Assessment of the modified O'Connor Tweezer Dexterity and Purdue Pegboard test for use among dental students.

OBJECTIVES: The current study aimed to assess criteria validity and test-retest reliability of the modified O'Connor Tweezer Dexterity (O'Connor) and the Purdue Pegboard test (PPT) for use among dental students. Occupational therapists were asked to assess dentist-related skills due to the high percentage of students who failed the dental school exams that year. The O'Connor and the PPT are suitable for these purposes, they aim to evaluate fine motor skills requirements. The original tests were modified for use under indirect visualization conditions (through a mirror) to mimic the typical dentists' work environment. MATERIALS AND METHODS: A total of 110 dentists were included in the present study (50 dentists for the O'Connor test and 60 for the PPT). Both tests were conducted twice. Initially, the original version of the tests was followed by the modified versions (through a mirror). For the test-retest reliability assessment, 21 participants (10 participants from the O'Connor group and 11 participants from the PPT group) repeated the evaluation within a 1-week interval using the same settings (original followed by modified versions). RESULTS: Both versions of the O'Connor tests were significantly correlated (r = 0.54, p < 0.01), as were the two PPT versions (r = 0.640, p < 0.01). Significantly test-retest reliability was found for both tests. The interclass correlation ranged between 0.883 and 0.997, p < 0.000. CONCLUSION: The results confirmed our hypothesis, demonstrating a criteria validity and test-retest reliability assessment of the modified O'Connor and the modified PPT for assessing dentists.

Sensorimotor and Cognitive Abilities Associated With Touchscreen Tablet App Performance to Support Self-Management of Type 2 Diabetes.

IMPORTANCE: Self-management programs (facilitated by mobile devices) may improve health and prevent secondary complications for older adults with diabetes. However, older adults may have difficulties using mobile devices because of neuropathy or cognitive dysfunction. OBJECTIVE: To identify sensorimotor and cognitive abilities associated with touchscreen tablet app performance to support self-management of diabetes in older adults. DESIGN: Cross-sectional study. SETTING: Outpatient Center for Successful Aging With Diabetes. PARTICIPANTS: Forty-five older adults with Type 2 diabetes. OUTCOMES AND MEASURES: Dexterity (Purdue Pegboard Test), touch sensation (Semmes-Weinstein monofilaments), pinch strength (pinch gauge), cognition (Montreal Cognitive Assessment), and executive functioning (Trail Making Test) were assessed. Two apps were then used: Dexteria and SuCare. Demographic data, prior mobile device use, and diabetes severity (hemoglobin A1C [HbA1C]) were collected. RESULTS: Age and HbA1C accounted for 29.8% and 9.7%, respectively, of the total variance of Dexteria performance time (dominant hand). Dexterity (dominant hand) accounted for an additional 5.4% of the total variance of 45.1%, F(4, 40) = 10.021, p < .001. Prior mobile device use, age, and diabetes severity accounted for 6.4%, 11.8%, and 26.4%, respectively, of the total variance of SuCare performance time. Executive functioning and dominant-hand dexterity accounted for an additional 9.5% and 9.4%, respectively, of the total variance of 61.0%, F(5, 39) = 14.75, p < .001. CONCLUSIONS AND RELEVANCE: Beyond age and diabetes severity, executive functioning and dominant-hand dexterity contributed to app performance, highlighting the importance of diabetes self-management. These findings may help determine suitable candidates for tablet use for self-management. WHAT THIS ARTICLE ADDS: App performance is explained by the executive functioning and dexterity of older adults with Type 2 diabetes. These factors, in addition to age and diabetes severity, should be taken into consideration by occupational therapy practitioners in future mobile self-management programs.

Home exercise in the dart-throwing motion plane after distal radius fractures: A pilot randomized controlled trial.

INTRODUCTION: During daily functions, our wrist moves through an oblique plane, named the dart-throwing motion (DTM) plane. This plane is considered a more stable plane because the proximal carpal row remains relatively immobile. However, rehabilitation programs that incorporate exercising in the DTM plane have yet to be explored. PURPOSE OF THE STUDY: The purpose of this study was to evaluate the rehabilitation outcomes after treatment in the DTM plane compared with outcomes after treatment in the sagittal plane after distal radius fracture. STUDY DESIGN: This is a pilot randomized controlled trial. METHODS: Subjects after open reduction internal fixation were assigned into a research group (N = 12; ages 48.7 ± 7.3) and a control group (N = 12; ages 50.8 ± 15). The control group activated the wrist in the sagittal plane, whereas the research group activated the wrist in the DTM plane. Range of motion, pain levels, functional hand motor skills tests, and satisfaction from self-training exercise were measured before and after a 12-session intervention. RESULTS: The outcome measures were similar between the treatment groups. The research group reported significantly higher satisfaction rates than the control group on topics such as general satisfaction (research group: 3.4 ± 0.7, control group: 2. 5 ± 1.2, P = .030), motivation to exert oneself (research group: 2.8 ± 1.0, control group: 2.3 ± 1.2, P = .009), progressed function (research group: 3.4 ± 0.7, control group: 2.4 ± 1.1, P = .012), and self-training contribution to the daily function (research group: 3.4 ± 0.7, control group: 2.5 ± 1.2, P = .030). DISCUSSION AND CONCLUSION: Pilot results do not favor one treatment method over the other. However, exercising in the DTM plane may contribute to the satisfaction of the client and increase self-training motivation.

Does Augmented Visual Feedback from Novel, Multicolored, Three-Dimensional-Printed Teeth Affect Dental Students' Acquisition of Manual Skills?

Although three-dimensional (3D) printing technology is increasingly used in dental education, its application regarding the provision of online visual augmented feedback has not been tested. Thus, this study aimed to: (1) develop two generations of multicolored 3D-printed teeth that provide visual augmented feedback for students conducting the cavity preparation process, (2) assess students' clinical performance after training on the 3D models, and (3) acquire student feedback. For the first-generation model, augmented feedback was obtained from five 3D-printed teeth models for five cavity preparation procedures. Each model comprised three layers printed in green, yellow, and red indicating whether preparation was acceptable, limited, or unacceptable, respectively. The study used a crossover design in which the experimental group trained on five multicolored models and 10 standard plastic teeth, and the control group trained on 15 standard plastic teeth. Students gave positive feedback of the methodology but complained about the printed material's hardness. Therefore, a second-generation model was developed: the model's occlusal plane was replaced with a harder printed acrylic material, and the experiment was repeated. During training, instructors provided external terminal feedback only for performance on standard plastic teeth. Manual grades for cavity preparations on standard plastic teeth were compared. No significant differences were found between the control and experimental groups in both generations' models. However, less instructor time was needed, and similar clinical results were obtained after training with both generations. Thus, multicolored 3D-printed teeth models promote self-learning during the process of acquiring manual skills and reduce student dependency on instructors.

An interventional study for improving the manual dexterity of dentistry students.

OBJECTIVES: Traditionally, the acquisition of manual skills in most dental schools worldwide is based on exercises on plastic teeth placed in a "phantom head simulator". No manual trainings are done at home. Studies revealed that preliminary training of one motoric task leads to significant improvement in performance of the required motoric task that has similar components. Performing tasks indirectly via a dental mirror are complicated for the young dental students. We hypothesized that instructed training of basic skills required in dentistry at home on a tool simulating the phantom laboratory will improve the capabilities of the students and will be reflected by their clinical grades. METHODS: We developed a portable tool PhantHome which is composed of jaws, gingival tissue, rubber cover and a compatible stand. Specific teeth produced by a 3D printer with drills in different directions were placed in both jaws. Students were requested to insert pins by using tweezers and dental mirror according to instructions initiating with easy tasks and continue to ones that are more complicated. 106 first clinical year dental students participated in the study; 65 trained only in the traditional phantom lab (control). 41 trained at home by the PhantHome tool two weeks before and 2 months during the initial stage of phantom lab. The students grades routinely provided in the phantom laboratory at different stages were compared. RESULTS: Students who trained with the portable tool performed better than the control group in the first direct and second indirect preparations (p<0.05). These exams were taken when the PhantHome was available to the students. Then, the tool was returned and the phantom course continued regularly. We believe that this is why no differences between the grades of the groups were observed further on. CONCLUSIONS: Training by the PhantHome improves motor skills and consequently the clinical performances.

Predicting the clinical performance of dental students with a manual dexterity test.

Dentists must be skilled when using dental mirrors. Working with mirrors requires spatial perception, bimanual coordination, perceptual learning and fine motor skills. Many studies have attempted to determine the predictors of manual skills among pre-clinical students, but consensus has yet to be reached. We hypothesized that valid and reliable occupational therapy test performance regarding indirect vision would differ between dental students and junior dentists and would explain the variance in manual skill performance in pre-clinical courses. To test this hypothesis, we applied the Purdue Pegboard test and O'Connor Tweezer Dexterity test under different conditions of direct and indirect vision. We administered these tests to students in phantom-head academic courses in 2015 and 2016 and to junior dentists. Students performed the tests at three time points: before phantom training (T0), at the end of the training (T1) and in the middle of the following year of study (T2). Dentists performed the same tests twice at 1st and 2nd trials one week apart. The results showed that indirect tasks were significantly more difficult to perform for both groups. These dexterity tests were sensitive enough to detect students' improvement after phantom training. The dentists' performances were significantly better than those of students at T0, specifically with regard to the use of tweezers under direct and indirect vision (the O'Connor test). A regression analysis showed that students' manual grades obtained at the beginning of the phantom course, their performance on the Purdue test using both hands, and their performance on the O'Connor test under indirect vision predicted phantom course success in 80% of cases. The O'Connor test under indirect vision is the most informative means of monitoring and predicting the manual skills required in the pre-clinical year of dentistry studies.

The advantages and disadvantages of using high technology in hand rehabilitation.

A brief review of the history of occupational therapy shows that the relationship between health and activity was of great concern to the founders of the Occupational Therapy (OT) field, and continues to be of concern to today's occupational therapists. Today, computers and Virtual Reality (VR) take the place of clay and the weaving loom. The goal of this article is to describe both known and innovative computerized equipment being used in interventions for hand rehabilitation and evaluations, as well as answer the question: 'what are the advantages and disadvantages of using technology in hand rehabilitation?' Our conclusion, based on clinical experience and supported by the literature, appears to emphasize that advanced technology can enrich treatment and help patients who are unable to visit the clinic regularly, to get appropriate treatment. However, advanced technology has not been found to be superior to traditional treatment and cannot replace the occupational therapist.