A systematic review in prosthetics and orthotics education research

Background: The implementation of digital technology (DT) in orthotics and prosthetics (O&P) has been slow despite recent research suggesting that the use of DT will continue to grow and become more prevalent within the industry. There is a need to further investigate DT in O&P practice and the current state of its use in the field.Objective: This study aimed to explore the views and experiences of practitioners using DT workflows in their O&P practice. Methods: In this qualitative descriptive study, 10 in-depth, semistructured interviews with O&P practitioners were conducted. A content analysis was performed to analyze the transcripts and identify key themes from the data.Results: The study examined the experiences of practitioners using or trying to use DT in their practices, and three key themes were identified on the implementation of digital practice: 1) technological advancement and scientific evidence; 2) marketplace, economic, and operational factors; and 3) industry mindset shift in embracing DT practice. Conclusion: A collaborative effort involving academia, healthcare institutions, vendors, and individual practitioners will be required to facilitate the widespread adoption of DT in O&P. More work is required to overcome challenges from the technical, logistical, and cultural aspects.

Section: Discussionmentioning

confidence: 99%

Section: Theme 3: Industry Mindset Shift In Embracing Dt Practicementioning

confidence: 96%

Understanding the adoption of digital workflows in orthotic & prosthetic practice from practitioner perspectives: a qualitative descriptive study

Ngan

Sivasambu

Kelland

et al. 2022

“…The identified topics of research included (1) teaching/learning methods such as web-based and e-learning approaches, study abroad experiences, critical thinking development, and education strategies; (2) aspects of curriculum like interprofessional education and general curriculum development; (3) program-level topics such as competency standards, theoretical concepts, and graduate competency; and (4) country/region-level topics such as a description of current clinical practice and education and country-level outcomes. 32 The authors of that review reported a need for high-quality evidence to improve P&O education and to promote global advancement of the P&O profession. P&O educators at academic institutions and clinical/technical sites of the future will have more opportunities to take part in research at any stage.…”

Section: Participate In the Development Of Research Questions Implemmentioning

confidence: 99%

Education in prosthetic and orthotic training

Spaulding

Kheng²,

Kapp

et al. 2020

There is a long history of prosthetic and orthotic services helping to mitigate the impact of physical impairment by restoring function, and enabling and equipping the user. The training of health professionals who design, fit, and maintain prosthetic and orthotic devices has evolved over the centuries, reflecting an increase in knowledge, technology, understanding, and social attitudes in each era. Improvements in pedagogical thinking and biomechanical understanding, as well as the advent of new integrated technologies, have driven the profession over the past 50 years to modernize, evolve training and service delivery models in line with new attitudes toward clients, and search for new ways to improve users’ quality of life. In this narrative review, the authors examined the evolution of prosthetic and orthotic education, the impact of changing educational techniques and technologies, and the impact of the International Society for Prosthetics and Orthotics in that process. Through conversations with experts and review of peer-reviewed literature, accreditation documents, and the International Society for Prosthetics and Orthotics records and databases, the authors identified three areas of change in prosthetics and orthotics education over the past 50 years: (1) prosthetic/orthotic curriculum content, (2) pedagogy and course delivery, and (3) internships/residencies. This narrative review is a snapshot of a growing profession and we can only speculate where the next 50 years will lead us as we strive to serve patients, ever placing their needs and aspirations at the center of this professional service.

“…The International Society for Prosthetics and Orthotics (ISPO) has established educational standards for P&O occupations and global recognition for P&O programs. 1 In Thailand, formal education in professional education in P&O occupations began about 2 decades ago. In 2019, this program was accredited by the ISPO for creation of prosthetists and orthotists.…”

Section: Introductionmentioning

confidence: 99%

Development of a proposed organizational framework for undergraduate research training in prosthetics and orthotics education

Siriwatsopon,

Samala,

Guerra

et al. 2024

Background: An undergraduate research project gives prosthetic and orthotic (P&O) students the chance to acquire both foundational research knowledge and in-depth knowledge in a specific area of interest in P&O research. Undergraduates frequently enter the field of research with less experience or understanding of research instruments, presenting them with significant obstacles when conducting research. Objective: This study's objective was to establish a framework for undergraduate research training in prosthetics and orthotics education. Methods: Using narrative qualitative methodology, 4 successive phases of research were conducted. Phase I: A document analysis was conducted to determine the presence of research training in Thailand's undergraduate P&O curriculum taught in 2021; phase II: document analysis of student P&O program feedback reports using manifest content analysis; phase III: strengths, weaknesses, opportunities, and threats analysis of lecturer P&O program feedback reports; and phase IV: data sets from phases I, II, and III were applied to the formulation of a unifying framework. Using grounded theory's three-stage thematic analysis—open, axial, and selective coding—data were analyzed. Conclusions: The novel organizational research framework is presented as the result and conclusion of the study. The framework for enhancing this important foundational research program at the undergraduate level was derived through discussion with colleagues and based on the results and discussion from this investigation. Although the framework for undergraduate research training was designed for use by the undergraduate prosthetics and orthotics program in Thailand, it is believed to be applicable and relevant to P&O education worldwide.