Integration of a residual limb mannequin to augment lower limb prosthetic education

BACKGROUND
COVID19 impacted the education of 89.4% of enrolled learners worldwide (1). Models have been used in teaching of science and visual theories for many years. In Higher Education learning objectives vary by discipline with medical training involving a significant percentage of practical work. In response to the limitations of practical teaching mannequins were integrated into the prosthetic and orthotic teaching program to allow the practical elements of education to continue.
AIM
This research aims to gather student perceptions of mannequin use and its validity as a teaching tool in an undergraduate prosthetic and orthotic program.
METHOD
This research was conducted with BSc Prosthetic and Orthotics students attending 2nd and 3rd year classes. Students from these year groups were selected as they had received practical teaching with volunteer prosthetic users as well as with mannequins. This important insight allows them to compare the two experiences in their responses. Recruited participants complete an anonymised 24 question online survey to gather student opinions of mannequin use. The questionnaire contained Likert scales, multiple-choice questions and one open response question.
RESULTS
39 complete responses were received from a possible total of 71 (56%). Overall responses to changes in the education program were positive.
From responses received all students agreed with the statement ‘Mannequin learning allowed me to develop prosthetic practical skills in a less stressful environment’ with a significance of p=0.013. This was confirmed with 71% of students feeling confident about their practical skills prior to patient sessions. 60% of students were positive about the effectiveness of mannequins as a method of study. 64% of student believed that mannequin use should be a permanent aspect of clinical teaching. Pertinent Likert responses can be seen in Figure 1.
Inversely, 68% of students felt anxious when entering patient contact sessions, 49% felt that mannequins did not prepare them to complete physical assessments on patients and 46% did not feel the mannequin provided an accurate representation of the anatomy of the residuum.


Figure 1. Responses to statements

DISCUSSION AND CONCLUSION
Student responses to the use of mannequins in teaching was overwhelming positive. This allowed students to learn the technical process without the additional stress of patient care. Students felt they could better understand the process required for accurate shape capture. However, it is important to note that the mannequins are a training tool and do not replace the necessity to treat individuals with limb loss to complete a full assessment and enhance communication skills.
REFERENCES
1.Marinoni, G., Van’t Land, H., & Jensen, T. (2020). The impact of Covid-19 on higher education around the world. IAU global survey report, 23.