Analysis of Somatosensory Impairment Among Teaching Professionals

Abstract

Somatosensation refers to the body’s ability to sense and perceive physical sensations like touch, pain, pressure, temperature, and body position. The present study examined somatosensory deficits among teaching professionals, a population frequently subjected to prolonged standing and recurrent postural stresses. Thirty healthy university faculty members aged between 28-40 years participated in the study. The vibration, pressure, proprioception, and graphesthesia components of somatosensation were evaluated by Cumulative Somatosensory Impairment Scale (CSIS). The results indicated that the absence of vibration sensation was found to be the highest (63.30%) among teachers, followed by graphesthesia (43.30%), pressure (46.60%), and proprioception (30%) sensation. On contrary, the maximum percentage of normal responses (36.60%) was observed in graphesthesia, indicating a higher-level sensory processing. The results suggest a differential susceptibility of somatosensory modalities, indicating that pressure and vibration sensations are more vulnerable to occupational stress. These, in turn can affect the fine motor performance and postural regulation among teachers making them prone to musculoskeletal diseases and fatigue. The findings emphasize the importance of regular sensory assessments among teachers for preventing long-term functional loss. Overall, this study addresses a critical gap by highlighting somatosensory variability in teaching professionals and its implications for motor control and work-related functional efficiency.

Keywords: Cumulative Somatosensory Impairment Scale (CSIS), Somatosensation, Teaching professionals, Vibration.

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