Light conditions influence optic nerve OCT angiography parameter in healthy subjects with neutral pupils.

Optical coherence tomography angiography measurements are influenced by a range of environmental factors as blood pressure and physical fitness. The present study aimed to evaluate the effects of light and dark exposure in eyes with neutral and mydriatic pupils on vessel density in the macular and optic nerve head regions, as measured using optical coherence tomography angiography (OCTA). 55 eyes of 55 healthy volunteers (28 patients with neutral pupils; 27.18 ± 4.33 years) were examined using a high-speed and high-resolution spectral-domain OCT XR Avanti system with a split-spectrum amplitude de-correlation angiography algorithm. OCTA imaging was performed after dark adaptation and after exposure to light. The vessel density data of the superficial and deep retinal macular and optic nerve head region OCT-angiogram were analyzed for these two light conditions. Through Bonferroni correction for multiple testing, the p- value was adapted from 0.05 to 0.017. In eyes with neutral pupils, a significant increase was found in the capillary region of the optic nerve head region (p = 0.002), comparing dark- and light-adaptation. In the macular region of eyes with neutral (p = 0.718) and mydriatic pupils (p = 0.043), no significant differences were observed, as were any in the optic nerve head region of the mydriatic eyes (p = 0.797). This observation suggests that light conditions could be a possible factor influencing OCTA measurements. After dark exposure, vessel density data were significantly different between eyes with neutral and mydriatic pupils (nerve head region: p < 0.0001, superficial macula: p < 0.0001, deep macula: p = 0.0025). These data warn for the effect of mydriatic drops on vessel density measurements.

["Flipped classroom"-A future concept for student teaching in ophthalmology?] / "Flipped classroom" ­ Ein Zukunftskonzept für die studentische Lehre in der Augenheilkunde?

BACKGROUND: "Flipped classroom" is a didactic teaching concept in which learning contents are prepared by self-study with arranged tools before the classroom session. The concept offers the advantage of a uniform knowledge base for the students at the beginning of the course and also the advantage of a greater theoretical knowledge, which creates more opportunities for practical exercises, application and consolidation in the subsequent joint teaching units. This study describes the establishment and application of such a model in student teaching in ophthalmology and analyzes the student's evaluation. METHODOLOGY: For the winter term 2018/2019, a new teaching module was designed and established in a cooperation between the department of ophthalmology and the Institute for Education and Study Affairs (IfAS) at the medical faculty of the University of Münster. A uniform training of the lecturers as well as a preparation of the students for the restructuring took place. After the course the evaluation of the students was recorded and evaluated using a standardized online evaluation. RESULTS: Between the winter semester 2018/2019 and the winter semester 2019/2020, an average of 112.3 ± 4.0 students were taught with the "flipped classroom" model. Of these 93.7% were able to give an assessment. In the previous semesters with the old teaching concept (summer semester 2015 to summer semester 2018), the average number of students was 115.4 ± 15.1 with an assessment rate of 93.3%. The new teaching concept achieved on average a better assessment than the old module. CONCLUSION: With a "flipped classroom" space and flexibility can be generated for a more individual course preparation and at the same time a higher practical part. Further studies are needed to analyze whether this also enables a sustainable transfer of knowledge.

[Analysis of the importance of e-learning in ophthalmology and evaluation of an e-learning app]. / Analyse des Stellenwertes von "eLearning" in der Augenheilkunde und Evaluierung einer "eLearning-App".

BACKGROUND: The aim of the study was to analyze the importance of e­learning in the learning and training behavior of ophthalmologists in Germany and to evaluate the acceptance of a new e­learning user software (app). MATERIAL AND METHODS: Ophthalmological residents and specialists were asked about continuing education activities by means of a questionnaire during continuing education events. Furthermore, a structured evaluation was carried out after the presentation and application of an e­learning app. RESULTS: A total of 149 ophthalmologists took part in the survey. While the majority of colleagues (74.3%) used specialist journals weekly or monthly for further education, 45.9% of ophthalmologists used digital print media (books, journals, articles) and 46.5% used specialist books in printed form. Only 35% of the interviewees used online training platforms, e.g. digital courses (CME courses) or portals for retrieving recorded lectures. The use of the offered e­learning app was generally accompanied by a positive acceptance. Of the interviewed colleagues 91.7% would recommend this form of interactive learning. DISCUSSION: Despite a progressive digitalization in all areas of life, e­learning continues to play a minor role as a learning medium in ophthalmological advanced training. Interestingly, the evaluation of app users showed a high level of acceptance, regardless of age or field of work.