Anterior segment optical coherence tomography meibography compared with keratograph meibography.

PURPOSE: The aim of this study was to determine the feasibility of using readily accessible technology, anterior segment optical coherence tomography (AS-OCT), to detect and grade meibomian gland dropout and examine its interchangeability with the Oculus Keratograph 5M (K5M). METHODS: A total of 30 participants (30 eyes) with a median age of 21 (range = 19-28 years) were recruited. Meibography was performed using two commercially available imaging devices to look at the structure of the meibomian glands and grade them subjectively in real time, and image analysis was used to quantify meibomian gland loss objectively. Gland loss as imaged by the two techniques was graded using the meiboscore grading schema. Test-retest reliability was determined with intraclass correlation coefficients (ICCs). Weighted kappa was used to evaluate agreement between the two imaging devices and four methods of image analysis. Spearman and Pearson correlation coefficients were used to determine the association of structural measurements between each of the techniques. The agreement between the two imaging techniques was determined with the Bland-Altman analysis. RESULTS: Reliability of subjective grading was strong for AS-OCT (ICC: 0.92, 95% CI: 0.83-0.96, p < 0.001) and K5M (ICC: 0.96, 95% CI: 0.96-0.91, p = 0.001). Image analysis with ImageJ reliability was strong between the imaging devices (ICC: 0.84, 95% CI: 0.55-0.94, p < 0.001). Agreement between each subjective technique was fair, κ = 0.45 (95% CI: 0.17-0.73, p < 0.001) and a positive Spearman correlation was also observed (r = 0.52, p < 0.001). There was no significant difference between the mean meibomian gland loss measured with ImageJ between AS-OCT and K5M (0.92 ± 6.28, p = 0.26). The 95% limits of agreement were -12.45% to +14.04%. CONCLUSION: These findings suggest subjective real-time grading of meibomian gland loss could be performed using readily available AS-OCT technology and that this method was interchangeable with the K5M.

Relating Standardized Automated Perimetry Performed with Stimulus Sizes III and V in Eyes With Field Loss due to Glaucoma and NAION.

Objective: Standard automated perimetry (SAP) visual field (VF) results are more repeatable using Goldmann stimulus size V (stimV) in eyes with moderate/severe deficits due to glaucoma. There are few reports relating VFs using stimulus size V and III, typically used in the clinic for glaucoma, and none for non-arteritic anterior ischemic optic neuropathy (NAION). We hypothesized that we could compare and relate the VFs with both stimuli for glaucoma and NAION. Methods: We utilized 1992 same-day pairs of stimIII and stimV SAP VFs using the 24-2 strategy for eyes with glaucoma or NAION. We explored the optimal threshold to censor the raw sensitivities, prior to calculating age-standardized total deviations (TD). We determined the mean and standard deviation of the differences among all TD pairs. We computed a line of best fit to determine closeness to the line of unity. Results: The ideal censoring conversion threshold was 21 dB for stimIII and 24 dB for stimV. The difference between stimV and stimIII censored (0.0 ± 1.9 dB) and uncensored (0.4 ± 2.6 dB) TD pairings strongly correlate with each other (r2 = 0.70, p < 0.001). The line of best fit from these pairings has a slope of 0.92, which is similar to that of the line of unity (m = 1). Conclusion: Censoring plus age correction is a valid method of comparison between stimIII and stimV SAP VFs with moderate to severe VF loss due to optic nerve disorders. Translational Relevance: StimIII and stimV TDs are interchangeable in clinical practice.

The role of extended reality in optometry education: a narrative review.

The evolution of digitally based pedagogies, such as extended reality (XR) - a group of simulated learning environments that include virtual simulation, virtual reality, and augmented reality - has prompted optometry educators to seek evidence to guide the implementation of these teaching and learning activities within their curricula. Looking more broadly across the medical and allied health fields, there is a wealth of evidence to guide the incorporation of XR, as it is increasingly being integrated into the curricula of other select health professions disciplines. Educators from these disciplines continue to explore and embed XR in practice. This narrative review summarises the findings and appraises the literature on the use of XR in optometry education. It identifies the learning domains in which XR has been implemented in optometry education and proposes areas for further investigation. The review questions the technology-focused approach that has driven the literature within the review and calls for richer pedagogical foundations with suggestions for future research agendas. As such, this narrative review provides optometry educators with new ways of understanding XR and its relationship with the curriculum.