Clinical outcomes of surgical treatment for end-stage ankle osteoarthritis in patients aged over 75 years: a multicenter, retrospective study

Background The purpose of this study was to clarify the clinical outcomes of surgical treatment for end-stage ankle osteoarthritis in patients aged ≥75 years and compare the outcomes with those of patients aged <75 years. Methods A total of 148 patients, including 65 post-total ankle arthroplasty and 83 post-ankle arthrodesis patients, were surveyed retrospectively. Clinical outcomes were assessed using the Japanese Society for Surgery of the Foot hindfoot scale and the self-administered foot evaluation questionnaire preoperatively and at the last follow-up. Patient characteristics, including age, sex, body mass index, radiographic severity, and follow-up period, were also assessed. Patients were divided into the older age group (≥75 years) and the younger age group (<75 years). Improvements in outcomes were then compared between the age groups using univariate analysis and analysis of covariance adjusted for patient characteristics. Post-total ankle arthroplasty and post-ankle arthrodesis were analyzed separately. Results All clinical outcome scores improved postoperatively in the older age group for both post-total ankle arthroplasty and post-ankle arthrodesis. For example, scores for pain and pain-related subscale of the self-administered foot evaluation questionnaire improved by 37 points (p < 0.001) for post-total ankle arthroplasty patients and by 35 points for post-ankle arthrodesis (p < 0.001). Furthermore, multivariate analysis showed that the improvements observed in all scores were not different between the older and younger age groups for both post-total ankle arthroplasty and post-ankle arthrodesis patients, except for the Self-Administered Foot Evaluation Questionnaire physical functioning subscale score for post-ankle arthrodesis patients. Conclusions Clinical outcomes improved significantly in post-total ankle arthroplasty and post-ankle arthrodesis patients aged ≥75 years. Moreover, the improvements were similar to those in patients aged <75 years. Therefore, surgical treatment of end-stage ankle osteoarthritis can be a viable treatment option, even in elderly patients.

Criterion Validation of the Scales of Autonomy, Collaboration, Empathy, Problem-solving and Self-confidence of the 3SQ. Soft Skills Self-evaluation Questionnaire Adapted for Lower Secondary School

The Soft Skills Self-evaluation Questionnaire (3SQ, 41 items) was validated using the responses of 1216 Italian students attending the fourth and the fifth grade of upper secondary school (Lucisano & du Mérac, 2019a), demonstrating good psychometric properties (du Mérac & De Santis, 2020; du Mérac, Livi, & Lucisano, 2020). The adaptation of the 3SQ (40 items) for 8th-grade students was validated in Rome using the responses of 507 students, confirming the factorial structure, sufficient independence, and a good internal consistency (Cronbach alpha between .75 and .92 and 52.23% of the total variance explained). Here, we present the criterion-related validity of the five scales of the adapted 3SQ: Self-confidence, Autonomy, Problem-solving, Cooperation, Empathy. During a PhD research project (Scippo, 2021), these dimensions were also measured in Rome with other instruments, using a sample of 403 8th grade students. The analysis of the data confirms good reliability of the five scales (between .79 and .92), shows good indices of the confirmatory factor analysis of all the scales (RMSEA = .05, SRMR = .08), and reveals significant correlations (between .38 and .68) between the scales of the adapted 3SQ and the other scales measuring the same dimensions. In conclusion, this concurrent validity check reinforces the validity of the adapted 3SQ construct and, consequently, its usefulness for both research and guidance.

A feasibility study on a novel well-being intervention for university students

Objectives: Challenging transitions, increased stress and mental ill health can affect students’ academic performance and their capacity to remain in higher education. Prevention and early treatment of mental health problems in college students is therefore a key public health priority, nationally and internationally. Developing a range of evidence-based interventions targeting the mental health of students is critical. We examined the feasibility and acceptability of a new universal time use and well-being intervention, the ‘Everyday Matters: Healthy Habits for University Life’ digital badge (EMDB), a co-curricular micro-credential for first-year college students. Methods: This study used a single-arm, pre–post design for first-year undergraduate students. The EMDB comprised eight 1-hour lunchtime sessions on brain development and time-use habits across the 24 hours of the day including sleep, self-care, leisure, study and work. Validated measures of occupational competence and value, mental well-being, sleep health, mindset, self-compassion and gratitude were completed, along with an evaluation questionnaire. Results: Eight first-year undergraduate students completed the demographic questionnaire and pre- and post- measures, with one additional student completing only the evaluation questionnaire. There was significantly improved levels of well-being, self-compassion and growth mindset following the intervention. Many of the challenges reported by participants related to occupational issues such as managing finances and having a satisfying routine. Participants appreciated the practical relevance and scientific underpinnings of the programme content. The sense of belonging within the group and having insightful conversations with other group members were particularly valued by participants. Conclusions: This study offers preliminary evidence that an occupational therapy based universal time-use and well-being intervention was feasible to deliver and acceptable to first-year undergraduate students. The results of this study and the participant acceptability support further development and evaluation of the EMDB intervention.