The role of 3D digital applications in manual therapy education – A scoping review

Sampath, Kesava Kovanur; Arumugam, Asokan; Jull, Gwendolen

doi:10.1016/j.ijosm.2022.10.007

Cited by 4 publications

(11 citation statements)

References 33 publications

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“…Our review ndings indicate that health learners were satis ed using VR with haptic feedback and were likely to use the technology again due to the 'realism' that this offers. This is in agreement with previous ndings 11,17,44 . The opportunity for repeated practice were facilitators for the use of VR by leaners.…”

Section: Agreements and Disagreements With Other Studies Or Reviewssupporting

confidence: 94%

“…Hence, having a tool such as VR with haptic feedback may provide students with extra learning and practice opportunities that is required for developing their clinical expertise. Our ndings are in agreement with previous ndings 11,14 .…”

Section: Agreements and Disagreements With Other Studies Or Reviewssupporting

confidence: 94%

“…Nevertheless, the COVID-19 pandemic impeded application of these methods because of inaccessibility of patients to student trainees. Therefore, digital applications (including but not limited to VR) have been recommended to assist in teaching and training students throughout that period 11 .…”

Section: Introductionmentioning

confidence: 99%

“…joint motion assessment). Even so, the available applications can be easily adapted to train skills of tissue palpation 11,13 . Therefore, the use of 3D digital applications, particularly VR with haptic feedback, in enhancing the clinical skills such as physical examination warrants further investigation.…”

Section: Introductionmentioning

confidence: 99%

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The role of VR with haptic feedback in enhancing physical examination skills of health care students: a systematic review

Sampath,

Corcoran,

McLeod

et al. 2024

Preprint

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Background Physical examination involves clinical skills where therapists or trainees use their hands to assess tissues or joints for the presence or absences of abnormalities. The traditional “See one, do one, teach one” approach to teach these techniques has been shown to be inadequate. Therefore, digital applications such as virtual reality (VR) have been recommended to assist in teaching physical examination skills of health care students. The aims of this systematic review are to 1) Summarise the level of evidence for the current usage of VR with haptic feedback in health education for improving physical assessment skills among students; and (2) To synthesise the literature on facilitators and barriers for implementing VR with haptic feedback as a health education tool in improving physical assessment skills of students. Methods The following electronic databases were searched: PubMed, AMED, EMBASE, CINAHL, Cochrane Library, Physiotherapy Evidence Database (PEDro), and SCOPUS. Two independent reviewers reviewed the articles retrieved from the databases to assess for eligibility. Studies of any methodology (quantitative, qualitative and mixed methods) that investigated the use of VR were included in the review. Primary outcomes included any quantifiable outcome and/or qualitative outcome/feedback. Narrative synthesis was used to synthesise data from the included studies. Results A total of 9 studies were included in the final review. Overall, our review found ‘very low’ evidence that VR with haptic feedback may improve palpation of stiffness, palpation speed and palpation accuracy. A ‘conditional recommendation of the intervention’ depending on the context, access and resources required to set-up the required technology. Discussion Our review indicates that VR with haptic feedback may enhance palpatory skills of health care students. However, the applicability of evidence may be confined to palpatory skills of health students rather than physical examination skills of health students. Hence, more research is required to identify whether VR with haptic feedback does improve physical examination skill of students.

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Section: Agreements and Disagreements With Other Studies Or Reviewssupporting

confidence: 94%

Section: Agreements and Disagreements With Other Studies Or Reviewssupporting

confidence: 94%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

The role of VR with haptic feedback in enhancing physical examination skills of health care students: a systematic review

Sampath,

Corcoran,

McLeod

et al. 2024

Preprint

Self Cite

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“…Hence, such technologies may help MT learners to grasp the complex and intricate skills of MT. A recent scoping review [ 28 ] pointed out that although there are no 3D technology applications that specifically serve the needs of MT education, but applications are available that can be readily used or potentially adapted to train MT skills. For example, Howell et al developed a virtual haptic back (VHB) [ 29 ] emulating the contours and the tissue textures of the human back to osteopathic medical students.…”

Section: Introductionmentioning

confidence: 99%

Perception and knowledge of learners about the use of 3D technologies in manual therapy education – a qualitative study

et al. 2023

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Objectives Manual therapy is a specific hands-on approach used and taught by various professions such as physiotherapy and osteopathy. The current paradigm of teaching manual therapy incorporates the traditional ‘See one, do one, teach one’ approach. However, this ‘teacher centred’ approach may not enable learners to develop the complex clinical skills of manual therapy. In this context, 3D technologies such as virtual reality may facilitate the teaching and learning of manual therapy. Hence the aim of the current study was to investigate the perception, knowledge and attitude of manual therapy learners about the use of 3D technologies in manual therapy education. Methods An exploratory qualitative research design using semi-structured interviews was used in this study. A total of ten manual therapy (5 physiotherapy and 5 osteopathic) students (mean age = 32; 80% female) enrolled in an appropriate physiotherapy or osteopathic degree provided by a New Zealand recognized institution (e.g., university or polytechnic) participated in this study. Data saturation was achieved after 10 interviews (average duration: 35 min) that provided thick data. A thematic analysis was used for data analysis. Results Six factors were identified which appeared to influence participants’ perception of role of technology in manual therapy education. These were (1) the sufficiency of current teaching method; (2) evolution as a learner (a novice to an expert); (3) need for objectivity; (4) tutor feedback; (5) knowledge and (6) barriers and enablers. These six factors influenced the participants’ perception about the role of 3D technologies in manual therapy education with participants evidently taking two distinct/polarized positions (‘no role’ (techstatic) versus a ‘complete role’ (techsavvy)). Conclusion Although 3D technology may not replace face-to-face teaching, it may be used to complement the traditional approach of learning/teaching to facilitate the learning of complex skills according to the perceptions of manual therapy learners in our study. The advantage of such an approach is an area of future research.

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Letter to the editor, regarding: The role of 3D digital applications in manual therapy education – A scoping review

2023

International Journal of Osteopathic Medicine

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The role of 3D digital applications in manual therapy education – A scoping review

Cited by 4 publications

References 33 publications

The role of VR with haptic feedback in enhancing physical examination skills of health care students: a systematic review

The role of VR with haptic feedback in enhancing physical examination skills of health care students: a systematic review

Perception and knowledge of learners about the use of 3D technologies in manual therapy education – a qualitative study

Letter to the editor, regarding: The role of 3D digital applications in manual therapy education – A scoping review

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