Search Results (10)

Objective: This in vitro study aimed to evaluate and compare the trueness and precision of four extraoral 3D facial scanning systems using a standardized 3D-printed human head model. Methods: A 3D-printed head model with 16 anatomical landmarks and 17 inter-landmark linear distances was fabricated using a high-resolution 3D printer. Caliper measurements were used as reference standards. The model was scanned 15 times by four systems: a handheld scanner (MetiSmile, Shining 3D, Hangzhou, China), a desktop scanner (RAYFace v2.0, Ray Co., Seongnam, Gyeonggi-do, Republic of Korea), and two mobile applications (Heges and Polycam, iPhone 15, Apple Inc., Cupertino, CA, USA). All digital distances were measured in Blender software. To assess intra-observer reliability, all measurements were repeated twice by the same examiner with a 3-week interval between sessions, and intra-class correlation coefficients were calculated using a two-way mixed-effects, single-measurement, absolute-agreement model (ICC 3,1). Trueness, defined as the absolute deviation from the reference caliper values, was compared across scanners using the Kruskal–Wallis test due to its non-normal distribution. Precision, regional trueness and precision values across the four scanners defined as the standard deviation of repeated scans, was analyzed using One-way ANOVA with Tukey post-hoc comparisons for normally distributed datasets (α = 0.05). Distances were measured digitally in Blender software, and trueness (absolute deviation from reference) and precision (standard deviation of repeated scans) were analyzed using the Kruskal–Wallis test and One-way ANOVA with Tukey post hoc comparisons (α = 0.05). Results: The Polycam application demonstrated the highest trueness (0.49 ± 0.32 mm), followed by MetiSmile (0.51 ± 0.36 mm), RAYFace (0.58 ± 0.39 mm), and Heges (0.73 ± 0.42 mm). The MetiSmile scanner showed the highest precision (0.12 ± 0.07 mm), while RAYFace and Polycam exhibited moderate precision (0.28 ± 0.19 mm and 0.15 ± 0.06 mm, respectively). Vertical measurements tended to be more accurate than horizontal ones, and the lower facial region showed smaller deviations; however, these differences were not statistically significant (p > 0.05). Conclusions: MetiSmile achieved the highest precision and Polycam the highest trueness. Although all systems showed mean deviations < 1 mm, only three demonstrated <0.6 mm accuracy (except for Heges scanner). These results suggest that professional and mobile-based scanners can provide clinically acceptable facial data for educational and preliminary digital workflow applications, though further validation under clinical conditions is required. This study provides quantitative evidence on the accuracy and repeatability of commonly available extraoral 3D facial scanning systems under controlled laboratory conditions. The results indicate that both professional-grade and mobile-based scanners can reproduce facial morphology with clinically acceptable deviations, particularly in flat and stable regions such as the forehead and chin. Although only three systems achieved mean trueness below 0.6 mm, all demonstrated errors within 1 mm, sufficient for diagnostic visualization, digital smile design, and preliminary virtual patient modeling. These findings support the safe and cost-effective adoption of extraoral facial scanning in dental education and treatment planning, while emphasizing the need for further validation in real clinical environments where motion, lighting, and soft-tissue variability may affect accuracy. Full article

Background/Objectives: As convenience store meals become a major dietary source for modern society, the reliability of their nutrition labels is increasingly scrutinized. With advances in artificial intelligence (AI), large language models (LLMs) have been explored for automated nutrition estimation. Aim: To evaluate the accuracy and clinical applicability of AI-assessed nutrition data by comparing outputs from five AI models with professional dietitian estimations and labeled nutrition facts. Methods: Eight ready-to-eat convenience store meals were analyzed. Four experienced dietitians independently estimated the meals’ calories, macronutrients, and sodium content based on measured food weights. Five AI chatbots were queried multiple times with identical input prompts to assess intra- and inter-assay variability. All results were compared to the official nutrition labels to quantify discrepancies and cross-model consistency. Results: Dietitian estimations showed strong internal consistency (CV < 15%), except for fat, saturated fat and sodium (CVs up to 33.3 ± 37.6%, 24.5 ± 11.7%, and 40.2 ± 30.3%, respectively). Among AI models, ChatGPT4.o showed relatively consistent calory, protein, fat, saturated fat and carbohydrate estimates (CV < 15%), and Claude3.7, Grok3, Gemini, and Copilot showed caloric and protein content as consistent (CV < 15%). Sodium values were consistently underestimated across all AI models, with CVs ranging from 20% to 70%. The accuracy of nutritional fact estimation over the five AI models for calories, protein, fat, saturated fat and carbohydrates was between 70 and 90%; when compared to the nutritional labels of RTE, the sodium content and saturated fat estimated were severely underestimated. Conclusions: Current AI chat models provide rapid estimates for basic nutrients and can aid public education or preliminary assessment; GPT-4 outperforms peers in calorie and potassium-related estimations but remains suboptimal in micronutrient prediction. Professional dietitian oversight remains essential for safe and personalized dietary planning. Full article

The global emphasis on interdisciplinary teaching continues to shape educational discourse, promoting meaningful and valuable learning experiences. This study examines the interdisciplinary curricular process led by a group of second-career teacher trainees and explores its role in shaping their emerging professional identities. The research focuses on eight high-achieving individuals transitioning to teaching as a second career through a STEM-focused (Science, Technology, Engineering, Mathematics) teacher preparation program. Employing a qualitative case study methodology, the study reveals a curricular process characterized by confusion and conflict as second-career teacher trainees navigate interdisciplinary integration. The findings highlight a planning process driven by conceptual and epistemic deliberations at both inter- and intra-disciplinary levels, with a predominant focus on disciplinary considerations over pedagogical aspects. The study further identifies key tensions that challenged participants’ perceptions, emotional responses, and instructional practices, offering a nuanced perspective on the complexities of interdisciplinary teaching. These insights contribute to a deeper understanding of professional identity formation among second-career teachers in STEM education. Full article

Background/Objectives: The diagnosis and prognosis of arrested foveal development or foveal hypoplasia (FH) can be made using the Leicester grading system for FH and optical coherence tomography (OCT). In clinical practice, ophthalmologists and ophthalmic health professionals with varying experience consult patients with FH; however, to date, the FH grading system has only been validated amongst experts. We compare the inter-grader and intra-grade agreement of healthcare professionals against expert consensus across all grades of FH. Methods: Handheld and table-mounted OCT images (n = 341) were graded independently at a single centre by experts (n = 3) with over six years of experience and “novice” medical and allied health professionals (n = 5) with less than three years of experience. Sensitivity, specificity, and Cohen’s kappa scores were calculated for each grader, and expert vs. novice performance was compared. Results: All graders showed high sensitivity (median 97% (IQR: 94–99)) and specificity (median 94% (IQR: 90–95)) in identifying the presence or absence of FH. No significant difference was seen in specificity between expert and novice graders, but experts had significantly greater diagnostic sensitivity (median difference = 5.3%, H = 5.00, p = 0.025). Expert graders had the highest agreement with the ground truth and novice graders showed great variability in grading uncommon grades, such as atypical FH. The proposed causes of misclassification included macular decentring in handheld OCT scans in children. Conclusions: Ophthalmologists of varying experience and allied health professionals can accurately identify FH using handheld and table-mounted OCT images. FH identification and paediatric OCT interpretation can be improved in wider ophthalmic clinical settings through the education of ophthalmic staff. Full article

This study investigates the impact of flipped learning (FL) with and without teacher feedback on resilience and perceived professional competence among university students. This quasi-experimental study, conducted over three academic years, involved 255 s-year students (mean age = 20.47 ± 2.63; 60.4% female) enrolled in a Primary Education Teaching degree program at a Spanish public university. Participants were divided into two treatment groups: Feedback FL and Non-feedback FL. Validated scales—the Brief Resilience Scale (BRS) and the Perceived Competence Scale for Students (PCNS)—were used for pre- and post-intervention assessments. Both groups demonstrated significant improvements in resilience and perceived competence, with no statistically significant differences between the Feedback FL and Non-feedback FL groups. Data analysis included Mann–Whitney U tests for inter-group comparisons, Wilcoxon tests for intra-group comparisons, and 2 × 2 repeated measures ANOVA, which revealed no interaction effects (Time × Treatment) for either variable. These results suggest that FL alone fosters the development of transversal skills such as resilience and perceived competence, regardless of teacher feedback. The findings highlight the effectiveness of active learning models like FL in higher education for promoting essential competencies. Future research should address additional soft skills and employ larger, more diverse samples to further explore the role of feedback and innovative methodologies in enhancing FL’s impact. Full article

Introduction: Fever stands out as the predominant clinical indicator in infancy. Pediatricians encounter fever routinely in their daily practice, playing a crucial role in their interactions with children and families. Objective: The aim is to examine pediatricians’ viewpoints, understanding, and approaches regarding childhood fever in two healthcare settings: pediatric hospitalization (emergency and inpatient ward) and primary care. Methods: A qualitative study was conducted using an ethnomethodological approach. Pediatricians working in the specified pediatric settings participated in in-depth interviews where theoretical clinical cases were presented for analysis. Results: Following the examination of the discourses, the codes were organized into eight categories: Understanding of fever, Significance ascribed to fever, Therapeutic strategies, Engagement with the evidence, Family apprehensions regarding fever, Influence of the COVID-19 Pandemic, Inter- and intra-professional relationships, and Suggestions for change: Conclusions: Pediatricians acknowledge the importance of addressing discomfort in the treatment of fever, but express challenges in implementing these recommendations. Pediatricians in inpatient settings emphasize the need for enhanced parental education from primary care, while those in primary care recognize the potential for improvement. Inpatient pediatricians are open to implementing changes in their daily practices, particularly concerning the administration of antipyretics. Full article

This study aims to evaluate the clinical, cognitive, and psychomotor changes that emerged among patients with gingivitis and patients with periodontitis via mobile application assistance. Forty subjects were randomly and evenly distributed into test and control groups and were administered a professional mechanical plaque removal (PMPR) procedure. The clinical parameters examined were bleeding on probing (BoP), probing pocket depth (PPD), and the oral hygiene index (OHI-S). The test group was administered a mobile application intervention, namely PerioUICare, which provided users with continuous education and motivation and served as a daily dental hygiene reminder. The comparative results of the mean values of all parameters between the groups (inter-group) and within the groups (intra-group) after one- and three-month evaluations were analyzed. A one-month inter-group evaluation uncovered significant differences in the BoP, PPD, cognitive, and psychomotor scores of subjects with gingivitis and the BoP, OHI-S, cognitive, and psychomotor scores of subjects with periodontitis. A three-month inter-group evaluation revealed significant differences across all parameters except for PPD in subjects with periodontitis. The results of the intra-group comparison demonstrated statistically significant differences in all parameters in the test group but no significant differences in the cognitive and psychomotor scores of the control group. This study revealed that mobile application-based support for periodontal treatment can be considered effective. Full article

Motor Imagery (MI) refers to imagining the mental representation of motor movements without overt motor activity, enhancing physical action execution and neural plasticity with potential applications in medical and professional fields like rehabilitation and education. Currently, the most promising approach for implementing the MI paradigm is the Brain-Computer Interface (BCI), which uses Electroencephalogram (EEG) sensors to detect brain activity. However, MI-BCI control depends on a synergy between user skills and EEG signal analysis. Thus, decoding brain neural responses recorded by scalp electrodes poses still challenging due to substantial limitations, such as non-stationarity and poor spatial resolution. Also, an estimated third of people need more skills to accurately perform MI tasks, leading to underperforming MI-BCI systems. As a strategy to deal with BCI-Inefficiency, this study identifies subjects with poor motor performance at the early stages of BCI training by assessing and interpreting the neural responses elicited by MI across the evaluated subject set. Using connectivity features extracted from class activation maps, we propose a Convolutional Neural Network-based framework for learning relevant information from high-dimensional dynamical data to distinguish between MI tasks while preserving the post-hoc interpretability of neural responses. Two approaches deal with inter/intra-subject variability of MI EEG data: (a) Extracting functional connectivity from spatiotemporal class activation maps through a novel kernel-based cross-spectral distribution estimator, (b) Clustering the subjects according to their achieved classifier accuracy, aiming to find common and discriminative patterns of motor skills. According to the validation results obtained on a bi-class database, an average accuracy enhancement of 10% is achieved compared to the baseline EEGNet approach, reducing the number of “poor skill” subjects from 40% to 20%. Overall, the proposed method can be used to help explain brain neural responses even in subjects with deficient MI skills, who have neural responses with high variability and poor EEG-BCI performance. Full article

Teaching physical education requires competencies to conduct the classes and to assess the motor skills of practitioners. Specialists (physical education professionals) and generalists (primary school teachers) differently experienced motor tasks during their academic education. This study aimed to compare the teachers’ ability in assessing the children’s forward and backward rolls from the analysis of the reliability of an evaluation grid of rolling abilities (Information Scale for Agility on the Soil, InfoSAS), which was investigated in a first study with teachers. A second study in young children explored the responsiveness of the InfoSAS to discriminate by skill level or by training effects. When administered by specialists, the InfoSAS resulted in being reliable (forward: p = 0.087 and p = 0.908; backward: p = 0.926 and p = 0.910; intra- and inter-rater reliability, respectively) and responsive in detecting differences due to expertise (gymnasts vs. primary school children; forward: p = 0.003, backward: p = 0.016) or improvements after specific training in rolling (pre- vs. post-children’s training; forward: p = 0.005, backward: p = 0.001). The results support the conclusion that specialists exhibit higher competence than generalists, which allows proper application of the InfoSAS, possibly because of the practice of skills and reflective teaching styles in physical activity they experienced, along with their academic education in sport sciences. Full article

Nurses and health care professionals should have an active role in meeting the spiritual needs of patients in collaboration with the family and the chaplain. Literature criticizes the impaired holistic care because the spiritual dimension is often overlooked by health care professionals. This could be due to feelings of incompetence due to lack of education on spiritual care; lack of inter-professional education (IPE); work overload; lack of time; different cultures; lack of attention to personal spirituality; ethical issues and unwillingness to deliver spiritual care. Literature defines spiritual care as recognizing, respecting, and meeting patients’ spiritual needs; facilitating participation in religious rituals; communicating through listening and talking with clients; being with the patient by caring, supporting, and showing empathy; promoting a sense of well-being by helping them to find meaning and purpose in their illness and overall life; and referring them to other professionals, including the chaplain/pastor. This paper outlines the systematic mode of intra-professional theoretical education on spiritual care and its integration into their clinical practice; supported by role modeling. Examples will be given from the author’s creative and innovative ways of teaching spiritual care to undergraduate and post-graduate students. The essence of spiritual care is being in doing whereby personal spirituality and therapeutic use of self contribute towards effective holistic care. While taking into consideration the factors that may inhibit and enhance the delivery of spiritual care, recommendations are proposed to the education, clinical, and management sectors for further research and personal spirituality to ameliorate patient holistic care. Full article