Clinical evaluation of a prosthetic suspension system: Looped silicone liner

Silicone soft socket system for the treatment of geriatric transtibial amputees

Background

Outfitting geriatric amputees with a suitable prosthesis is a demanding task. The aim of this study was to determine the effect of prostheses outfitted with a silicone suspension interface system on a large group of transtibial amputees regarding walking distance, satisfaction of use and duration of daily use.

Methods

The study included 75 mostly geriatric transtibial amputees fitted with a rigid total contact socket with a silicone interface system called an Icelandic roll-on silicone socket (ICEROSS, Ossur, Reykjavik, Iceland). At follow-up 54 patients remained for assessment. Ambulatory performance was measured by first categorizing the patients into four subgroups regarding their walking capacity: 0–50 m, 50–100 m, 100–500 m and >500 m. The alteration in patient mobility was measured at admission, discharge and follow-up. Satisfaction and duration of daily use as well as use of walking aids were collated with a standard questionnaire.

Results

Between admission and discharge, patients showed significant improvement (p = <0.001) in walking distances. The walking distance diminished again between time of discharge and follow-up (p = <0.001). The parameters satisfaction with device and duration of daily use showed no significant differences and the same applied to male and female subjects.

Conclusions

Geriatric transtibial amputees fitted with prostheses attached via a silicone suction socket system showed significant improvements in walking distances and a high rate of satisfaction with the device. There were no statistically significant gender-specific differences among users of the ICEROSS system.

A Practical Approach for Evaluation of Socket Pistoning for Lower Limb Amputees

Although fit of the socket-suspension system is critical to lower limb amputees, monitoring of the fit is largely based on user feedback, which is subjective and often unreliable. Pistoning, defined as the relative displacement between the socket and the residual limb, is a well-accepted indicator of the fit of the socket-suspension system. However, opacity and rigidity of everyday prosthetic sockets make measurement of pistoning a challenging task. In this paper, we describe the development of a pistoning evaluation procedure that relies on two motion capture systems: a magnetic motion capture system used to measure the motion of the residual limb and an optical motion capture system used to measure the motion of the socket. Through synchronization of the two motion capture systems, the motion of the residual limb relative to the socket can be determined to derive the amplitude of pistoning. Here, we evaluated the performance of our approach through repeated calibration and a treadmill walking task with an amputee. Results demonstrate that this procedure, which does not rely on radiography unlike some existing methods, can be used to evaluate the fit of amputees' everyday sockets.

A conceptual framework for orthotic and prosthetic education

BACKGROUND

Variables that influence orthotic and prosthetic patient outcomes beyond direct care are poorly conceptualized for orthotic and prosthetic students. Restructuring educational curricula around important clinical reasoning variables (i.e. factors that may influence outcomes) could improve teaching, learning, and clinical practice.

OBJECTIVES

To propose an orthotic and prosthetic education framework to enhance the development of orthotic and prosthetic students' clinical reasoning skills.

STUDY DESIGN

Scoping review.

METHODS

We conducted a scoping review, identified variables of orthotic and prosthetic usability, and performed a qualitative thematic analysis through the lens of orthotic and prosthetic clinical educators to develop a conceptual framework for orthotic and prosthetic education.

RESULTS

Sorting of variables identified from the literature resulted in three thematic areas: (1) the state of functioning, disability, and health (International Classification of Functioning, Disability and Health); (2) orthotic and prosthetic technical properties, procedures, and appropriateness; and (3) professional service as part of orthotic and prosthetic interventions. The proposed orthotic and prosthetic education framework includes these three areas situated within the context of patient-centered care.

CONCLUSIONS

A conceptual framework was developed from variables identified in peer-reviewed literature. This orthotic and prosthetic education framework provides a structure to explore orthotic and prosthetic clinical reasoning and advance our teaching and assessment of students' clinical reasoning skills.

CLINICAL RELEVANCE

The proposed orthotic and prosthetic (O&P) education framework is intended to promote conversation about variables (e.g. health condition, procedures, services, and O&P principles) that influence O&P clinical practice outcomes and further advance our teaching and assessment of students' clinical reasoning skills.