The SWISS IOL Technique (Small-Width Incision Scleral Suture): A Mini-Invasive Technique
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Abstract:
To evaluate the outcomes and safety of a minimally invasive technique for sutured IOL scleral fixation in case of compromised capsular and iris support.In this retrospective study, we explain our mini-invasive technique and assess the outcomes in terms of visual acuity, pre- or postoperative complications, and IOL position (Sensar AR40e, AMO) in a case series of three patients.The expected best corrected visual acuity could be achieved after one month. Surgeries were uneventful with a stable eye. No postoperative complications occurred except for one patient who had a conjunctival disinsertion. Neither postoperative hypotony nor raised IOP was found. Additionally, no patient experienced corneal edema at one week control, IOL dislocation, vitreous hemorrhage, or new pupil's irregularity.In conclusion, each scleral technique has its own advantages and its inherent postoperative complications. To date, there is no evidence of superiority of any single technique. By improving our scleral sutured lens techniques, we could improve peroperative ocular stability, potentially decrease postoperative complication rate, and offer a rapid recovery with a stable visual acuity within a month.Emphasis (telecommunications)
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The pupil expansion device can assist small pupil cataract surgery. Currently several pupil expansion device are used in clinic, such as Morcher pupil dilator, Graether pupil ring, Perfect pupil device, Siepser pupil ring, Malyugin ring and OASIS iris expander, etc. Along with the continuous improvement of its design and use of skills, the pupil expansion device is considered a good method because of the light injury and good auxiliary function during small pupil cataract surgery. (Int Rev Ophthalmol, 2018, 42: 98-101)
Key words:
cataract surgery; small pupil; pupil expansion device
IRIS (biosensor)
Pupil function
Dilator
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Pupil diameter
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Talk in the classroom has been one of the most talked about topics in the classroom over recent years. For years, many have felt excessive teacher-pupil talk has been the best source to pupil progress however many are starting to feel pupil-pupil talk has greater benefits to progress. This investigation looked at the effect of pupil-pupil talk and whether a Thinking Together Programme was more or less effective than excessive teacher-pupil talk on pupil progress in five GCSE PE theory lessons. Analysis found that when pupil-pupil talk increased and teacher-pupil talk decreased, engagement, behaviour and decision-making enhanced. However, of work that is of greater difficulty, it was alternatively found that excessive teacher-pupil talk was necessary because teachers could support and guide pupils in the correct direction.
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Three 40 minute science lessons, which had been carefully planned to minimize extraneous teacher behavior, were taken by the writer with Form II (Grade 7) classes. During the lessons pupil responding and teacher reacting variables were experimentally manipulated. A posttest of achievement was administered following the lessons and predicted posttest scores were calculated from the regression of a number of pretest measures (e.g., verbal ability, prior knowledge, attitudes) on this posttest. Residual achievement scores, calculated by subtracting predicted from obtained posttest scores, were used in analyses of variance to determine treatment effects. Results indicated that pupil participation, in the form of overt pupil responses to teacher questions, was a weak variable having little effect on pupil achievement. However, regular positive teacher reactions to pupil responses facilitated pupil achievement significantly more than minimal teacher reactions.
Pupil size
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IRIS (biosensor)
Pupil function
Pupil size
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This study investigated how school, classroom and pupil factors infl uence pupil achievement in mathematics, English and Chichewa. Tests in the three subjects were administered to 6,000 pupils in 100 primary schools. The results indicate the follows: low achievement in English and mathematics; greater achievement in urban schools, especially in English; better pupil performance in schools with teacher pupil ratios below 50 in standard 7; better pupil performance in classes with trained teachers; and better pupil performance in classes with textbooks in any ratio than those without textbooks. At the upper level, pupils at an appropriate age performed better than overage or underage pupils; boys consistently performed better than girls, although the differences were small; a pupil’s family socioeconomic status had a positive infl uence on achievement; and the mother’s education was also positively related to performance. The study concludes that basic education with rudimentary structures requires appropriate trained teacher pupil ratios to promote cognitive growth.
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Mydriasis
Pupil size
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