Motor learning-based methods offer an alternative paradigm to machine learning-based methods for controlling upper-limb prosthetics. Within this paradigm, the patterns of muscular activity used for control can differ from those which control biological limbs. Practice expedites the learning of these new, functional patterns of muscular activity. We envisage that these methods can result in enhanced control without increasing device complexity. However, key questions about training protocols, generalisation and scalability of motor learning-based methods have remained. In this work, we pursue three objectives: 1) to validate the motor learning-based abstract myoelectric control approach with people with upper-limb difference for the first time; 2) to test whether, after training, participants can generalize their learning to tasks of increased difficulty; and 3) to show that abstract myoelectric control scales with additional input signals, offering a larger control range. In three experiments, 25 limb-intact participants and 8 people with a limb difference (congenital and acquired) experienced a motor learning-based myoelectric controlled interface. We show that participants with upper-limb difference can learn to control the interface and that performance increases with experience. Across experiments, participant performance on easier lower target density tasks generalized to more difficult higher target density tasks. A proof-of-concept study demonstrates that learning-based control scales with additional myoelectric channels. Our results show that human motor learning-based approaches can enhance the number of distinct outputs from the musculature, thereby increasing the functionality of prosthetic hands and providing a viable alternative to machine learning.
People who either use an upper limb prosthesis and/or have used services provided by a prosthetic rehabilitation centre, hereafter called users, are yet to benefit from the fast-paced growth in academic knowledge within the field of upper limb prosthetics. Crucially over the past decade, research has acknowledged the limitations of conducting laboratory-based studies for clinical translation. This has led to an increase, albeit rather small, in trials that gather real-world user data. Multi-stakeholder collaboration is critical within such trials, especially between researchers, users, and clinicians, as well as policy makers, charity representatives, and industry specialists. This paper presents a co-creation model that enables researchers to collaborate with multiple stakeholders, including users, throughout the duration of a study. This approach can lead to a transition in defining the roles of stakeholders, such as users, from participants to co-researchers. This presents a scenario whereby the boundaries between research and participation become blurred and ethical considerations may become complex. However, the time and resources that are required to conduct co-creation within academia can lead to greater impact and benefit the people that the research aims to serve.
This article aims to outline the reported experiences of practitioners in a local authority in England where, since the mid‐1990s, a high proportion of teachers have undertaken professional development in the field of teaching thinking skills. The article is based on the main findings from a questionnaire survey which was carried out among first, middle and high school teachers in this area. It was intended to explore their views on the use, benefits and challenges of teaching ‘Thinking for Learning’, a term which encompasses both the use of a range of thinking skills strategies and the Community of Enquiry/Philosophy for Children approaches.The vast majority of respondents reported a range of positive effects on their pupils, including pupil motivation and cognitive, social and affective benefits. On the other hand, reported challenges mainly referred to a perceived lack of time and to some seemingly inherent difficulties in the teaching of thinking.Conclusions from this study have the potential to inform professional development practice and policy far beyond this local authority's regional boundaries, and aim to contribute to the body of knowledge about forms of education that are based on dialogue and enquiry.
People who either use an upper limb prosthesis and/or have used services provided by a prosthetic rehabilitation centre, experience limitations of currently available prosthetic devices. Collaboration between academia and a broad range of stakeholders, can lead to the development of solutions that address peoples' needs. By doing so, the rate of prosthetic device abandonment can decrease. Co-creation is an approach that can enable collaboration of this nature to occur throughout the research process. We present findings of a co-creation project that gained user perspectives from a user survey, and a subsequent workshop involving: people who use an upper limb prosthesis and/or have experienced care services (users), academics, industry experts, charity executives, and clinicians. The survey invited users to prioritise six themes, which academia, clinicians, and industry should focus on over the next decade. The prioritisation of the themes concluded in the following order, with the first as the most important: function, psychology, aesthetics, clinical service, collaboration, and media. Within five multi-stakeholder groups, the workshop participants discussed challenges and collaborative opportunities for each theme. Workshop groups prioritised the themes based on their discussions, to highlight opportunities for further development. Two groups chose function, one group chose clinical service, one group chose collaboration, and another group chose media. The identified opportunities are presented within the context of the prioritised themes, including the importance of transparent information flow between all stakeholders; user involvement throughout research studies; and routes to informing healthcare policy through collaboration. As the field of upper limb prosthetics moves toward in-home research, we present co-creation as an approach that can facilitate user involvement throughout the duration of such studies.
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