任务驱动式费曼学习法在耳鼻咽喉科教学中的探索与应用

目的 分析费曼学习法教学模式在耳鼻咽喉科学理论教学中的应用实践,为耳鼻咽喉头颈外科学本科教学改革提供参考。方法 选择某院2016级临床医学八年制学生52人为研究对象,采用随机数字法分为实验组与对照组,每组26名学生,全体学生首先接受教师的传统理论教学授课,随后实验组学生根据费曼学习法对对照组学生进行模拟教学。理论教学结束后均有一次课堂测验,其中实验组学生模拟教学前后的测验分数分别记为A1、A2组,对照组分数记为B组。通过A1、A2和B组分数和问卷调查评估研究结果。结果 A2组测验成绩(80.92±2.76)分高于A1组(76.23±3.29)分、B组(76.38±3.38)分,差异均具有统计学意义(P均＜0.05),A1组与B组分数比较,差异无统计学意义(P＞0.05)。实验组教学整体满意度优于对照组,问卷调查条目2、3、4、6、7差异均具有统计学意义(P均＜0.05)。结论 费曼学习法应用于耳鼻咽喉科学理论教学中可提高教学质量与效果,教学模式得到学生的认可。     

日间手术模式下内镜辅助低温等离子腺样体消融术的临床探讨

目的 探讨日间手术模式下内镜辅助低温等离子腺样体消融术的可行性和安全性。方法 回顾分析2018年1—12月佛山市第一人民医院耳鼻咽喉头颈外科收治的108例腺样体肥大患者的临床资料，根据住院流程分为日间组65例和住院组43例。日间组于门诊完成各项检查，24 h内完成入院、手术、出院。比较两组患者手术情况（手术时间、出血量）、围手术期并发症（术后疼痛、发热、出血）和住院相关指标（术前等待时间、住院时间、住院总费用、西药费）。结果 日间组65例患者均顺利完成手术，日间组和住院组的手术时间分别为（6.9±2.3） min和（7.5±2.8） min，出血量分别为（5.2±3.6） mL和（5.5±2.4） mL，组间比较差异无统计学意义（P>0.05）。日间组3例出现术后发热、无术后出血、平均疼痛指数评分为（1.6±0.5）分；住院组6例出现术后发热、无术后出血、平均疼痛指数评分为（2.1±1.1）分，组间比较差异无统计学意义（P>0.05）。日间组和住院组临床疗效分别是96.9%（63/65）和95.3%（41/43），两组差异无统计学意义（P=0.935）。日间组术前等待时间和住院时间分别为（1.2±0.6） h和（10.5±2.8） h，较住院组术前等待时间（21.5±5.8） h和住院时间（76.2±12.5） h均明显缩短（P<0.001）。日间组住院总费用和西药费分别是（9 629.1±206.8）元和（650.4±54.3）元，亦较住院组住院总费用（11 672.7±1 016.2）元和西药费（779.5±103.9）元明显减少，差异具有统计学意义（P<0.05）。结论 日间手术模式下开展内镜辅助低温等离子腺样体消融术是安全、有效的，与住院手术相比可大大缩短术前等待时间和住院时间，降低住院费用，有助于减少医疗资源的消耗，加快病房运行效率。     

个性化设计3D打印鼻前庭支撑器用于鼻前庭区狭窄治疗的临床研究

目的 分析个性化设计3D打印鼻前庭器支撑扩张与常规支撑扩张对鼻前庭区狭窄治疗后鼻腔通气功能和前鼻孔形态上恢复疗效的评价。方法 73例单侧外伤性鼻前庭区狭窄的患者,随机分为两组,35例对照组采用常规支撑扩张,38例试验组采用3D打印鼻前庭器支撑扩张,分别从主观评价指标、客观的局部形态结构参数和数值模拟鼻腔气流动力学参数等方面来评价两组患者术前和支撑扩张治疗后鼻腔局部形态和功能恢复情况。结果 两组患者支撑治疗后鼻塞主观感觉和鼻孔对称性满意度视觉模拟评分(VAS)均较术前有明显改善(P<0.05),在鼻孔对称性满意度方面试验组评分高于对照组(P＜0.05);支撑扩张治疗后两组的鼻瓣区截面积[对照组(0.86±0.29)cm²和试验组(0.71±0.26)cm²]均较手术前明显增加(P<0.05), 其中对照组鼻瓣区截面积均值大于试验组(P<0.05),但鼻孔形态学参数显示支撑扩张治疗后试验组Δ_长轴比值和Δ_短轴比值的值均小于对照组(P<0.05),在恢复鼻孔形态上个性化设计3D打印的鼻前庭支撑器支撑扩张治疗更优;支撑扩张治疗后两组的狭窄侧鼻腔阻力均分别低于术前(P<0.05),并且试验组[(0.022±0.008)Pa.s.mL^-1]比对照组[(0.028±0.012)Pa.s.mL^-1]有更小的狭窄侧鼻腔阻力值(P<0.05),但两组的总鼻腔阻力值差别不明显(P=0.64);鼻腔气流温度与湿度调节功能参数结果显示,支撑扩张治疗后对照组(94.55±2.54)%和试验组(95.26±3.21)%患者的鼻腔气流的加温效率较手术前[对照组(95.45±2.93)%和试验组(96.14±2.63)%]均有明显减小(P<0.05),但两组之间患者总鼻腔加温效率和加湿效率无明显差异(P均＞0.05)。结论 个性化设计3D打印鼻前庭支撑器用于前鼻孔狭窄患者的术后支撑扩张治疗使前鼻孔外形、鼻腔正常的通气功能和鼻腔气流的温湿度调节作用均有较好的恢复,能够体现个性化治疗的优势并让患者获得更为满意的疗效,可作为临床上鼻前庭局部支撑扩张治疗的补充,其临床应用前景较好。     

手术预案汇报制度在耳鼻咽喉头颈外科住院医师规范化培训中的应用

目的 探讨手术预案汇报制度在耳鼻咽喉头颈外科住院医师规范化培训中的应用效果。方法 以2016—2020年在首都医科大学宣武医院耳鼻咽喉头颈外科进行住院医师规范化培训的15名住院医师为研究对象,分为实验组(8名)和对照组(7名)。对照组按照住院医师规范化培训大纲进行培训,实验组要求住院医师在完成培训大纲的基础上,制作并汇报手术预案,通过比较两组的出科考核成绩和年度考核成绩,分析手术预案汇报在教学中的效果。结果 实验组住院医师出科考核成绩为(92.44±2.41)分,而对照组为(88.79±2.67)分,差异具有统计学意义(t=-2.78,dF=13,P<0.05)。实验组住院医师年度考核成绩为(85.87±3.64)分,对照组为(80.29±2.98)分,差异具有统计学意义(t=-3.22,dF=13,P<0.05)。实验组8名住院医师共汇报预案397例,平均(49.62±17.20)例。结论 在耳鼻咽喉头颈外科住院医师规范化培训中,住院医师通过制作和汇报手术预案,巩固了基础理论知识、提高了临床思维能力,指导教师对预案中暴露出的问题进行针对性指导,提高了教学效果。     

先天性耳廓畸形耳模矫正的疗效分析

目的 分析先天性耳廓畸形耳模矫正治疗的临床疗效。方法 回顾2019年1月—2021年12月在湖南省妇幼保健院耳鼻咽喉科门诊进行耳模矫正的201例（318耳）先天性耳廓畸形患儿，按患儿开始治疗的日龄将其分为3组：109例（181耳）<14 d的患儿为1组，75例（117耳）14～42 d的患儿为2组，17例（20耳）43～89 d的患儿为3组；分析3组患儿的治疗效果、治疗时长、并发症发生率等。结果 201例（318耳）先天性耳廓畸形患儿治疗的显效及治愈率为93.4%，佩戴时长平均（32.4±10.8） d，并发症发生率45.9%。3组的治疗显效及治愈率分别为96.7％、90.6％、80.0％，组间差异具有统计学意义（χ²=10.479，P=0.005）；3组的矫正时长分别为（30.2±10.4）、（35.2±10.8）、（35.5±9.7） d，组间差异具有统计学意义（F=8.940，P=0.000）；3组的并发症发生率分别为37.0％、59.8％和45.0％，差异具有统计学意义（χ²=14.900，P=0.001）。结论 先天性耳廓畸形患儿通过耳模矫正可获得良好的治疗效果，14 d内开始治疗有助于提高治疗效率，缩短治疗时长，降低并发症发生率。     

梅尔频率倒谱系数在声带息肉手术前后嗓音分析中的价值研究

目的 本研究拟通过提取患者嗓音中的梅尔频率倒谱系数(MFCC)指标,探讨其在声带息肉手术前后嗓音分析中的临床价值。方法 回顾性分析于2018年1月—2019年8月行声带息肉手术且术前及术后1个月均行嗓音评估的患者41例,男31例,女10例;平均年龄(42.9±11.4)岁。另选取无声嘶且无声带病变的正常受试者21例作为基线对照。使用基于Python编程语言的librosa语音处理包进行MFCC特征提取,分别提取每位患者的MFCC均值,MFCC方差与MFCC标准差,使用配对样本t检验比较声带息肉手术前后上述各MFCC特征的差异。结果 声带息肉患者术后MFCC均值1.25±1.01、MFCC方差561.34±154.98及MFCC标准差21.74±4.03比术前MFCC均值6.81±2.05、MFCC方差1 019.66±295.87及MFCC标准差34.37±6.63显著下降,差异具有统计学意义(t=18.596,P=0.000;t=10.338,P=0.000;t=11.852,P=0.000)。声带息肉组患者术后1个月其MFCC均值、MFCC方差及MFCC标准差与正常受试者相比差异均无统计学意义,表明绝大部分声带息肉患者术后嗓音得到良好的恢复。结论 本研究首次探索了MFCC在声带息肉手术前后嗓音分析中的价值, MFCC各特征可作为评估声带息肉术后嗓音恢复的指标。     

耳内镜与显微镜下Ⅰ型鼓室成形术的临床疗效分析

目的 探讨耳内镜与显微镜下Ⅰ型鼓室成形术治疗鼓膜穿孔患者的临床疗效。方法 收集2017年1月-2020年10月因慢性化脓性中耳炎行Ⅰ型鼓室成形术122例（122耳）,其中耳内镜下Ⅰ型鼓室成形术（ETT）62例;显微镜下Ⅰ型鼓室成形术（MTT）60例。所有患者术后均随访6个月以上,比较两组患者术中出血量、鼓索神经损伤率、手术时间、术后出院时间、住院费用,鼓膜愈合情况,对手术前与术后6个月的平均气导听阈（PTA）,气骨导差（ABG）进行分析,采用视觉模拟评分（VAS）评估患者术后24h疼痛反应。结果 ETT组具有术中出血量少、手术时间短、术后疼痛反应轻、出院时间缩短、住院总费用少等优越性,两组差异具有统计学意义（P<0.05）。ETT和MTT组中鼓膜愈合率分别为93.5%和90.0%,鼓索神经损伤率分别为6.5%和8.3%;ETT组术前PTA为（43.2±11.3）dB、AGB为（19.8±8.6）dB,MTT组术前PTA为（45.6±12.1）dB,AGB为（21.3±9.4）dB。术后6个月复查PTA两组均下降,ETT组为（33.7±8.3）dB,MTT组为（35.3±9.1）dB;复查ABG两组均下降,ETT组为（9.4±6.1）dB,MTT组为（10.7±6.4）dB。两组术式差异无统计学意义（P>0.05）。结论 与MTT相比,ETT能明显减轻术后疼痛、缩短手术时间、住院时间,减少总住院费。在术后穿孔修补、听力改善以及并发症等方面与传统手术MTT疗效相当,值得在中耳手术中推广使用。     

度普利尤单抗治疗慢性鼻窦炎伴鼻息肉的疗效分析

目的 分析临床中IL-4Rα单克隆抗体(度普利尤单抗)治疗慢性鼻窦炎伴鼻息肉(CRSwNP)的疗效。方法 回顾性分析2020年8月—2021年4月使用度普利尤单抗治疗4例CRSwNP患者前后的临床疗效、实验室数据、主观及客观评分以及不良事件等情况,初步评价度普利尤单抗治疗CRSwNP的效果。结果 对4例CRSwNP患者随访4个月。在接受度普利尤单抗治疗前,4例患者慢性鼻-鼻窦炎急性加重次数平均为(3.25±1.50)次/年,在随访期间4例患者均未出现慢性鼻-鼻窦炎急性加重,其中3例患者的鼻窦炎症状得到完全控制。度普利尤单抗治疗前4例患者平均鼻腔鼻窦结局测试-22 (SNOT-22)、宾夕法尼亚大学的嗅觉测试(UPSIT)及副鼻窦CT扫描Lund-Mackay评分分别为52.00±9.42、7.25±1.26、14.50±5.45;治疗4个月后上述评分分别为8.25±5.74、29.25±6.34,7.00±6.38,治疗前后对比差异均具有统计学意义(P<0.05)。使用单抗治疗后4例患者平均口服糖皮质激素(OCS)量为(5.00±7.07)mg/d,对比治疗前(18.75±4.79) mg/d,差异具有统计学意义(P<0.05)。结论 通过特异性抑制白介素-4(IL-4)和白介素-13(IL-13)通路,度普利尤单抗可以显著改善CRSwNP患者鼻窦炎症状以及嗅觉水平,减少患者慢性鼻-鼻窦炎急性加重次数、鼻窦炎病变范围和全身糖皮质激素用量。     

180°翻滚法与Barbecue法治疗水平半规管良性阵发性位置性眩晕疗效比较

目的 探讨应用180°翻滚法和Barbecue法治疗水平半规管良性阵发性位置性眩晕(HSC-BPPV)的疗效有无差别。方法 将确诊的268例HSC-BPPV患者随机分为两组,分别应用Barbecue法(130例)和180°翻滚法(138例)比较两组疗效。结果 两组第1、2、3次治愈率分别比较,差异无统计学意义(P＞0.05);两组组内治疗前后分别进行眩晕残障评定量表(DHI)评分比较,差异具有统计学意义(P＜0.05);两组组间治疗后进行DHI评分比较,差异无统计学意义(P＞0.05);两组治愈后旋转试验眼震慢相速度不对称比判断半规管轻瘫(canal paresis,CP)值正常例数比较,差异无统计学意义(P＞0.05)。结论 对于HSC-BPPV患者,180°翻滚法与Barbecue法治愈率、治愈后DHI评分、治愈后旋转试验CP值正常例数比较均相当;180°翻滚法在临床中操作更为简单,更节约时间,值得推广。     

老年性聋患者认知功能障碍初探

目的 分析老年性聋患者认知功能障碍情况,初步探讨老年性聋患者认知功能障碍的干预措施。方法 以2018年10月-2020年4月于空军特色医学中心行听力测试及言语识别能力调查的55例60岁及以上老年性聋患者为研究对象,其中男27例,女28例;年龄60~95岁。所有研究对象完成纯音听阈测试（PTA）、简易智能精神状态量表（MMSE）评估及普通话快速噪声下言语测试（M-Quick SIN）,分析不同年龄、不同听力损失程度和信噪比损失（SNR loss）程度下老年性聋患者的MMSE得分情况。结果 ①60~69岁组MMSE得分（27.89±1.82）分,高于70~79岁组（26.35±2.03）分和≥ 80岁组（25.19±2.07）分的得分,差异具有统计学意义（P<0.05）;70~79岁组和≥ 80岁组间MMSE量表得分的差异不具有统计学意义（P>0.05）;②不同听力损失组间MMSE量表得分的差异不具有统计学意义（P>0.05）;③轻度SNR loss组的MMSE量表得分（27.13±1.80）分高于重度SNR loss组（24.20±1.64）分（P<0.05）;轻度SNR loss组和中度SNR loss组、中度SNR loss组和重度SNR loss组间MMSE量表得分的差异不具有统计学意义（P>0.05）。结论 老年性聋患者认知功能障碍以SNR loss为主要特征,在听力损失早期进行干预是最佳时机。     

Teaching and assessment in otolaryngology and neurology: does the timing of clinical courses matter?

Little is known about the effectiveness of clinical courses as a learning environment. To accurately assess performance in these courses, equal conditions for all candidates are required. We investigated the influence of the proximity of the course to the students test taking, the students’ learning styles, and their self-motivation for learning in relation to performance success. One hundred and eleven students were randomized into eight groups, each attending a 2 week course in otolaryngology with a high proportion of patient-related teaching, and a 2 week long course in neurology with a low level of patient-related teaching. All students took multiple-choice end-of-term exams to assess their knowledge in both subjects. There was a different time interval between the course participation and the test taking for each of the groups. Performance success was correlated with the different groups, as well as with the type of learning style (LIST questionnaire) and with motivation for learning (study interest questionnaire). Explorative rank variance analysis showed a significant correlation between students’ performance on the written exam and the time interval between completion of the neurology course and test-taking, with the shortest interval corresponding to highest scores (P = 0.002). There was no such effect on the success rate in otolaryngology (P = 0.28). Study motivation was not the major component for performance success, but a strong correlation between the use of strategic and deep learning styles and success in the exam was observed (R = 0.62; P < 0.001). The duration of time between a clinical course with little practical teaching and the students’ taking of the exam plays a significant role on performance success; this effect does not occur in a course with a high proportion of practical patient-related teaching. More studies on clinical courses are needed to establish how students can be given adequate opportunities to develop necessary skills for patient care and for objective success on assessment. With such further information, the effectiveness of clinical courses as a learning experience might be enhanced.     

Application of machine learning approaches to analyse student success for contact learning and emergency remote teaching and learning during the COVID-19 era in speech–language pathology and audiology

BackgroundThe onset of the COVID-19 pandemic across the globe resulted in countries taking several measures to curb the spread of the disease. One of the measures taken was the locking down of countries, which entailed restriction of movement both locally and internationally. To ensure continuation of the academic year, emergency remote teaching and learning (ERTL) was launched by several institutions of higher learning in South Africa, where the norm was previously face-to-face or contact teaching and learning. The impact of this change is not known for the speech–language pathology and audiology (SLPA) students. This motivated this study.ObjectivesThis study aimed to evaluate the impact of the COVID-19 pandemic on SLPA undergraduate students during face-to-face teaching and learning, ERTL and transitioning towards hybrid teaching and learning.MethodUsing course marks for SLPA undergraduate students, K means clustering and Random Forest classification were used to analyse students’ performance and to detect patterns between students’ performance and the attributes that impact student performance.ResultsAnalysis of the data set indicated that funding is one of the main attributes that contributed significantly to students’ performance; thus, it became one of the priority features in 2020 and 2021 during COVID-19.ConclusionThe clusters of students obtained during the analysis and their attributes can be used in identification of students that are at risk of not completing their studies in the minimum required time and early interventions can be provided to the students.     

Low-fidelity otoscopy simulation and anatomy training: A randomized controlled trial

ObjectivesTo evaluate whether the use of low-fidelity otoscopy simulation improved medical students’ theoretical knowledge of middle ear anatomy and pathologies compared to traditional teaching methods.MethodsThis was a randomized controlled trial. Simulation workshops were conducted in April 2019 in the Lyon Sud University medical faculty, France. Students were randomly assigned to the simulation group (n = 105) or to the control group (n = 95). The students in the control group answered a questionnaire evaluating theoretical knowledge (25 true-false questions) before the simulation tutorial, while the students in the simulation group answered the same questions after the tutorial. Both groups also filled out a satisfaction questionnaire for feedback.Results196 of the 200 students who participated in the study completed the knowledge assessment questionnaire. Scores were 32.0% higher in the simulation group than in the control group (mean scores, 12.0/20 vs. 9.1/20; P < 0.0001). 184 of the 191 students who completed the satisfaction questionnaire (96.3%) were satisfied or very satisfied with the workshop, and all but one (99.5%) recommended keeping it in the curriculum. In the free comments fields, students highlighted the educational value of learning without the stress of patient discomfort.ConclusionOtoscopy simulation is an effective training method, improving theoretical knowledge compared with conventional theoretical training.     

Exploring the online learning experience of first-year speech–language pathology students in a Johannesburg-based university

BackgroundUnderstanding the learning experiences of first-year speech–language pathology (SLP) students during the coronavirus disease 2019 (COVID-19) pandemic is essential to ensure that academic staff are able to support and enhance the transition from secondary to tertiary education. An understanding of the student experience could lead to improved support strategies that could be beneficial for the blended learning environment that the University of the Witwatersrand will be entering from 2022.ObjectivesThis research explored the experiences of first-year SLP students in online learning during the COVID-19 pandemic.MethodAn exploratory mixed-method concurrent triangulation design was employed. Quantitative data were collected from likert scales. Qualitative data were collected from critical incident timelines. Themes were identified from both the Likert scales as well as the critical incident timelines using bottom-up thematic analysis.ResultsThe majority of participants reflected that their online learning through the pandemic in 2021 was successful. The themes that emerged from this year pertain to 2021 and the specific participants however, it provides an important insight that the students’ needs change during a year. As a lecturer, one needs to consider these evolving needs to ensure students have the support that they require to be successful in their learning.ConclusionThis research provided insights into the evolving nature of the support first-year SLP students require in the online learning space during the COVID-19 pandemic.     

Open laryngeal surgery training on ex-vivo ovine model: Development and dissection experience

ObjectivesTo develop and validate an ex-vivo dissection model suitable for open laryngeal surgery (open partial laryngectomy and total laryngectomy) training.MethodsA fresh ex-vivo 6-months old ovine model was tested by experienced laryngologists and validated during two international dissection courses on open laryngeal surgery held in December 2018 and 2019. Each participant completed a survey to subjectively evaluate the dissection experience. Likewise, four experienced laryngologists rated their experience. Statistical comparison of these ratings was performed.ResultsThe suitability of the ex-vivo ovine model for open laryngeal surgery was assessed among 28 head and neck surgeons with a mean experience of 6.3 years and 4 expert laryngologists. The feedback from all the participants was excellent with a mean overall impression of 9.5 (± 0.7 SD) and a mean recommendation score of 9.6 (± 0.6 SD) for further use. No statistically significant differences were found comparing neither the overall grade (p= 0.63) nor the recommendation rating (p= 0.24), testifying that even for expert laryngologists this remains a viable model for open laryngeal surgery training.ConclusionsThe complexity of open laryngeal surgery makes simulation an attractive option for developing skills that are transferrable to operating setting. Due to the anatomic resemblance with the human, the ex-vivo ovine model is herein proposed as a training model for open laryngeal surgery. Validation among beginners and expert laryngologists revealed its suitability as effective teaching means in laryngectomies.     

Students’ experiences of using a writing-intense programme to facilitate critical thinking skills on an online clinical training platform: A pilot study

BackgroundCoronavirus disease 2019 (COVID-19) and the subsequent lockdown altered traditional clinical training for speech language pathology students, thus forcing training institutions to implement innovative and responsive clinical training strategies in the midst of the pandemic. As such, a writing-intense programme was piloted in an online clinical training programme with second-year speech language pathology students.ObjectivesThis study explored speech language pathology students’ experiences with a writing programme used during an online clinical training programme implemented during the COVID-19 pandemic.MethodThe study used a qualitative survey design. Purposive convenient sampling was used to recruit 29 second-year speech language pathology students. Online student reflections guided by 10 open-ended questions were used to elicit responses from students. Data were analysed using deductive thematic analysis.ResultsFindings revealed that the written component of the programme facilitated the acquisition of clinical knowledge and improved clinical processes of writing among students. Feedback that students received on their written tasks improved learning. The clinical component of the course enabled students to learn in a less stressful environment and helped them gain confidence in their knowledge and clinical skills. Connectivity challenges and the lack of motivation from some students negatively impacted the programme.ConclusionUsing a writing programme to clinically train students can have positive effects in applying theory to clinical application because it affords students time to consolidate and process theory with practice as the jump from first year to second year can be cognitively taxing. A writing-intense programme can also improve students’ writing skills.     

Real-time light-guided vocal fold injection as a simulation-based training tool

ObjectiveCricothyroid (CT) approach for vocal fold injection (VFI) has advantages of a low complication rate, suitability for in-office practice, and good patient compliance. However, it requires a high level of experience and a steep learning curve due to invisibility of needle. Recently, real-time light-guided VFI (RL-VFI) was developed for safe and precise injection into laryngeal structures under light guidance. Herein, we describe the development of a simulation-based training (SBT) program using RL-VFI for CT approach and report its preliminary application with in-training otolaryngologists.MethodsThe workshop comprised 3 sessions: mini-lectures, and two hands-on training courses of conventional VFI and RL-VFI. Excised canine larynges and the device for RL-VFI were prepared for hands-on courses. Comfort levels for VFI was evaluated using visual analogue scale after each session. Trainees were requested to identify the needle tip on the target point lateral to vocal process. The time (s) to reach the target point was measured in all procedures. After workshop, all participants filled out questionnaires regarding their future preference for conventional VFI and RL-VFI.ResultsEleven otolaryngology residents participated in the study. The mean comfort levels were 1.7 ± 1.6, 5.5 ± 2.6, 4.8 ± 1.7, and 7.5 ± 1.6 for pre-workshop, post-lecture, post-conventional VFI, and post-RL-VFI (P < .001). The mean time (s) to reach the target point were 146.4 ± 90.1 and 42.7 ± 40.5 for conventional VFI and RL-VFI (P = .004). The mean preference scores were 4.2 ± 1.3 and 8.7 ± 1.3 for conventional VFI and RL-VFI (P = .004).ConclusionSBT program using RL-VFI might improve the comfort levels of trainees for VFI with CT approach. It would be helpful for trainees to practice VFI before trying it on actual patients.Level of evidenceN/A.     

Low efficacy using the 256-Hz tuning fork when evaluating the influence of somatosensation in balance control for relatively healthy elderly

Abstract

Background: Diminished foot somatosensation contributes to balance deficits and increased fall risk. However, it remains unclear if the 256-Hz tuning fork is adequate to measure, in the outpatient clinical setting, somatosensation in relatively healthy elderly.

Aims/Objectives: To evaluate the performance of the 256-Hz tuning fork compared to other measures of somatosensation and balance.

Material and methods: Thirty-six subjects (mean 69.4?±?5.3 years) were allocated into four 256-Hz tuning fork sensation groups (TFSG) based on their ability to detect vibration at the first metatarsal, malleolus, tibia or no sites. A biothesiometer measured vibration perception thresholds (VPTs) and 20 monofilaments tactile pressure sensation thresholds (TPSTs). Balance was evaluated with posturography, functional balance tests and questionnaires.

Results: There were no significant differences in age, VPTs or TPSTs between the four TFSGs, nor in outcome of functional balance tests, posturography and questionnaires. Very few significant associations were found between TFSGs and VPTs, TPSTs, functional balance tests, posturography and questionnaires.

Conclusions and significance: Somatosensation measured with a 256-Hz tuning fork seems to be a minor determinant for balance and thus superfluous when evaluating the importance of vibration perception for balance control in relatively healthy elderly.