跳至主要内容

Cycloplegic Refraction in Children: A Complete Audit Cycle

Read  full  paper  at:
http://www.scirp.org/journal/PaperInformation.aspx?PaperID=54121#.VO2HsSzQrzE

ABSTRACT
Purpose: Use of appropriate cycloplegic agent is an essential area of management in children with strabismus and refractive error. This study was designed to audit our own department’s understanding and practice with respect to cycloplegia. Methods: Children in age group of 0 - 12 years with refractive errors and strabismus were evaluated with respect to four parameters: adherence to cycloplegic refraction (group-I), choice of cycloplegic agent (group-II), dosage of cycloplegia (group-III) and duration of cycloplegia (group-IV). Following the initial audit, the hospital audit committee evaluated the results; thereafter concerned staff was educated and aidememoires of the dilatation protocol were introduced; a second audit cycle was carried out after 3 months. Results: First and second audit cycle included 334 children (mean age 6.2 ± 2.2 years) and 436 children (mean age 7.25 ± 2.9 years) respectively. A statistically significant improvement was found in all four parameters in the second audit cycle: adherence to dilation protocol (82.3% in first cycle to 94.3% in second cycle; p = 0.001), choice of cycloplegic agent (77% in the first cycle to 94.8% in the second cycle; p = 0.001), dosage of cycloplegic agent (84% in the first cycle to 96.3% in the second cycle; p = 0.001) and duration of cycloplegic agents (65% in the first cycle to 97.5% in the second cycle; p = 0.001 for CTC and 71.8% in the first cycle to 98% in the second cycle; p = 0.001 for Tropicamide). Conclusions: A complete audit cycle demonstrated a statistically significant improvement in all four parameters related to cycloplegic refraction in children. Regular auditing coupled with targeted interventions aimed to maintain the “best practice guidelines” for determination of refractive errors in children could prove effective in improving standards of clinical practice.
 
Cite this paper
Ganesh, S. , Arora, P. , Sethi, S. and Gurung, C. (2015) Cycloplegic Refraction in Children: A Complete Audit Cycle. Open Journal of Ophthalmology, 5, 41-45. doi: 10.4236/ojoph.2015.51007.
 
References
[1]Shah, P., Jacks, A.S. and Adams, G.G. (1997) Paediatric Cycloplegia: A New Approach. Eye, 11, 845-846.
http://dx.doi.org/10.1038/eye.1997.216
 
[2]Mehta, A. (1999) Chief Complaint, History and Physical Examination. In: Santiago, A.P. and Rosenbaum, A.I., Eds., Clinical Strabismus Management, Saunders, Philadelphia, 18.
 
[3]Miranda, M.N. (1972) Residual Accommodation. A Comparison between Cyclopentolate 1 Percent and a Combination of Cyclopentolate 1 Percent and Tropicamide 1 Percent. Archives of Ophthalmology, 87, 515-517.
http://dx.doi.org/10.1001/archopht.1972.01000020517004
 
[4]Manny, R.E., Hussein, M., Scheiman, M., et al. (2001) Tropicamide (1%): An Effective Cycloplegic Agent for Myopic children. Investigative Ophthalmology & Visual Science, 42, 1728-1735.
 
[5]Rosenbaum, A.L., Bateman, J.B., Bremer, D.L., et al. (1981) Cycloplegic Refraction in Esotropic Children. Cyclopentolate versus Atropine. Ophthalmology, 88, 1031-1034.
http://dx.doi.org/10.1016/S0161-6420(81)80032-2
 
[6](1992) Guidelines for Clinical Practice: From Development to Use. In: Lohr, K.N., Field, M.J., Eds., Institute of Medicine Committee on Clinical Practice Guidelines, National Academy Press, Washington DC,.
 
[7]Cabana, M.D., Rand, C.S., Powe, N.R., et al. (1999) Why Don’t Physicians Follow Clinical Practice Guidelines? A Framework for Improvement. JAMA, 282, 1458-1465.
http://dx.doi.org/10.1001/jama.282.15.1458
 
[8]Foy, R., MacLennan, G., Grimshaw, J., et al. (2002) Attributes of Clinical Recommendations That Influence Change in Practice Following Audit and Feedback. Journal of Clinical Epidemiology, 55, 717-722.
http://dx.doi.org/10.1016/S0895-4356(02)00403-1
 
[9]Grol, R. and Grimshaw, J. (2003) From Best Evidence to Best Practice: Effective Implementation of Change in Patients’ Care. The Lancet, 362, 1225-30.
http://dx.doi.org/10.1016/S0140-6736(03)14546-1
 
[10]Grol, R. and Buchan, H. (2006) Clinical Guidelines: What Can We Do to Increase Their Use? Medical Journal of Australia, 185, 301-302.
 
[11]Freemantle, N. (2000) Implementation Strategies. Family Practice, 17, S7-S10.
http://dx.doi.org/10.1093/fampra/17.suppl_1.S7                                      eww150225lx

评论

此博客中的热门博文

Does Immigration Promote the Investment of the Monopolistic Firm?

In the present paper, we examine the effect of increasing uncertainty of immigrants’ growth on the optimal timing of investment of a firm that has a monopolistic power over the labor market. It is revealed that when the uncertainty of immigrants’ growth is more than a threshold level, increasing uncertainty of immigrants’ growth accelerates the optimal timing of firms’ investment and enhances the economic growth, even if the uncertainty of immigrants’ growth is formulated by the geometric Brownian motion, which is in sharp contrast to the standard result that an increase in the uncertainty postpones the optimal timing. With an increase in the immigrants over the past ten years, workforces in the host countries have been growing significantly to the extent that the immigrants represent 70% of the increase in the workforce in Europe, and 47% in the United States as OECD indicates. In the present paper, we attempted to investigate the effect of increased uncertainty caused by the growi...

Education Policy Implementation: A Mechanism for Enhancing Primary Education Development in Zanzibar

Education is one of the fundamental rights of individuals; therefore, the government of a country needs to develop and strengthen educational policy and quality as well as to ensure that everyone has equal access to basic education. The improvement of access and quality of education in the world is becoming as an essential factor in development, whereas the basic education (primary school), is acknowledged as a foundation of the higher educational development for every country. To fulfill this goal, governments introduce several policies and procedures; however, it requires some reforms and participation from the politician, policymakers, and other stakeholders to re-examine educational policy so that it can lead to multiplication and betterment of the reforms. Educational reforms actually focus on accountability. A positive educational development and reform is very challenging and needs more effort and strategy on how to use and utilize the resources effectively as such it can achie...