Article type
Year
Abstract
Objective: The aim of the study was to develop, implement and evaluate a Teacher Vision Awareness Programme, for the detection of vision problems in preschool children.
Method: A cluster randomised controlled trial was conducted. Each of 32 preschool teachers together with his or her class of children was the cluster unit randomly assigned to the intervention and control groups. The intervention and control groups of teachers attended a workshop on the detection of vision problems and the detection of child abuse respectively. Each teacher completed an evaluation questionnaire on the signs and symptoms of vision problems before and after attendance at the respective workshop. Teachers from both groups then observed children in their classes for vision problems and prepared a list of their opinions on each child's vision status. About 2 months later a clinical team screened the children of each teacher's class using the Enhanced Modified Clinical Technique. The opinion of the teacher's observation on the vision status of each child was compared to the results of the clinical team. Data management utilised the software programme EPI INFO Version 603 for data capture and statistical analysis. Proc Genmod in SAS software was used to develop the GEE model for analysis, which takes the clustering effect into account.
Results: Sixteen preschool teachers were enrolled in each group. A total of 650 preschool children were observed and then screened in the 32 clusters. 18.9 % presented with vision problems. The sensitivity of the teacher's assessment in the intervention group and control groups was 66.1%(CI: 52.1 - 77.8%) and 1.5%(CI: 0.1 -9.1). The specificities of the teacher's assessment were 96.8%(CI: 93.9 - 98.4) And 95.5%(CI: 91.8 -97.6) respectively. The percentage of children correctly assessed for vision problems, by teachers was three times higher in the intervention group than in the control group (p < 0,001).
Conclusions: The Teacher Vision Awareness Programme is a simple, valid vision awareness programme that can be implemented by preschool teachers to detect preschool children with and without vision problems. It is a new idea and a new training programme that can be implemented as a primary vision care intervention and health education programme. It should be included into the curriculum of trainee educare teachers or as part of a continuing education programme.
Method: A cluster randomised controlled trial was conducted. Each of 32 preschool teachers together with his or her class of children was the cluster unit randomly assigned to the intervention and control groups. The intervention and control groups of teachers attended a workshop on the detection of vision problems and the detection of child abuse respectively. Each teacher completed an evaluation questionnaire on the signs and symptoms of vision problems before and after attendance at the respective workshop. Teachers from both groups then observed children in their classes for vision problems and prepared a list of their opinions on each child's vision status. About 2 months later a clinical team screened the children of each teacher's class using the Enhanced Modified Clinical Technique. The opinion of the teacher's observation on the vision status of each child was compared to the results of the clinical team. Data management utilised the software programme EPI INFO Version 603 for data capture and statistical analysis. Proc Genmod in SAS software was used to develop the GEE model for analysis, which takes the clustering effect into account.
Results: Sixteen preschool teachers were enrolled in each group. A total of 650 preschool children were observed and then screened in the 32 clusters. 18.9 % presented with vision problems. The sensitivity of the teacher's assessment in the intervention group and control groups was 66.1%(CI: 52.1 - 77.8%) and 1.5%(CI: 0.1 -9.1). The specificities of the teacher's assessment were 96.8%(CI: 93.9 - 98.4) And 95.5%(CI: 91.8 -97.6) respectively. The percentage of children correctly assessed for vision problems, by teachers was three times higher in the intervention group than in the control group (p < 0,001).
Conclusions: The Teacher Vision Awareness Programme is a simple, valid vision awareness programme that can be implemented by preschool teachers to detect preschool children with and without vision problems. It is a new idea and a new training programme that can be implemented as a primary vision care intervention and health education programme. It should be included into the curriculum of trainee educare teachers or as part of a continuing education programme.