Journal of AAPOS : the official publication of the American Association for Pediatric Ophthalmology and Strabismus
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The flipped-classroom involves watching prerecorded lectures at home followed by group learning exercises within the classroom. This study compares the flipped classroom approach with the traditional classroom for teaching horizontal strabismus didactics in ophthalmology residency. ⋯ The flipped classroom method was received favorably by trainees and may complement traditional methods of teaching.
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To investigate gender disparitie among pediatric ophthalmologists in academic rank, publication productivity, and National Institutes of Health (NIH) funding. ⋯ The shorter career duration for women likely contributes to the difference in overall h-indices between genders, as m-quotients were similar. The m-quotient should be used over the h-index when comparing academic productivity across genders when disparities in career length exist.
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Multicenter Study
The flipped-classroom approach to teaching horizontal strabismus in ophthalmology residency: a pilot study.
To compare the flipped classroom (home pre-taped lectures followed by in-class group exercise) to the traditional classroom (home reading assignment followed by in-class lecture) for horizontal strabismus didactics in ophthalmology residency. ⋯ The flipped classroom had a favorable effect on test scores for only one of the two strabismus subjects but was preferred over the traditional classroom among PGY3-4 residents.
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We reported that premedication with nasal dexmedetomidine was associated with a more intense oculocardiac reflex (OCR). In this study we performed an intrasubject, intravenous comparison to test our hypothesis that this alpha-adrenergic agonist potentiates the trigemino-vagal reflex. ⋯ Similar to the effect of fentanyl, intravenous fast-push dexmedetomidine augmented the bradycardia associated with extraocular muscle traction.
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Approximately 20% of children have dyslexia, a language-based reading disability. A variation in language processing in the brain leads to a deficit in phonological (auditory) processing, which leads to problems in learning to read, write, and spell. Myths continue to exist regarding dyslexia and vision, and although eye and vision problems may coexist with dyslexia, they are not more prevalent than in the general population. ⋯ Treatments to improve these eye conditions may help make reading more comfortable, but they are not a therapy for coexisting dyslexia. The use of vision therapy has never been shown scientifically to be effective and may prevent the application of effective interventions during the critical period of development when reading disorders can best be remediated. The pediatric ophthalmologist should educate parents about reading and dyslexia and provide prompt referral to professionals who have expertise in evaluating and treating learning disabilities.