Can health kiosks be used to identify oral health care needs?:a pilot study

Abstract Objective: The aim of this study was to investigate the reliability of digital imaging for detecting restorative treatment need among individuals in their 20s by comparing the outcome of digital imaging with clinical caries findings at the patient level. Material and methods: Five intraoral clinical daylight and digital fluorescence images were taken extraorally of 21 patients. A clinical examination was then performed by a trained and calibrated dentist. Additionally, the patients answered a multiple-choice questionnaire about their health habits. The images were analysed and caries findings were recorded. For statistical analysis, sensitivity and specificity were calculated. Results were shown as ROC curves and AUC values. All analyses were done using SPSS (version 24.0, Chicago, IL). Results: Caries lesions were most often detected in molars and least often in canines. When using the clinical status as gold standard, digital imaging gave an AUC value of 0.617, whereas the outcome by questionnaire gave an AUC value of 0.719. When using the combined outcome of digital imaging and the questionnaire, the AUC value was 0.694 with clinical validation. Conclusions: It can be concluded that health kiosks may help to reduce the number of patients waiting for dental treatment; more specifically, the questionnaire with individual feedback may provide a new instrument for providing instructions for homecare online. However, the camera system must be developed further, and dentists and dental hygienists require training to analyse the images

Enabling children’s genuine participation in digital design and fabrication:instructors’ perspective

Abstract Digital fabrication laboratories (Fab Labs) are accessible to the public, including children and families. However, a variety of technical skills, tools, and expertise are needed in these spaces, and Fab Lab staff—instructors working there—are in a key role in helping Fab Lab users. There is, however, a lack of research on how these instructors can inspire children’s genuine participation in Fab Labs. We analyze the challenges faced by four instructors during two months of Fab Lab workshops with 7–12-year-old children. The children worked in child-only or child-parent groups on informal digital design and fabrication activities. Based on genuine participation principles derived from the literature, we designed our workshops, which included the creation of instructor guideline. At the end, we developed a post-workshop framework in which the instructors provided feedback about their performance and experiences. We provide recommendations to help instructors support children’s genuine participation in digital design and fabrication