Background:Low awareness of common pediatric eye conditions,such as amblyopia,conjunctivitis,and myopia in rural Chiang Rai,Thailand,prompted the development of a specialized curriculum.This curriculum aimed to provid...Background:Low awareness of common pediatric eye conditions,such as amblyopia,conjunctivitis,and myopia in rural Chiang Rai,Thailand,prompted the development of a specialized curriculum.This curriculum aimed to provide individuals serving these areas with resources to educate and disseminate information within their communities.Methods:A one-hour curriculum covering the causes,signs,diagnosis,treatment,and prevention of amblyopia,conjunctivitis,and myopia was delivered virtually to public health students at a Thai university and in-person to students at this university and rural community members.The in-person seminar included hands-on activities and simulations of these eye conditions.Knowledge acquisition and retention were assessed using pre-tests,immediate post-tests,and one-month post-tests.Results:The seminar was attended by 87 virtual public health students,111 in-person public health students,and 40 in-person rural community members.All groups showed significant improvement in test scores from pre-test to immediate post-test(P<0.001).In-person students had 1.57 times the odds of answering correctly on the immediate post-test compared to virtual students,despite no significant difference in baseline knowledge.However,the subset of in-person students who did not receive bilingual materials showed no significant difference in immediate post-test performance compared to virtual students(P>0.05).Although public health students had more than twice the odds of answering correctly at pre-test compared to rural community members,there were no significant differences between groups on the immediate post-test(P>0.05).Conclusion:A brief seminar significantly improved understanding and retention of pediatric eye conditions,achieving similar levels of understanding among public health students and rural community members,regardless of initial knowledge on this topic.In-person,hands-on seminars with educational materials in participants'preferred language proved more effective than virtual ones in achieving these improvements.展开更多
AIM:To analyze ocular parameters and refractive status in children aged 3-12y and to explore differences in these parameters across age groups with identical refractive status for studying refractive progression.METHO...AIM:To analyze ocular parameters and refractive status in children aged 3-12y and to explore differences in these parameters across age groups with identical refractive status for studying refractive progression.METHODS:Demographic characteristics,cycloplegic refraction data,and ocular parameters of the participants were collected.Changes in ocular parameters were described according to different age groups.After adjusting for refractive factors,the relationship between age and ocular parameters was explored.Standard regression coefficients(β)obtained from multiple linear regressions were used to compare the magnitude of the effect of age on the parameters and ocular components on refractive power.RESULTS:Data were collected from the right eyes of 1504 participants.Lens thickness(LT)decreased with age,whereas the axial length(AL)and anterior chamber depth(ACD)increased.In the high-hyperopia group,changes in age were only associated with AL and LT.In the low-myopia group,the increase in age was also associated with corneal astigmatism.In the overall model,theβvalue for LT was the highest at 0.41,whereasβfor ACD and AL was significant in all groups except for the high-hyperopia group.Theβvalue of the LT on refractive power in children was slightly greater in the low age group than in the high age group.CONCLUSION:Among children with the same refractive status,the older the age,the longer the axis length and the thinner the lens.The lens affected refractive power in children in the younger age group more than in the older age group.The ocular parameter most affected by age was LT.展开更多
Objective To investigate the spike activities of cerebellar cortical cells in a computational network model con- structed based on the anatomical structure of cerebellar cortex. Methods and Results The multicompartmen...Objective To investigate the spike activities of cerebellar cortical cells in a computational network model con- structed based on the anatomical structure of cerebellar cortex. Methods and Results The multicompartment model of neuron and NEURON software were used to study the external influences on cerebellar cortical cells. Various potential spike patterns in these cells were obtained. By analyzing the impacts of different incoming stimuli on the potential spike of Purkinje cell, temporal focusing caused by the granule cell-golgi cell feedback inhibitory loop to Purkinje cell and spa- tial focusing caused by the parallel fiber-basket/stellate cell local inhibitory loop to Purkinje cell were discussed. Finally, the motor learning process of rabbit eye blink conditioned reflex was demonstrated in this model. The simulation results showed that when the afferent from climbing fiber existed, rabbit adaptation to eye blinking gradually became stable under the Spike Timing-Dependent Plasticity （STDP） learning rule. Conclusion The constructed cerebellar cortex network is a reliable and feasible model. The model simulation results confirmed the output signal stability of cerebellar cortex after STDP learning and the network can execute the function of spatial and temporal focusing.展开更多
基金supported by the National Institutes of Health(Bethesda,MD)through the P30 EY010572 core grantthe Malcolm M.Marquis,MD Endowed Fund for Innovation+1 种基金an unrestricted grant from Research to Prevent Blindness(New York,NY)to the Casey Eye Institute,Oregon Health&Science UniversityAdditional support was provided by Oregon Health&Science University Global Health。
文摘Background:Low awareness of common pediatric eye conditions,such as amblyopia,conjunctivitis,and myopia in rural Chiang Rai,Thailand,prompted the development of a specialized curriculum.This curriculum aimed to provide individuals serving these areas with resources to educate and disseminate information within their communities.Methods:A one-hour curriculum covering the causes,signs,diagnosis,treatment,and prevention of amblyopia,conjunctivitis,and myopia was delivered virtually to public health students at a Thai university and in-person to students at this university and rural community members.The in-person seminar included hands-on activities and simulations of these eye conditions.Knowledge acquisition and retention were assessed using pre-tests,immediate post-tests,and one-month post-tests.Results:The seminar was attended by 87 virtual public health students,111 in-person public health students,and 40 in-person rural community members.All groups showed significant improvement in test scores from pre-test to immediate post-test(P<0.001).In-person students had 1.57 times the odds of answering correctly on the immediate post-test compared to virtual students,despite no significant difference in baseline knowledge.However,the subset of in-person students who did not receive bilingual materials showed no significant difference in immediate post-test performance compared to virtual students(P>0.05).Although public health students had more than twice the odds of answering correctly at pre-test compared to rural community members,there were no significant differences between groups on the immediate post-test(P>0.05).Conclusion:A brief seminar significantly improved understanding and retention of pediatric eye conditions,achieving similar levels of understanding among public health students and rural community members,regardless of initial knowledge on this topic.In-person,hands-on seminars with educational materials in participants'preferred language proved more effective than virtual ones in achieving these improvements.
基金Supported by the National Natural Science Foundation of China(No.82171093).
文摘AIM:To analyze ocular parameters and refractive status in children aged 3-12y and to explore differences in these parameters across age groups with identical refractive status for studying refractive progression.METHODS:Demographic characteristics,cycloplegic refraction data,and ocular parameters of the participants were collected.Changes in ocular parameters were described according to different age groups.After adjusting for refractive factors,the relationship between age and ocular parameters was explored.Standard regression coefficients(β)obtained from multiple linear regressions were used to compare the magnitude of the effect of age on the parameters and ocular components on refractive power.RESULTS:Data were collected from the right eyes of 1504 participants.Lens thickness(LT)decreased with age,whereas the axial length(AL)and anterior chamber depth(ACD)increased.In the high-hyperopia group,changes in age were only associated with AL and LT.In the low-myopia group,the increase in age was also associated with corneal astigmatism.In the overall model,theβvalue for LT was the highest at 0.41,whereasβfor ACD and AL was significant in all groups except for the high-hyperopia group.Theβvalue of the LT on refractive power in children was slightly greater in the low age group than in the high age group.CONCLUSION:Among children with the same refractive status,the older the age,the longer the axis length and the thinner the lens.The lens affected refractive power in children in the younger age group more than in the older age group.The ocular parameter most affected by age was LT.
基金supported by the grants from National Natural Science Foundation of China (No. 10872069)
文摘Objective To investigate the spike activities of cerebellar cortical cells in a computational network model con- structed based on the anatomical structure of cerebellar cortex. Methods and Results The multicompartment model of neuron and NEURON software were used to study the external influences on cerebellar cortical cells. Various potential spike patterns in these cells were obtained. By analyzing the impacts of different incoming stimuli on the potential spike of Purkinje cell, temporal focusing caused by the granule cell-golgi cell feedback inhibitory loop to Purkinje cell and spa- tial focusing caused by the parallel fiber-basket/stellate cell local inhibitory loop to Purkinje cell were discussed. Finally, the motor learning process of rabbit eye blink conditioned reflex was demonstrated in this model. The simulation results showed that when the afferent from climbing fiber existed, rabbit adaptation to eye blinking gradually became stable under the Spike Timing-Dependent Plasticity （STDP） learning rule. Conclusion The constructed cerebellar cortex network is a reliable and feasible model. The model simulation results confirmed the output signal stability of cerebellar cortex after STDP learning and the network can execute the function of spatial and temporal focusing.
