Effect of Scleral Lens Oxygen Permeability on Corneal Physiology.

SIGNIFICANCE: This randomized, masked, crossover clinical study identifies that ≥125 Dk materials should be used for scleral lens daily wear if disruption to corneal oxygen is to be minimized. PURPOSE: Modern scleral lens use has increased and has proven to be successful where other types and materials have previously failed. Although the required oxygen permeability has been modeled, this has not been established clinically. METHODS: Fifteen masked participants aged 20.7 ± 2.3 years (10 female) were bilaterally fitted with five different scleral lenses (65, 100, 125, 163, and 180+ Dk) of the same shape profile and one soft silicone hydrogel lens compared with no lens wear on separate occasions in a randomized order. A masked researcher measured corneal thickness and fluid reservoir depth, corneal curvature, objective bulbar and limbal redness, corneal biomechanics, and ocular surface oxygen consumption before and after 8 hours of wear. In addition, comfort scores were obtained using a visual analog scale. RESULTS: Scleral lenses with oxygen permeability of 65 Dk resulted in greater corneal thickness (1.37 ± 1.25%) after 8 hours of wear versus ≥100 Dk materials (0.58 ± 0.99%; F = 17.215, P < .001) because of stromal thickening; edema with ≥100 Dk materials was associated with fluid reservoir depth (r = 0.231, P = .05). Fluid reservoir depth decreased similarly with all oxygen-permeable lenses from 325.6 ± 99.1 µm to 174.2 ± 100.8 µm after 8 hours of wear (F = 0.961, P = .44). Oxygen consumption reduced with ≤125 Dk lenses (χ = 604.196, P < .001). Soft and scleral lens wear had no effect on corneal curvature, corneal biomechanics, or ocular hyperemia (P > .05). Soft lenses were more comfortable than all the scleral lenses (P < .05), and the 180+ Dk lenses had the best comfort among the sclerals (P < .05). CONCLUSIONS: A ≥125 Dk is advised for safe scleral lens daily wear. Scleral lens wear leads to an increase in corneal thickness, regardless of lens-material oxygen permeability because of the fluid reservoir depth.

Evidence for commonly used teaching, learning and assessment methods in contact lens clinical skills education.

INTRODUCTION: Evidence based practice is now an important part of healthcare education. The aim of this narrative literature review was to determine what evidence exists on the efficacy of commonly used teaching and learning and assessment methods in the realm of contact lens skills education (CLE) in order to provide insights into best practice. A summary of the global regulation and provision of postgraduate learning and continuing professional development in CLE is included. METHOD: An expert panel of educators was recruited and completed a literature review of current evidence of teaching and learning and assessment methods in healthcare training, with an emphasis on health care, general optometry and CLE. RESULTS: No direct evidence of benefit of teaching and learning and assessment methods in CLE were found. There was evidence for the benefit of some teaching and learning and assessment methods in other disciplines that could be transferable to CLE and could help students meet the intended learning outcomes. There was evidence that the following teaching and learning methods helped health-care and general optometry students meet the intended learning outcomes; clinical teaching and learning, flipped classrooms, clinical skills videos and clerkships. For assessment these methods were; essays, case presentations, objective structured clinical examinations, self-assessment and formative assessment. There was no evidence that the following teaching and learning methods helped health-care and general optometry students meet the intended learning outcomes; journal clubs and case discussions. Nor was any evidence found for the following assessment methods; multiple-choice questions, oral examinations, objective structured practical examinations, holistic assessment, and summative assessment. CONCLUSION: Investigation into the efficacy of common teaching and learning and assessment methods in CLE are required and would be beneficial for the entire community of contact lens educators, and other disciplines that wish to adapt this approach of evidence-based teaching.

Blink Test enhances ability to screen for dry eye disease.

AIM: To evaluate the patient-administered Optrex™ Dry Eye Blink Test against established clinical criteria for the diagnosis of dry eye disease (DED) and to evaluate its benefit in enhancing screening for DED. METHODS: Eighty-seven participants aged 38 ±â€¯17 years, (44 female) were screened for DED using the Tear Film and Ocular Surface Society Dry Eye Workshop II (TFOS DEWS II) diagnostic criteria. In addition to symptoms screening with the Ocular Surface Disease Index questionnaire (≥13 cut-off score for DED), these criteria required a sign of loss of homeostasis of the tear film in the form of a non-invasive tear breakup time (NIBUT) <10 s (Oculus Keratograph; K5M), an osmolarity reading ≥308 mOsm/L or an interocular difference in osmolarity of >8 (Tearlab), or ocular surface staining (>5 fluorescein corneal spots, >9 lissamine green spots or lid wiper staining [≥2 mm length & ≥25% width]) to confirm a diagnosis of DED. The self-administered Blink Test, which requires the participant to observe an image on a computer screen and report the length of time (in seconds) that they can refrain from blinking without discomfort, was repeated three times. RESULTS: Using a cut-off time of 10 s, the Blink Test demonstrated sensitivity of 66%, specificity of 88%, and an area under the curve of 0.77 (p < 0.001), in predicting a diagnosis of DED according to the TFOS DEWS II criteria. The correlation between the Blink Test and NIBUT was r = 0.47 (p < 0.001). When combined with the screening questionnaire, the sensitivity and specificity of the Blink Test increased to 71% and 90%, respectively. CONCLUSION: The Blink Test offers health professionals without advanced instrumentation, as well as patients, themselves, a rapid method of identifying possible DED.