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Salchinger B1, Jocham B1, Jocham A1
1FH Joanneum Graz, Physiotherapy, Graz, Austria
Background: One of the crucial topics that are considered in health degree programs and especially in physiotherapy, is how to learn about, improve and optimize movement patterns. Besides classic therapy new therapy concepts can be implemented, which are based on digitalization and using new technologies. Similar to blended therapy concepts applied in psychotherapy, the face-to-face setting is supplemented by information and communication technologies (ICT). Enhancing the therapy concept with these technologies offers the possibility to react to demographic changes, cater for therapy and encounter the cost explosion within the health sector. Physiotherapy is partly transformed due to an improved therapy and training setting that is based on technologically enhanced learning processes (technology enhanced learning - TEL). Learning within a (physio) therapeutic context basically means changing and adapting behavior and movement in order to achieve for instance healing diseases, alleviating pain, and improving impairments. TEL describes implementing technologies within learning scenarios to create a learning process that is more effective, efficient and pleasant.
Purpose: The aim of this project is to enhance physiotherapeutic treatment by applying blended care concepts. An augmented reality (AR) therapy system (Exergame = a combination of game and physical movement) is developed and evaluated in an interdisciplinary team, to care for patients after a total hip endoprosthesis surgery.
Methods: In the first phase of the project users (patients with a hip prosthesis and physiotherapists) are involved in the development process of the prototype by taking part in focus groups and interviews in accordance with the User-Centered-Design. In the development process of the Exergames the principles of motor learning were taken into consideration, such as task orientation, repetition, continuous enhancement of challenges, training structure, breaks, movement instructions and psychologic factors (self-efficacy and empowerment).
In phase 2 (field test) usability of the hardware and user experience of physiotherapists and patients with a hip prosthesis were collected and evaluated, in order to obtain information about the added value of applying TEL after an orthopedic rehabilitation with regards to medical, social and psychological aspects.
Results: Requirements of use of the system were qualitatively evaluated in accordance with the User-Center-Design. Focus groups evaluated users' needs in terms of the content and design of the Exergame. For example, movement exercises and training parameters were defined. The development of the Exergame is already completed. The results of the field test will be available by the end of 2019.
Conclusion(s): When considering central issues, such as digitalization, increased life expectancy and costs in the health system, adapting (physio) therapeutic teaching and learning concepts offers a possibility to meet the challenges related to this topic.
Implications: In order to achieve an adaption of therapeutic teaching and learning concepts, the curriculum has to be adapted accordingly, in order to anchor Technology Enhanced Therapy already in the education of health experts. Additionally, blended therapy concepts in physiotherapy and constant adaption of implemented solutions to the users' needs have to be evaluated.
Keywords: technology enhanced therapy, augmented reality, hip replacement
Funding acknowledgements: The present work is supported by Austrian Research Promotion Agency (FFG), Austria.
Purpose: The aim of this project is to enhance physiotherapeutic treatment by applying blended care concepts. An augmented reality (AR) therapy system (Exergame = a combination of game and physical movement) is developed and evaluated in an interdisciplinary team, to care for patients after a total hip endoprosthesis surgery.
Methods: In the first phase of the project users (patients with a hip prosthesis and physiotherapists) are involved in the development process of the prototype by taking part in focus groups and interviews in accordance with the User-Centered-Design. In the development process of the Exergames the principles of motor learning were taken into consideration, such as task orientation, repetition, continuous enhancement of challenges, training structure, breaks, movement instructions and psychologic factors (self-efficacy and empowerment).
In phase 2 (field test) usability of the hardware and user experience of physiotherapists and patients with a hip prosthesis were collected and evaluated, in order to obtain information about the added value of applying TEL after an orthopedic rehabilitation with regards to medical, social and psychological aspects.
Results: Requirements of use of the system were qualitatively evaluated in accordance with the User-Center-Design. Focus groups evaluated users' needs in terms of the content and design of the Exergame. For example, movement exercises and training parameters were defined. The development of the Exergame is already completed. The results of the field test will be available by the end of 2019.
Conclusion(s): When considering central issues, such as digitalization, increased life expectancy and costs in the health system, adapting (physio) therapeutic teaching and learning concepts offers a possibility to meet the challenges related to this topic.
Implications: In order to achieve an adaption of therapeutic teaching and learning concepts, the curriculum has to be adapted accordingly, in order to anchor Technology Enhanced Therapy already in the education of health experts. Additionally, blended therapy concepts in physiotherapy and constant adaption of implemented solutions to the users' needs have to be evaluated.
Keywords: technology enhanced therapy, augmented reality, hip replacement
Funding acknowledgements: The present work is supported by Austrian Research Promotion Agency (FFG), Austria.
Topic: Robotics & technology
Ethics approval required: Yes
Institution: Medical University of Graz, Austria
Ethics committee: Medical Ethical Committee
Ethics number: EK-Nr. 30-034 ex 17/18
All authors, affiliations and abstracts have been published as submitted.
