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article · Zagazig University Medical Journal

Effectiveness of Virtual Reality Therapy in the Rehabilitation of Isolated Otolith Dysfunction

20241 citationZagazig University

Abstract

Background: Previous studies have shown virtual reality (VR) therapy to effectively manage vestibular dysfunction. However, its effectiveness in managing patients specifically diagnosed with Isolated Otolith Dysfunction (IOD) lacks comprehensive documentation. Therefore, the aim of this study was to evaluate the effectiveness of VR therapy in the management of patients with IOD. Methods: Twenty-one participants were previously diagnosed with IOD by basic audiological assessment along with normal oculomotor tests and a normal video Head Impulse Test results but abnormality in cervical vestibular evoked myogenic potential and/or ocular vestibular evoked myogenic potential were included. Participants underwent a VR therapy program comprising 8-10 sessions, each lasting 15-20 minutes, conducted twice a week. The effectiveness of the therapy was assessed by administering the Dizziness Handicap Inventory (DHI) pre- and post-VR therapy. Results: The average number of rehabilitation sessions attended by the patients was 8.10. Post-VR therapy, DHI scores decreased by 45% across all aspects. A statistically significant difference was observed between pre- and post-VR DHI scores (p<0.001) for the total sample. Additionally, statistically significant differences were found between pre- and post-VR therapy DHI scores (p<0.001) when participants were grouped by affected otolith organ (Utricle, Saccule, or both). Similarly, both age groups (20-40 and 41-60 years old) and both genders exhibited improved DHI scores post-VR therapy compared to pre-VR therapy scores (p<0.001). Conclusions: VR therapy demonstrates effectiveness in managing patients with IOD, resulting in a reduction of the negative impact on their quality of life. However, the long-term effect remains unknown and requires further investigation.

Research topics

  • Stroke Rehabilitation and Recovery
  • Health and Wellbeing Research
  • Education and Learning Interventions

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DOI: 10.21608/zumj.2024.283751.3344

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