The relationship of distance learning with ocular surface disorders in students in the COVID-19 pandemic.
COVID-19 pandemic
Digital screen
Distance learning
Dry eye
OSDI
Tear breakup time
Journal
International ophthalmology
ISSN: 1573-2630
Titre abrégé: Int Ophthalmol
Pays: Netherlands
ID NLM: 7904294
Informations de publication
Date de publication:
Oct 2022
Oct 2022
Historique:
received:
13
09
2021
accepted:
12
03
2022
pubmed:
5
4
2022
medline:
28
9
2022
entrez:
4
4
2022
Statut:
ppublish
Résumé
To evaluate ocular surface disorders in students whose daily screen time increased due to distance learning during the COVID-19 pandemic. Eighty-eight eyes of 44 cases were included in this cross-sectional study. The distance learning students with complaints of redness, stinging, and increased blinking were evaluated. Biomicroscopic examination findings, spherical equivalent, keratometry values, and average daily average screen time were recorded. Ocular Surface Disease Index (OSDI) survey and non-contact tear film breakup time (BUT) assessment (Topcon CA-800) were performed. Forty-four cases between 15 and 25 years old were evaluated; 25 were girls (56.8%), 19 were boys (43.2%), and the mean age was 19.2 ± 3.9 years (15-25). The mean daily screen time was 4.9 ± 0.9 h. The mean non-contact BUT was 3.18 ± 2.0 s (1.24-8.80 s), and the spherical equivalent was -1.39 ± 1.79. Punctate epitheliopathy was present in 33 eyes (37.5%) on biomicroscopic examination. The mean OSDI score was 37.12 ± 20.30 (10-75) points. A significant positive correlation was present between daily average screen time, punctate epitheliopathy (r = 0,341; p = 0,001), and OSDI score (r = 0,510; p < 0,001). There was also a significant positive correlation between the OSDI score and punctate epitheliopathy (r = 0.754; p < 0.001). There was no significant correlation between the non-contact BUT and punctate epitheliopathy, OSDI score, or daily screen time (p > 0.05). Ocular surface disorders in students can be associated with increasing daily screen time due to distance learning.
Identifiants
pubmed: 35377033
doi: 10.1007/s10792-022-02290-w
pii: 10.1007/s10792-022-02290-w
pmc: PMC8978497
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
3045-3051Informations de copyright
© 2022. The Author(s), under exclusive licence to Springer Nature B.V.
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