to learner interest. The team also developed a highly detailed faculty guide, including specific talking points, to assist IP teams of faculty facilitators. Learners were evaluated using a Likert-scale postsession survey and open-ended questions. Qualitative data were analyzed for themes related to the objectives. Results: Survey results indicated that learning objectives were met and students were highly satisfied with the overall curriculum. Mean scores for organization, utility, and facilitation effectiveness were all above 4.6 (range: 1-5), with the DNP, pharmacy, and PA students indicating higher levels of satisfaction compared to the other professions. Faculty feedback was very positive, particularly with respect to the faculty guide. Discussion: Challenges were concentrated around implementation of the curriculum rather than the curriculum itself. This curriculum can be used with a variety of learners with minimal adaptation of discussion questions.

Lingual orthodontic treatment: A YouTube™ video analysis.

OBJECTIVES: The aim of this study was to examine the quality of information offered for patients seeking information on lingual orthodontic treatment. MATERIALS AND METHODS: YouTube™ was searched for videos about lingual orthodontic treatment using the key word "lingual braces" from the Google Trends application. One hundred and four videos were selected to be analyzed from the first 120 results. The video content was evaluated using a 10-point score, which was used for classifying low- and high-content video groups. The video information and quality index (VIQI) was applied to determine the quality of the videos. The Mann-Whitney U-test, Chi-square test, and logistic regression analysis were used, and the Pearson correlation coefficient was calculated for statistical evaluations. RESULTS: We classified 32 videos as high-content and 72 as low-content. Most videos were uploaded by laypeople (58.7%, n = 61). Definition of lingual braces and psychological impact were the most commonly discussed topics (51.0%), followed by speech performance (47.1%), pain (44.2%), tongue soreness (37.5%), and biomechanics (14.4%). Compared to the low-content group, the high-content video group had a significantly higher mean number of views (19,867.41 vs 6720.08, P = .002) and more "likes" (135.88 vs 13.01, P < .001), "dislikes" (4.34 vs 0.81, P < .001), and "comments" (26.28 vs 5.31, P = .002). There was no difference in the total VIQI score between the groups ( P = .009). CONCLUSIONS: The content of YouTube™ videos for lingual orthodontics was generally incomplete. Most videos mentioned psychological effects, but few videos discussed the biomechanics or procedure. Orthodontists should be aware of the information available on YouTube™.

An Online Module to Understand Body Fluid Status in Clinical Cases.

Introduction: A thorough understanding of body fluid alterations is essential for the success of both practicing dentists and physicians. However, the time constraints of professional school curricula often limit the time available in physiology courses to address this material. Methods: The primary goal of this resource was to improve student comprehension of body fluid status by using three online videos that explain volume-osmolality diagrams. An additional goal was to improve students' ability to apply their physiological knowledge by showcasing real-life clinical situations in medicine and dentistry. The videos were created using custom-designed PowerPoint animations, video recordings, and Camtasia video-editing software. Results: On assessment of exam performance, students performed similarly in sections of the course that were taught using the online modules versus face-to-face lectures. Student performance was extremely high on the body fluid assessment-questions, with an average of 95%. This high level of student performance was notable, particularly given the complexity of the questions. Discussion: These results indicate that this online volume-osmolality module enabled students to improve their comprehension of body fluid concepts in physiology. Furthermore, the data indicates the feasibility of replacing lectures with online modules, freeing valuable class time for active learning or more advanced physiological concepts.

Photographic Standards for Patients With Facial Palsy and Recommendations by Members of the Sir Charles Bell Society.

IMPORTANCE: There is no widely accepted assessment tool or common language used by clinicians caring for patients with facial palsy, making exchange of information challenging. Standardized photography may represent such a language and is imperative for precise exchange of information and comparison of outcomes in this special patient population. OBJECTIVES: To review the literature to evaluate the use of facial photography in the management of patients with facial palsy and to examine the use of photography in documenting facial nerve function among members of the Sir Charles Bell Society-a group of medical professionals dedicated to care of patients with facial palsy. DESIGN, SETTING, AND PARTICIPANTS: A literature search was performed to review photographic standards in patients with facial palsy. In addition, a cross-sectional survey of members of the Sir Charles Bell Society was conducted to examine use of medical photography in documenting facial nerve function. The literature search and analysis was performed in August and September 2015, and the survey was conducted in August and September 2013. MAIN OUTCOMES AND MEASURES: The literature review searched EMBASE, CINAHL, and MEDLINE databases from inception of each database through September 2015. Additional studies were identified by scanning references from relevant studies. Only English-language articles were eligible for inclusion. Articles that discussed patients with facial palsy and outlined photographic guidelines for this patient population were included in the study. The survey was disseminated to the Sir Charles Bell Society members in electronic form. It consisted of 10 questions related to facial grading scales, patient-reported outcome measures, other psychological assessment tools, and photographic and videographic recordings. RESULTS: In total, 393 articles were identified in the literature search, 7 of which fit the inclusion criteria. Six of the 7 articles discussed or proposed views specific to patients with facial palsy. However, none of the articles specifically focused on photographic standards for the population with facial palsy. Eighty-three of 151 members (55%) of the Sir Charles Bell Society responded to the survey. All survey respondents used photographic documentation, but there was variability in which facial expressions were used. Eighty-two percent (68 of 83) used some form of videography. From these data, we propose a set of minimum photographic standards for patients with facial palsy, including the following 10 static views: at rest or repose, small closed-mouth smile, large smile showing teeth, elevation of eyebrows, closure of eyes gently, closure of eyes tightly, puckering of lips, showing bottom teeth, snarling or wrinkling of the nose, and nasal base view. CONCLUSIONS AND RELEVANCE: There is no consensus on photographic standardization to report outcomes for patients with facial palsy. Minimum photographic standards for facial paralysis publications are proposed. Videography of the dynamic movements of these views should also be recorded. LEVEL OF EVIDENCE: NA.

Clinical evaluation of mastication: validation of video versus electromyography.

BACKGROUNDS AND AIMS: The ability to evaluate masticatory function in people with neurological disabilities is important as this function is often compromised in these groups. However, current standard techniques are often impossible in such groups due to cognitive difficulties. This study is a validation of several variables read from standardised video recordings of mastication as indicators of masticatory function. METHODS: Fifteen healthy, fully dentate male subjects were recorded using EMG and by video simultaneously. An evaluation was undertaken of the video parameters (i) to compare their validity against the electromyographic parameters, (ii) to test intra-rater and inter-rater reliability and (iii) to test the ability to discriminate between four model foods differing in hardness. RESULTS: Masticatory time and the number of masticatory cycles counted on video were found to be valid and reliable indicators. In addition, the number of active chewing cycles performed with an open mouth and identification of the chewing side, were found to have reasonable validity and reliability. The former may allow discrimination between food types. CONCLUSION: As an alternative to the complex evaluation of masticatory function, observation of certain parameters from video recording could be an alternative for use in uncooperative patients.

Interactive distance learning in orthodontic residency programs: problems and potential solutions.

Sharing resources through distance education has been proposed as one way to deal with a lack of full-time faculty members and maintain high-quality content in orthodontic residency programs. To keep distance education for orthodontic residents cost-effective while retaining interaction, a blended approach was developed that combines observation of web-based seminars with live post-seminar discussions. To evaluate this approach, a grant from the American Association of Orthodontists (AAO) opened free access during the 2009-10 academic year to twenty-five recorded seminars in four instructional sequences to all sixty-three orthodontic programs in the United States and Canada. The only requirement was to also participate in the evaluation. Just over half (52 percent) of the U.S. programs chose to participate; the primary reason for participating was because faculty members wanted their residents to have exposure to other faculty members and ideas. The non-participating programs cited technical and logistical problems and their own ability to teach these subjects satisfactorily as reasons. Although participating distant faculty members and residents were generally pleased with the experience, problems in both educational and technical aspects were observed. Educationally, the biggest problem was lack of distant resident preparation and expectation of a lecture rather than a seminar. Technically, the logistics of scheduling distant seminars and uneven quality of the audio and video recordings were the major concerns of both residents and faculty members. Proposed solutions to these educational and technical problems are discussed.