School Vision Screening Research Articles

Implementing a School Vision Screening Program in Botswana Using Smartphone Technology.

Purpose: Child eye health is a significant public health issue in low- and middle-income countries, such as Botswana, and the need for eye care requires a well-integrated and innovative approach. Traditional vision screening tools are costly, difficult to transport, and reliant on highly trained eye care professionals. Novel smartphone-based vision screening technologies, however, are low cost, portable, and easily operated by trained novice users. Peek Vision is a mobile health (m-Health) organization that creates smartphone applications that screen for visual acuity, generate referrals to eye care professionals, and send phone notifications to those being screened. Methodology: In 2016, the government of Botswana partnered with local and international stakeholders to implement Peek vision screening in a subset of schoolchildren. From June to December of 2016, teachers, health assistants, nurses, and other volunteers in 49 schools in the Goodhope Subdistrict utilized Peek applications to screen schoolchildren, using acuity <6/12 in the better eye as a threshold for visual impairment. Results: Among 12,877 children screened, the application identified 16% (2,065/12,877) as screening positive for visual impairment, and these students were referred for optometric care. Ultimately, 96% (1,985/2,065) attended optometry triage camps, during which 42% (835/1,985) were provided with spectacles, 5% (94/1,985) received ophthalmic medications, and 3% (63/1,985) were referred for ophthalmic care. These findings underscore the need for comprehensive vision screening in schoolchildren in Botswana. Furthermore, the successful implementation of Peek smartphone applications illustrates the potential of m-Health technology for enacting comprehensive vision screening programs at a national level in Botswana and other similar countries.

Psychophysical Tests Do Not Identify Ocular Dominance Consistently.

Classical sighting or sensory tests are used in clinical practice to identify the dominant eye. Several psychophysical tests were recently proposed to quantify the magnitude of dominance but whether their results agree was never investigated. We addressed this question for the two most common psychophysical tests: The perceived-phase test, which measures the cyclopean appearance of dichoptically presented sinusoids of different phase, and the coherence-threshold test, which measures interocular differences in motion perception when signal and noise stimuli are presented dichoptically. We also checked for agreement with three classical tests (Worth 4-dot, Randot suppression, and Bagolini lenses). Psychophysical tests were administered in their conventional form and also using more dependable psychophysical methods. The results showed weak correlations between psychophysical measures of strength of dominance with inconsistent identification of the dominant eye across tests: Agreement on left-eye dominance, right-eye dominance, or nondominance by both tests occurred only for 11 of 40 observers (27.5%); the remaining 29 observers were classified differently by each test, including 14 cases (35%) of opposite classification (left-eye dominance by one test and right-eye dominance by the other). Classical tests also yielded conflicting results that did not agree well with classification based on psychophysical tests. The results are discussed in the context of determination of ocular dominance for clinical decisions.

Behavioural and emotional issues among primary school pupils with congenital colour vision deficiency in the Federal Territory of Kuala Lumpur, Malaysia: A case-control study

Background: Congenital colour vision deficiency (CCVD) is an untreatable disorder which has lifelong consequences. Increasing use of colours in schools has raised concern for pupils with CCVD. This case-control study was conducted to compare behavioural and emotional issues among age, gender and class-matched pupils with CCVD and normal colour vision (NCV). Methods: A total of 1732 pupils from 10 primary schools in the Federal Territory of Kuala Lumpur were screened, of which 46 pupils (45 males and 1 female) had CCVD. Mothers of male pupils with CCVD (n=44) and NCV (n=44) who gave consent were recruited to complete a self-administered parent report form, Child Behaviour Checklist for Ages 4-18 (CBCL/ 4-18) used to access behavioural and emotional problems. The CBCL/ 4-18 has three broad groupings: Internalising, Externalising and Total Behaviour Problems. Internalising Problems combines the Withdrawn, Somatic Complaints and Anxiety/ Depression sub constructs, while Externalising Problems combines the Delinquent and Aggressive Behaviour sub constructs. Results: Results from CBCL/ 4-18 showed that all pupils from both groups had scores within the normal range for all constructs. However, results from the statistical analysis for comparison, Mann-Whitney U test, showed that pupils with CCVD scored significantly higher for Externalising Problems (U=697.50, p=0.02) and Total Behaviour Problems (U=647.00, p= 0.01). Significantly higher scores were observed in Withdrawn (U=714.00, p=0.02), Thought Problems (U=438.50, p<0.001) and Aggressive Behaviour (U=738.00, p=0.04). Odds ratios, 95% CI, showed significant relative risk for high Total Behaviour Problem (OR:2.39 ,CI:1.0-5.7), Externalising Problems (OR:2.32, CI:1.0-5.5), Withdrawn (OR:2.67, CI:1.1-6.5), Thought Problems (OR:9.64, CI:3.6-26.1) and Aggressive Behaviour (OR:10.26, CI:3.4-31.0) scores among pupils with CCVD. Conclusion: Higher scores among CCVD pupils indicates that they present more behavioural and emotional problems compared to NCV pupils. Therefore, school vision screenings in Malaysia should also include colour vision to assist in the early clinical management of CCVD children.

Perception of Primary School Teachers on Pupils' Eye Health in the Ga West Municipality, Greater Accra Region, Ghana.

Background:Eye health education is lacking in low- and middle-income countries due to limited availability of eye care personnel in the school setting. Teachers have been considered possible human resource for maintaining eye health in schoolchildren.Objective:The aim of this article is to determine the knowledge of teachers on the nature of eye problems among schoolchildren and their ability to recognize visual disorders.Materials and Methods:This was a descriptive cross-sectional survey among primary school teachers in the Ga West Municipality. Cluster sampling was used to select 140 teachers from 12 public and private schools. A structured questionnaire was used in assessing teachers’ knowledge about the features of a healthy and diseased eyes, common causes of visual impairment (VI) and blindness, and recognizing and preventing eye problems in the children. Aggregate scores were computed for correct responses concerning healthy and diseased eyes, and scores were categorized into poor (0–25%), fair (26–50%), good (51–75%), and very good (76–100%) knowledge.Results:Eighty-six (61.4%) of the teachers were females. The mean age was 33 ± 9.1 years. Most teachers were found to have good knowledge about healthy and diseased eyes (75.0% and 60.0%). Hypermetropia, red eye, allergy, and cataract were cited by 50.0–57.9% as the most common causes of VI and blindness. Between 27.1% and 92.1% of teachers identified difficulties seeing the writing board, inability to concentrate in class, holding the book close to the eye to read, and squinting as ways of recognizing eye problems. Most respondents, 132 (94.3%), were of the view that teachers should be involved in screening schoolchildren for ocular morbidities.Conclusion:Teachers in the Ga West Municipality had good knowledge of the characteristics of healthy eyes and a fair knowledge of the causes of VI in primary schoolchildren. Teachers require further training if they are to serve as focal persons for vision screening and eye health education in primary schools.

Behavioural and emotional issues among primary school pupils with congenital colour vision deficiency in the Federal Territory of Kuala Lumpur, Malaysia: A case-control study.

Background: Congenital colour vision deficiency (CCVD) is an untreatable disorder which has lifelong consequences. Increasing use of colours in schools has raised concern for pupils with CCVD. This case-control study was conducted to compare behavioural and emotional issues among age, gender and class-matched pupils with CCVD and normal colour vision (NCV). Methods: A total of 1732 pupils from 10 primary schools in the Federal Territory of Kuala Lumpur were screened, of which 46 pupils (45 males and 1 female) had CCVD. Mothers of male pupils with CCVD (n=44) and NCV (n=44) who gave consent were recruited to complete a self-administered parent report form, Child Behaviour Checklist for Ages 4-18 (CBCL/ 4-18) used to access behavioural and emotional problems. The CBCL/ 4-18 has three broad groupings: Internalising, Externalising and Total Behaviour Problems. Internalising Problems combines the Withdrawn, Somatic Complaints and Anxiety/ Depression sub constructs, while Externalising Problems combines the Delinquent and Aggressive Behaviour sub constructs. Results: Results from CBCL/ 4-18 showed that all pupils from both groups had scores within the normal range for all constructs. However, results from the statistical analysis for comparison, Mann-Whitney U test, showed that pupils with CCVD scored significantly higher for Externalising Problems (U=697.50, p=0.02) and Total Behaviour Problems (U=647.00, p= 0.01). Significantly higher scores were observed in Withdrawn (U=714.00, p=0.02), Thought Problems (U=438.50, p<0.001) and Aggressive Behaviour (U=738.00, p=0.04). Odds ratios, 95% CI, showed significant relative risk for high Total Behaviour Problem (OR:2.39 ,CI:1.0-5.7), Externalising Problems (OR:2.32, CI:1.0-5.5), Withdrawn (OR:2.67, CI:1.1-6.5), Thought Problems (OR:9.64, CI:3.6-26.1) and Aggressive Behaviour (OR:10.26, CI:3.4-31.0) scores among pupils with CCVD. Conclusion: Higher scores among CCVD pupils indicates that they present more behavioural and emotional problems compared to NCV pupils. Therefore, school vision screenings in Malaysia should also include colour vision to assist in the early clinical management of CCVD children.

Incidence of idiopathic intracranial hypertension in Fife.

Idiopathic intracranial hypertension is a clinical syndrome of intracranial hypertension with normal cerebrospinal fluid in the absence of a mass lesion or hydrocephalus on brain imaging. Headache is the most common symptom of idiopathic intracranial hypertension, and about 10-15% of patients suffer from irreversible visual impairment. Previous estimates of the annual incidence of idiopathic intracranial hypertension vary worldwide from 0.03 to 2.2 per 100,000. The major risk factor implicated in idiopathic intracranial hypertension is body mass. Scotland has one of the worst records for obesity in the developed world, and the prevalence of obesity in Fife is higher than the Scottish average. Our aim was to record the incidence of idiopathic intracranial hypertension in NHS Fife over a one-year period. Prospective study including every patient who was seen in the ophthalmology department in NHS Fife with a new diagnosis of idiopathic intracranial hypertension over a one-year period. Thirteen patients were seen with a new diagnosis of idiopathic intracranial hypertension from August 2013 to July 2014 giving an incidence of 3.56 per 100,000. Headache was the most common presenting symptom. Three patients were asymptomatic but were noted to have swollen optic discs during a routine sight test. One patient complained of visual symptoms. All patients were overweight. The mean BMI was 36 (range: 28-49). The incidence of idiopathic intracranial hypertension in NHS Fife was significantly higher than previous estimates in the literature. This is probably due to a high level of obesity in Fife. Scotland is in the midst of an obesity epidemic and if this continues we may see increasing levels of idiopathic intracranial hypertension nationally with associated increasing incidence of visual impairment in young adults.

Effectiveness of interventions in improving compliance to spectacle wear and referral in school vision screening

BackgroundSuccess of a school vision screening program depends on compliance with the advice that is offered to the children. This study evaluates the effect of an intervention package on compliance to spectacle wear and referral in a school vision screening program.MethodsAmong 8,442 children aged 13–17 years in 11 government schools in and around Chennai, India, 114 (2.2 per cent) children who required spectacles were allocated to the control arm (5,116 children) and 124 (3.7 per cent) children to the intervention arm (3,326 children). There were 44 (0.9 per cent) children in the control arm and 49 (1.5 per cent) children in the intervention arm who required referral for further management. Control schools received a conventional school screening protocol and intervention schools received 23‐step interventions. Spectacle wear was noted in an unannounced direct observation after one, four and 12 months. Compliance to referral was noted based on the response of children with confirmation from medical records.ResultsSpectacle compliance was significantly higher for the intervention arm compared to the control arm based on direct observation in the first month (17.6 per cent versus 49 per cent, adjusted odds ratio [OR] = 4.4, 95 per cent confidence interval [CI] 2.3–8.5, p < 0.05); in the fourth month (23 per cent versus 56 per cent, OR = 4.2, 95 per cent CI 2.3–7.8, p < 0.05); and in the 12th month (13.3 per cent versus 38.8 per cent, OR = 4.1, 95 per cent CI 1.8–9.4, p < 0.05). Referral compliance was significantly higher in the intervention arm in the first month (17.5 per cent versus 70.5 per cent, OR = 10.9, 95 per cent CI 3.8–30.9, p < 0.001) and in the fourth month (31.7 per cent versus 75.6 per cent, OR = 6.2, 95 per cent CI 2.3–16.0, p < 0.001).ConclusionA 23‐step package of interventions was effective in improving compliance to spectacle wear and referral among adolescents in a school vision screening program.

Review of school vision screening guidelines

Background: Vision screenings are important in identifying visual anomalies likely to disrupt the physical, intellectual, social and emotional development of children. School health services globally include vision screenings, complementing a variety of associated screening services.Aim: This review article provides evidence for content, provision and efficacy of the vision screening services for children of school-going age and reports on the current practice of children’s vision screenings worldwide including in South Africa.Methods: Studies were identified from PubMed, Ebscohost and Science Direct with the search terms utilised during the selection of electronic articles and journals for the review. The target population includes children of school-going age from 6 to 19 years without previously known conditions associated with visual anomalies and learning-related problems. The quality of vision screening programmes and policies for the school-going age children in different countries were evaluated using Wilson and Jungner criteria.1Results: Vision screening programmes worldwide appear to support comprehensive vision screening methods among pre-schoolers (from birth to ≤ 6 years vs. children of school-going age). The development of vision screening procedures in some countries in the United States of America (USA) was found to be grounded on epidemiologic findings and principles. These may have contributed towards the formulation of national vision screening guidelines for pre-schoolers that supported the detection of amblyopia and its associated conditions such as strabismus, anisometropia and myopia. School-going children’s vision screenings are not supported worldwide as research has shown that there is lack of benefits for detecting other visual anomalies such as vergence and accommodative dysfunctions. This is despite evidence provided by the literature reviewed that an association exists between prevalent accommodation and vergence dysfunctions including poor ocular motilities and poor near-vision, among children of school-going age with poor academic performance.Conclusion: The guidelines worldwide support school vision screenings, especially for the pre-schoolers by the school health nurses, with other programs having considered the teachers, optometrists or orthoptists as the appropriate personnel to conduct the school vision screenings. There is still a need for the effectiveness of the school vision-screening programmes to be investigated related to the importance of detecting convergence and accommodative dysfunctions for the school going age children.

Spectacle Compliance and Its Determinants in a School Vision Screening Pilot in Botswana

ABSTRACTPurpose: The effectiveness of school eye health programmes relies on many factors, including compliance with spectacle wear. The objectives of this study were to determine spectacle compliance in a school vision screening pilot programme in Botswana, and investigate factors predictive of compliance.Methods: The study was an observational, cross-sectional follow-up of a pilot school screening programme. Unannounced compliance checks were completed after 3–4 months in a convenience sample of 19 schools. Sex, age, school level, visual acuity, and refractive error were analysed using logistic regression to investigate factors predictive of compliance.Findings: Compliance data were recorded for 193/286 (67.5%) children; 62.2% were female and the median age was 15 years (interquartile range 12–17 years). 60.1% of the sample were compliant with spectacle wear. Girls were more likely to be compliant than boys (adjusted odds ratio (aOR) = 2.32, 95% confidence interval (CI) 1.03–5.27). Children at primary and junior secondary school were more likely to be complaint than senior secondary school children (aOR = 16.96, 95% CI 5.60–51.39; and aOR = 3.39, 95% CI 1.39–8.22, respectively). Children with binocular uncorrected visual acuity (UCVA) of 6/7.5 to 6/12 were 2.76 (95% CI1.05–7.23) times more likely to be compliant than children with binocular UCVA of 6/6.Conclusion: Compliance was higher in Botswana than previous African studies; however, improvement in this area would increase the effectiveness of the programme. Further investigation into barriers to spectacle wear affecting boys and older children is warranted. A prescribing protocol to avoid low prescriptions – especially where binocular UCVA is 6/6 – is desirable.

The relationship between unwarranted variation in optometric referrals and time since qualification.

To investigate variation in optometric referral decision-making and the influence of experience and continuing education and training (CET). To gain insight into unwarranted variation in referral activity in the United Kingdom (UK): (1) triage data were audited to investigate source of referral, provisional diagnosis, and outcome; (2) an online system was developed to present two sets of 10 vignettes, designed to avoid prompting answers. Participating optometrists completed 10 pre-CET vignettes, recording their tests and management decisions. The main group of participants chose whatever CET they wished over a 6-month period and then completed another 10 post-CET vignettes. A second group of newly-qualified optometrists completed the vignettes before and after a CET course intervention, followed by a third group of pre-registered optometrists with an intervention of 6-months experience of their pre-registration year. The audit identified 1951 optometric referrals and 158 optometrists (211 referrals were from general medical practitioners), with 122 of the 158 optometrists making fewer than ten referrals. Two newly-qualified optometrists generated 12.5% of the total referrals in the audit (N = 2162). Many suspect glaucoma referrals were based on a single suspect measurement resulting in a high discharge rate after community review, as did referrals for certain fundus-related appearances for which no treatment was indicated. The intervention of gaining CET points appeared to have no significant impact (p = 0.37) on referral decision-making, although this part of the study was underpowered. Self-selection bias was confirmed in the main group. When the main group and newly-qualified practitioners were compared, the number of referrals was negatively associated with time since qualification (p = 0.005). When all 20 referral decisions were compared, all optometrists referring more than 10 vignette patients came from a group of newly-qualified practitioners up to 2 years post-qualification. Pre-registered optometrists generally referred more appropriately than newly-qualified. Upon qualification, there was a significant increase in the number of sight tests undertaken per day (p = <0.0005). Gaining CET points alone is unlikely to significantly improve referral decision-making. Mentoring and targeted CET for the newly-qualified up to 2 years post-qualification should be considered. Ophthalmology replies to the referring newly-qualified optometrist are vital for moderating future referrals and developing clinical confidence.

Smartphone-based screening for visual impairment in Kenyan school children: a cluster randomised controlled trial.

SummaryBackgroundChildhood visual impairment is a major public health concern that requires effective screening and early intervention. We investigated the effectiveness of Peek school eye health, a smartphone-based sight test and referral system (comprising Peek Acuity test, sight simulation referral cards, and short message service [SMS] reminders), versus standard care (Snellen's Tumbling-E card and written referral).MethodsWe initially compared the performance of both the Snellen Tumbling-E card and the Peek Acuity test to a standard backlit EDTRS LogMAR visual acuity test chart. We did a cluster randomised controlled trial to compare the Peek school eye health system with standard school screening care, delivered by school teachers. Schools in Trans Nzoia County, Kenya, were eligible if they did not have an active screening programme already in place. Schools were randomly allocated (1:1) to either the Peek school eye health screening and referral programmes (Peek group) or the standard care screening and referral programme (standard group). In both groups, teachers tested vision of children in years 1–8. Pupils with visual impairment (defined as vision less than 6/12 in either eye) were referred to hospital for treatment. Referred children from the standard group received a written hospital referral letter. Participants and their teachers in the Peek group were shown their simulated sight on a smartphone and given a printout of this simulation with the same hospital details as the standard referral letter to present to their parent or guardian. They also received regular SMS reminders to attend the hospital. The primary outcome was the proportion of referred children who reported to hospital within 8 weeks of referral. Primary analysis was by intention to treat, with the intervention effect estimated using odds ratios. This trial is registered with Pan African Clinical Trial Registry, number PACTR201503001049236.FindingsSensitivity was similar for the Peek test and the standard test (77% [95% CI 64·8–86·5] vs 75% [63·1–85·2]). Specificity was lower for the Peek test than the standard test (91% [95% CI 89·3–92·1] vs 97·4% [96·6-98·1]). Trial recruitment occurred between March 2, 2015, and March 13, 2015. Of the 295 eligible public primary schools in Trans Nzoia County, 50 schools were randomly selected and assigned to either the Peek group (n=25) or the standard group (n=25). 10 579 children were assessed for visual impairment in the Peek group and 10 284 children in the standard group. Visual impairment was identified in 531 (5%) of 10 579 children in the Peek group and 366 (4%) of 10 284 children in the standard care group. The proportion of pupils identified as having visual impairment who attended their hospital referral was significantly higher in the Peek group (285 [54%] of 531) than in the standard group (82 [22%] of 366; odds ratio 7·35 [95% CI 3·49–15·47]; p<0·0001).InterpretationThe Peek school eye health system increased adherence to hospital referral for visual impairment assessment compared with the standard approach among school children. This indicates the potential of this technology package to improve uptake of services and provide real-time visibility of health service delivery to help target resources.FundingSeeing is Believing, Operation Eyesight Universal, Queen Elizabeth Diamond Jubilee Trust, and Wellcome Trust.

Is microtropia a reliable indicator of the presence of amblyopia in anisometropic patients?

ABSTRACTAim: A study was carried out to determine if the presence of microtropia with identity is a reliable indicator for the presence of amblyopia, and likely need for occlusion, following optical treatment in “straight-eyed” anisometropic children. Method: A retrospective case note review was carried out of all children referred from Orthoptic school vision screening during a 10-year period. Children who had unequal visual acuity, no manifest strabismus and who were prescribed spectacles to correct anisometropia (inter-ocular difference one dioptre or more in any meridian) were included in the study. The presence or absence of microtropia with identity, determined using the 4-dioptre prism test, was recorded and children were grouped according to visual outcome as follows: Group 1: equal visual acuity after a maximum optical treatment period of 2 months; Group 2: equal visual acuity after a maximum optical treatment period of 6 months; Group 3: unequal visual acuity after a maximum optical treatment period of 6 months – no occlusion therapy undertaken; and Group 4: unequal visual acuity after a maximum optical treatment period of 6 months – occlusion therapy undertaken.Results: Case notes were available for a total of 532 children. Out of 532, 324 children achieved equal visual acuity with optical treatment alone; none had microtropia. Thirty children with microtropia achieved LogMAR acuity of 0.200 or better in the affected eye after optical treatment and did not undergo occlusion therapy; 178 children required occlusion therapy to achieve a maximum LogMAR acuity of 0.300 or better, and all had microtropia.Conclusion: In this study of 532 four–five year olds, amblyopia did not exist in “straight-eyed” anisometropic children who did not have microtropia with identity. This study suggests that the presence of microtropia with identity is a reliable indicator of the presence of amblyopia, and possible need for occlusion therapy, following optical treatment in “straight-eyed” anisometropic children.

Agreement and diagnostic accuracy of vision screening in children by teachers, community eye‐health workers and vision technicians

BackgroundTo compare the agreement and diagnostic accuracy of vision screening conducted by trained community eye‐health workers (CEHWs) and teachers with reference to vision technicians in Movva Mandal (sub‐district) in Krishna District in the Indian state of Andhra Pradesh.MethodsAs part of a large epidemiological study on visual impairment in children, vision screening was conducted in all the schools in a sub‐district. The children were screened using a screening card with 6/12 tumbling E optotypes by trained CEHWs, teachers and a vision technician. Teachers were included if they had screened at least 100 children and had at least five children identified with visual impairment.ResultsOf a total 6,197 children from 75 schools, 4,929 children were screened by all three categories of examiners (one vision technician, five CEHWs and 79 teachers). The overall agreement between the vision technician and CEHWs was 0.84 (95 per cent CI: 0.79–0.9) with a range of 0.77–0.9. Overall sensitivity of CEHWs to detect visual impairment was 83.3 per cent (95 per cent CI: 73.6–90.6) with a range of 71.4–87.1 per cent. Overall agreement of the five teachers with the vision technician was 0.81 (95 per cent CI: 0.74–0.88) with a range of 0.32–0.92. The overall sensitivity of teachers to detect vision problem was 72.3 per cent (95 per cent CI: 61.4–81.6) with a range from 20 per cent to 85.7 per cent and specificity was near 100 per cent.ConclusionThere was no significant difference in the agreement and diagnostic accuracy of CEHWs and teachers compared to those of the vision technician. There was a large variability among teachers, which needs to be considered in school vision screening programs.

A white membrane beneath the inner limiting membrane of the retina in a 4-year-old child with ultrastructural evidence: a case report

BackgroundEpiretinal membranes (ERMs), secondary to retinal cell proliferation on the retinal surface, usually affect patients over 50 years of age but occur rarely in children. Here we report the case of a 4-year-old patient with a unilateral sub-inner limiting membrane (sub-ILM) membrane mimicking epiretinal membrane with notable ultrastructural features indicating its possible origin from old sub-ILM hemorrhage.Case presentationA 4-year-old boy was admitted with the complaint of poor vision in his right eye, which had been detected at school vision screening performed 6 months earlier. Fundal examination showed a feather-shaped white membrane in the macula of the right eye, and optical coherence tomography (OCT) revealed a thickened retina with a hyper-reflective band on the retinal nerve fiber layer. We suspected epiretinal membrane in the right eye, and pars plana vitrectomy with membrane peeling was performed to improve the patient’s vision. Surprisingly, the membrane was found intraoperatively to be located beneath the intact ILM; it was lifted carefully from the underlying retina as it was strongly adhered to a retinal artery of the superotemporal arcade. Postoperative scanning electron microscopy showed that the membrane consisted of hemosiderin, collagenous fibre and fibrinoid deposits. At follow-up visits, fundal examination and OCT revealed improvement in the retinal structure with disappearance of the hyper-reflective band and reduced retinal thickness. The patient’s visual acuity in the right eye was stable at 20/100 at 1 year post operation.ConclusionsThe white membrane presented here was found to lie between the intact ILM and the rest of the retina, adhering firmly to the superotemporal vessel arch. Given the ultrastructural findings of the membrane and the medical history, we speculate that the sub-ILM membrane probably developed secondary to a sub-ILM hemorrhage.

Irish School Entry Screening referral trends and cohort comparison with preschool specialist referrals

Objective: To analyse referral cohorts from School Entry Screening, Hearing (SHS) and Vision Screening (SVS) before and after documented changes. To compare referrals to pre-school specialists with subsequent group SHS outcomes. Design: Randomized cohort, audit analysis of Community Nursing Developmental and SES records (CHRs), plus Audiology file review for SHS referrals. Study sample: Six hundred and sixty-eight mainstream pupils’ CHRs were analysed in four birth cohorts, post-SES, using coded anonymized records. Results: Significant referral rate differences existed between SHS and SVS. SHS, not SVS, referrals were impacted by nursing staff changes but not by SHS protocol changes. Preschool Audiology referrals outnumbered SHS referrals. All PCHI children with amplification were detected prior to SHS. SHS program yielded conductive hearing loss only. Similar SHS referral rates occurred for pre-school Speech Language Therapy referrals compared to children not referred; just 16% of pre-school Speech Language Therapy primary referrals were referred on to Audiology. Conclusions: SHS referral percentage fell slightly; SVS referral percentage remained unchanged. Low referral rates and low SHS hearing loss yield has modest impact upon Audiology services, but audiometrically screened referrals deserve higher priority. UNHS children born after 2011 create bigger Audiology service impact. International comparisons and European SHS research collaboration are encouraged.

Sighting ocular dominance magnitude varies with test distance

BackgroundOcular dominance can be defined as the preference of an individual for viewing with one eye over the other for particular visual tasks. It is relevant to monovision contact lens wear, cataract surgery and sports vision. Clinically, the measurement of ocular dominance is typically done at an arbitrary distance using a sighting test, such as the hole‐in‐card method that has a binary outcome. We investigated the effect of test distance on ocular dominance measured using a binocular sighting test that provided a continuous measurement of dominance.MethodsTen participants with normal binocular vision took part in this study. Their binocular sighting ocular dominance and phorias were measured at one, two, four, eight and 10 metres. During the dominance tests participants made a binocular alignment judgment and then were asked to indicate the relative alignment of each eye using a visual analogue scale as a reference.ResultsEight participants had strong ocular dominance (five right, three left). For these participants, there was a significant increase in the magnitude of dominance with increasing test distance (p < 0.001). This could not be fully explained by changes in convergence demand. Two participants showed very weak ocular dominance across all test distances (p > 0.05), despite changes in convergence demand.ConclusionWhen ocular dominance is present, its magnitude varies significantly with test distance. This has significant implications for the accurate measurement of ocular dominance in the clinic and may reflect the neural processes that influence eye preference.

Ocular morbidity in school children in eastern region of Nepal

Background: Childhood blindness is a priority area because of the number of years of blindness that ensues. Data on the prevalence and causes of blindness and severe visual impairment in children are needed for planning and evaluating preventive and curative services for children.Objective: The aim of the study is to determine the prevalence of ocular morbidity among school children in eastern Nepal.Method: A cross-sectional study was designed to evaluate ocular status of primary school children in six government schools of the eastern region of Nepal. A complete eye examination was carried out in all children including slit lamp examination, fundus examination, retinoscopy and subjective refraction. Data was analyzed using Microsoft excel. The screening is based on the Indiana school vision screening guideline.Results: A total of 847 children were examined in visits. The mean age of study population was 10.25 years. Among them 450 were males and 397 were females. The results showed that 12.05% of the total students had ocular and visual morbidities. Refractive error was found to be the commonest abnormality (62%) in school children. The commonest type of refractive error found in the study was myopia followed by hyperopia. Alternate divergent squint is the commonest type of strabismus. Other abnormalities found were BSV (binocular single vision) abnormalities, amblyopia and conjunctival disorder.Conclusion: The vision screening program has proved to be very helpful in early detection, diagnosis, referral and management of ocular morbidities in school children. The results of the study strongly suggest that screening of school children for ocular problems should be done at regular intervals and it should be one of the prime components of school health program.Journal of Kathmandu Medical CollegeVol. 5, No. 3, Issue 17, Jul.-Sep., 2016, page: 95-97

Final Visual Outcomes and Treatment Received for Children Referred from a UK Primary School Visual Screening Program: A Comparison of An Orthoptic-led Program with Orthoptic-delivered Services

ABSTRACTThere is little published evidence relating to the final visual acuity of children who are identified as having reduced vision at a school screening program. The school vision screening program in Leeds (led by an orthoptist but delivered by health care support workers within the school nursing team) is examined.Results: 7807 children were screened in school between November 1, 2013, and September 1, 2014. Of these, 319 (4%) failed the screen and were referred to the general optometry service and 547 (7%) were referred to the Children’s Community Eye Service (CCES). Of the children who were referred to the CCES, 79.4% attended their first appointment and 86.4% were positive referrals. Of the children with reduced vision, 31 (8.3%) were found to have a manifest strabismus or eye movement disorder; 75 (20% of the positive referrals) required occlusion therapy for amblyopia; 52.6% of those with initially reduced vision obtained good visual acuity following spectacle correction alone within an 18- to 24-week refractive adaptation period. Of those who completed their treatment, 92.9% had vision within normal limits for their age in both eyes at discharge. Of children referred from vision screening who were found to have a defect, 64.6% had that treatment completed within three visits.Conclusion: Vision screening identifies individuals with treatable vision defects who have a greater than 90% chance of achieving normal visual acuity with good compliance to treatment. Vision screening programs led by an orthoptist but delivered by well-trained and monitored screeners can be of as good quality as a screening program delivered by orthoptists.

Do school classrooms meet the visual requirements of children and recommended vision standards?

BackgroundVisual demands of school children tend to vary with diverse classroom environments. The study aimed to evaluate the distance and near Visual Acuity (VA) demand in Indian school classrooms and their comparison with the recommended vision standards.Materials and methodsThe distance and near VA demands were assessed in 33 classrooms (grades 4 to 12) of eight schools. The VA threshold demand relied on the smallest size of distance and near visual task material and viewing distance. The logMAR equivalents of minimum VA demand at specific seating positions (desk) and among different grades were evaluated. The near threshold was converted into actual near VA demand by including the acuity reserve. The existing dimensions of chalkboard and classroom, gross area in a classroom per student and class size in all the measured classrooms were compared to the government recommended standards.ResultsIn 33 classrooms assessed (35±10 students per room), the average distance and near logMAR VA threshold demand was 0.31±0.17 and 0.44±0.14 respectively. The mean distance VA demand (minimum) in front desk position was 0.56±0.18 logMAR. Increased distance threshold demand (logMAR range -0.06, 0.19) was noted in 7 classrooms (21%). The mean VA demand in grades 4 to 8 and grades 9 to 12 was 0.35±0.16 and 0.24±0.16 logMAR respectively and the difference was not statistically significant (p = 0.055). The distance from board to front desk was greater than the recommended standard of 2.2m in 27 classrooms (82%). The other measured parameters were noted to be different from the proposed standards in majority of the classrooms.ConclusionThe study suggests the inclusion of task demand assessment in school vision screening protocol to provide relevant guidance to school authorities. These findings can serve as evidence to accommodate children with mild to moderate visual impairment in the regular classrooms.

Outcomes of an Australian Nursing Student-led School Vision and Hearing Screening Programme

ABSTRACTNursing students typically do not undertake clinical training in school settings. However, they are well placed to have a role in providing health screening and education in schools or community health venues under supervision of qualified nurses. This study provides a description and outcomes of a vision and hearing screening programme delivered by university nursing students working out of a student-led clinic situated in an underserved, largely Aboriginal and Torres Strait Islander community in regional Australia. Screening and follow-up data collected from 741 elementary school children indicated some important population patterns and trends, with nearly 30% having identified problems. Anecdotal evidence suggested children who gained treatment had improved school performance. Challenges to follow-up and confounding variables are discussed and a suggestion for future research is offered.