Comparisons of Learning Effectiveness of Therapeutic Motion Techniques: Practicing with an Educational Hemiplegic Robot Arm versus Practicing with Other Students

Abstract

We aimed to compare the effects of practical learning using an educational robot arm (Samothrace: SAMO) and a student simulating a patient in students’ acquisition of therapeutic motion techniques. For this study, twenty-five fourth-year students and eight therapists were included. Students were randomly assigned to the robot practice (Robo) group (n = 13) or conventional practice (Human) group (n = 12), wherein students practiced among themselves. The experimental procedure comprised a pre-practice test, practice, and post-practice test. We calculated the peak angle ratio, peak velocity, and movement time during flexion and extension using the elbow joint angle data. Machine learning was performed on students’ pre-practice and used therapists’ data to create identifiers that distinguish students and therapists to determine whether the students’ skills improved to the level of a therapist. However, regarding other kinematics data, there were no main effects or interactions between groups pre- and post-practice. Identifiers were created from machine learning of kinematics data pre-practice, and the effect was evaluated post-practice. A higher number of students in the Robo group were determined to possess skills at a therapist’s level. This study suggests the effectiveness of a simulation robot that can reproduce a patient’s pathological motions in educating students on upper limb exercise therapy.

Keywords

• patient robot
• simulation robot
• spasticity
• rehabilitation
• therapeutic motion techniques
• exercise therapy education