scholarly journals Understanding Fine Motor Skill Learning in Dentistry

Author(s):  
Mohamed El-Kishawi ◽  
Khaled Khalaf ◽  
Tracey Winning

Learning dental procedures is a complex task involving the development of fine motor skills. The reported use of theories and/ or evidence for designing learning activities to develop the fine motor skills needed for dental practice is limited. The aim of this review is to explore the available body of knowledge related to learning fine motor skills in dentistry. Evidence from studies investigating motor skill learning highlights the negative impact of self-focus and self-regulation on learning outcomes, particularly during the early stages of learning. The development of activities and schedules that enable novices to demonstrate characteristics similar to experts, without the reported long period of ‘deliberate practice’, is clearly of value. Outcomes of learning implicitly are important in dentistry because working under stressful conditions is common, either during undergraduate study or in practice. It is suggested that learning implicitly in the simulation stage can reduce disrupted performance when transitioning to clinical settings. Therefore, further investigation of effective methods for learning dental fine motor skills is indicated, using approaches that result in robust performance, even under stressful conditions.

2021 ◽  
Vol 9 (6) ◽  
pp. 68
Author(s):  
Mohamed El-Kishawi ◽  
Khaled Khalaf ◽  
Tracey Winning

Learning dental procedures is a complex task involving the development of fine motor skills. The reported use of theories and/or evidence for designing learning activities to develop the fine motor skills needed for dental practice is limited. The aim of this review is to explore the available body of knowledge related to learning motor skills relevant to dentistry. Evidence from studies investigating motor skill learning highlights the negative impact of self-focus and self-regulation on learning outcomes, particularly during the early stages of learning. The development of activities and schedules that enable novices to demonstrate characteristics similar to experts, without the reported long period of ‘deliberate practice’, is clearly of value. Outcomes of learning implicitly are important in dentistry because working under stressful conditions is common, either during undergraduate study or in practice. It is suggested that learning implicitly in the simulation stage can reduce disrupted performance when transitioning to clinical settings. Therefore, further investigation of effective methods for learning dental fine motor skills is indicated, using approaches that result in robust performance, even under stressful conditions.


2021 ◽  
Vol 2021 ◽  
pp. 1-8
Author(s):  
Mohamed El-Kishawi ◽  
Khaled Khalaf ◽  
Tracey Winning

Introduction. Restorative dental treatment is a complex task involving various procedures which require the development and integration of both theoretical knowledge and fine motor skills. It aims to provide the theoretical background and role of key factors in learning these skills. Materials and Methods. The following electronic databases were searched to identify relevant articles to our topic: PubMed, Medline, Google Scholar, and Scopus. Generic keywords, that is, factors, fine, performance, and dentistry, and MeSH terms, that is, “learning,” “instruction,” “patient simulation,” “motor skills,” “perception,” “tactile,” “neurophysiology,” and “working memory” were used to conduct our comprehensive search. Results and Conclusions. Several techniques are used in performing different restorative procedures in dentistry, that is, root canal preparation, root planning, and minor oral surgery procedures. Mastering these techniques requires a good understanding of the underpinning cognitive, sensory, and neuromuscular processes. Factors including the amount and timing of instructions provided, cognitive abilities, and practice schedule of learning trials may have significant implications on the design of fine motor skill learning exercises.


2016 ◽  
Vol 13 (1) ◽  
pp. 19-21
Author(s):  
Petr Brychta ◽  
Marek Sadílek ◽  
Josef Brychta

Abstract This innovative study trying to do interdisciplinary interface at first view different ways fields: kinantropology and mechanical engineering. A motor skill is described as an action which involves the movement of muscles in a body. Gross motor skills permit functions as a running, jumping, walking, punching, lifting and throwing a ball, maintaining a body balance, coordinating etc. Fine motor skills captures smaller neuromuscular actions, such as holding an object between the thumb and a finger. In mechanical inspection, the accuracy of measurement is most important aspect. The accuracy of measurement to some extent is also dependent upon the sense of sight or sense of touch associated with fine motor skills. It is therefore clear that the level of motor skills will affect the precision and accuracy of measurement in metrology. Aim of this study is literature review to find out fine motor skills level of individuals and determine the potential effect of different fine motor skill performance on precision and accuracy of mechanical engineering measuring.


2019 ◽  
Vol 1 (2) ◽  
pp. 1-8
Author(s):  
Huda Huda ◽  
Ratna Faeruz ◽  
Miratul Hayati

The purpose of this study was to improve children’s fine motor skills through collage play in groip A at Muslimat NU Banjarmasin Kindegarten. This research is collaborative classroom action research using Kemmis and Mc Taggart model. The subjects of the study are 10 children in group A at Muslimat NU Kindergarten. The object of this study is the children’s fine motor skill. Guided observation is used for this instrument. The data analysis technique is carried out qualitatively and quantitatively. This research was conducted in two cycles. The result shows a gradual increase in children’s fine motor skills. Improvement of children’s fine motor skill through collage play in the implementation of pre-liminary research 40,45% and in the first cycle increased to 50,59%. In 2nd cycle, the child’s fine motor ability increased with percentage 80,68%.


2018 ◽  
Vol 32 (4-5) ◽  
pp. 295-308 ◽  
Author(s):  
Manuela Hamoudi ◽  
Heidi M. Schambra ◽  
Brita Fritsch ◽  
Annika Schoechlin-Marx ◽  
Cornelius Weiller ◽  
...  

Background. Motor training alone or combined with transcranial direct current stimulation (tDCS) positioned over the motor cortex (M1) improves motor function in chronic stroke. Currently, understanding of how tDCS influences the process of motor skill learning after stroke is lacking. Objective. To assess the effects of tDCS on the stages of motor skill learning and on generalization to untrained motor function. Methods. In this randomized, sham-controlled, blinded study of 56 mildly impaired chronic stroke patients, tDCS (anode over the ipsilesional M1 and cathode on the contralesional forehead) was applied during 5 days of training on an unfamiliar, challenging fine motor skill task (sequential visual isometric pinch force task). We assessed online and offline learning during the training period and retention over the following 4 months. We additionally assessed the generalization to untrained tasks. Results. With training alone (sham tDCS group), patients acquired a novel motor skill. This skill improved online, remained stable during the offline periods and was largely retained at follow-up. When tDCS was added to training (real tDCS group), motor skill significantly increased relative to sham, mostly in the online stage. Long-term retention was not affected by tDCS. Training effects generalized to untrained tasks, but those performance gains were not enhanced further by tDCS. Conclusions. Training of an unfamiliar skill task represents a strategy to improve fine motor function in chronic stroke. tDCS augments motor skill learning, but its additive effect is restricted to the trained skill.


2013 ◽  
Vol 19 (4) ◽  
pp. 817-839 ◽  
Author(s):  
Marina Papastergiou ◽  
Elisana Pollatou ◽  
Ioannis Theofylaktou ◽  
Konstantina Karadimou

2020 ◽  
Author(s):  
Annette Brons ◽  
Antoine de Schipper ◽  
Svetlana Mironcika ◽  
Huub Toussaint ◽  
Ben Schouten ◽  
...  

BACKGROUND Five to ten percent of elementary school children show delayed development of fine motor skills. To address these problems, detection is required. Current assessment tools are time-consuming, require a trained supervisor and are not motivating for children. Sensor augmented toys and machine learning have been presented as possible solutions. OBJECTIVE This study examines whether sensor augmented toys can be used to assess children’s fine motor skills. The objectives were to 1) predict the outcome of the fine motor skill part of the Movement Assessment Battery for Children (fine MABC) and 2) to study the influence of the classification model, game, type of data, and level of difficulty of the game on the prediction. METHODS Children in elementary school (n=97, age=7.8±0.7) performed the fine motor skill part of the fine MABC and played two games with the sensor augmented toy called “Futuro Cube”. The game “roadrunner” focused on speed while the game “maze” focused on precision. Each game had several levels of difficulty (LoD’s). While playing, both sensor and game data were collected. Four machine learning classifiers were trained with this data to predict the fine MABC outcome: k-nearest neighbor (KNN), logistic regression (LR), decision tree (DT), and support vector machine (SVM). First, we compared the performances of the games and classifiers. Subsequently, we compared the LoD’s and types of data for the classifier and game that performed best on accuracy and F1-score. RESULTS The highest achieved mean accuracy (0.76) was achieved with a DT classifier that was trained on both sensor and game data obtained from playing the easiest and hardest level of the roadrunner game. Significant differences in performance were found in accuracy scores between data obtained from the roadrunner and maze game (DT: P=.01; KNN: P=.02; LR: P=.04; SVM: P=.04). No significant differences in performance were found in accuracy scores between the best performing classifier and the other three classifiers for both the roadrunner game (DT vs KNN: P=.42; DT vs LR: P=.35; DT vs SVM: P=.08) and the maze game (DT vs KNN: P=.15; DT vs LR: P=.62; DT vs SVM: P=.26). The accuracy of the best performing LoD (combination of the easiest and hardest level) achieved with the DT classifier trained with sensor and game data obtained from the roadrunner game was only significantly better than the combination of the easiest and middle level (P=.046). CONCLUSIONS The results show that sensor augmented toys can do a good job in predicting the fine MABC score for children in elementary school. Selecting the game type (focusing on speed or precision) and data type (sensor or game data) is more important for the performance than selecting the machine learning classifier or LoD.


2016 ◽  
Vol 9 (9) ◽  
pp. 111
Author(s):  
Xia Wei

<p class="apa">As Chinese traditional folk culture, folk games have unique educational value which can boost the development of young children’s fine motor. Based on previous investigation of fine motor skill of children in Nanchong, Sichuan Province, the researcher chose a middle class in public city kindergarten A with lower survey score as the study object. The class with lower level on fine motor skill was set as an intervention group and the other class as a control group to conduct a 3-month educational activity about folk games. During the process, the researchers, being the teachers themselves, used qualitative research method to study the process of educational activities about folk games targeting at the boost of development on young children’s fine motor skills, by tracking and observing children, and physical analysis of their painting and handwork. The research results indicate that there is an overall improvement of fine motor skills of young children from the intervention group in kindergarten A and their performances on pinching, touching, drawing and cutting all surpass children from the control group.</p>


2018 ◽  
Author(s):  
Syafrimen Syafril ◽  
Ria Susanti ◽  
Rifda El Fiah ◽  
Titik Rahayu ◽  
Agus Pahrudin ◽  
...  

Fine motor skill is the ability to control movement through activities coordination of nervous system, fibril, and muscles such as fingers and hands. Fine motor skill is also seen as a very important factor in the process of developing cognitive abilities in early childhood. This study aims to see how to develop fine motor skills in early childhood. The study was conducted using a qualitative descriptive approach (multi case single site case study design) involving 2 teachers. Data were collected through observation and interviews, then analyzed thematically using NVIVO 10 software. The results showed that fine motor skill development was carried out using the method of assignment in four ways: (i) Providing tools and materials, (ii) providing direction and opportunities for practice, (iii) observe children individually and in groups, (iv) evaluate their fine motor skill development on an ongoing basis. This study shows that these four ways can be used as an alternative in developing fine motor skill in early childhood.


2020 ◽  
Vol 8 (2) ◽  
pp. 134
Author(s):  
Lida Khalimatus Sadiya ◽  
Tria Wahyuningrum ◽  
Lutfi Wahyuni ◽  
Yunika Nurtyas

<p><strong><em>Background: </em></strong><em>Supporting of baby growth must be done in a comprehensive and quality manner that can be done through stimulation activities. Stimulation that is easily given actively to infants can be through tactile stimulation in the form of massages. Massage therapy can be combined with water therapy, which is a baby spa. Baby spas can be used to support the success of sensory skills, fine motor skills and gross motor skills.</em></p><p><strong><em>Objective: </em></strong><em>The study was to determine the effectiveness of Baby Spa on sensory skills, fine motor skills and gross motor skills in children aged 6-24 months.</em></p><p><strong><em>Method: </em></strong><em>The design used in this study was a pre-experimental design with a two-group pre-post-test approach. The variables in this study are the baby spa, sensory skills, fine motor skills and gross motor skills. Respondents were children aged 6 to 24 months totaling 29 children for the treatment group and 29 children for the control group. The treatment group will be treated eight times (2 times baby spa and six times massage). Previously conducted a pre-test, then after eight treatments carried out a post-test with an observation of sensory skills, fine motor skills and gross motor skills — data analysis using the Mann-Whitney test.</em></p><p><strong><em>Results: </em></strong><em>The results of data analysis on the sensory skill obtained p-value = 0.962 indicates that the baby spa is less effective against increasing sensory skills, while the fine motor skill p-value = 0,000 and gross motor skill obtained p-value = 0,000 means that the baby spa is effective against increasing fine motor skills and gross motor skills in children aged 6 to 24 months.</em></p><p><strong><em>Conclusion: </em></strong><em>That the Baby Spa is very effective against increasing fine motor skills and gross motor skills but the sensory skills are less effective. So you need sensory </em><em>skill stimulation with baby spas and other methods.</em><strong><em><br /></em></strong><em></em><em></em></p>


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