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Background: The key visual factors in a classroom environment include the legibility, angle subtended at the eye, illumination, contrast, and colour of the visual task. The study evaluated the visual environmental factors in the school classrooms., Materials and Methods: The distance Visual Acuity (VA) demand was evaluated based on the size of visual task i.e. the smallest size of chalkboard writing and its viewing distance. The environmental factors which can have an effect on the visibility in classrooms such as illuminance on the chalkboard and at student's desk, chalkboard contrast, light sources and the student's perception of their classroom visual environment were measured. To quantify the distance VA demand and to compare with a standard high contrast VA chart measure, a validation of the measurements was performed by chalkboard simulation experiment. The "acuity reserve" to be included to the measured distance VA demand was evaluated., Results: We included twenty-nine classrooms of eight schools. The median distance VA threshold demand was 0.28 logMAR(0.25,0.45). The median illuminance on front desk position and chalkboard contrast was 130 lux(92,208) and 40(36,50) respectively with 62% classrooms having low illumination (<150lux). The acuity reserve evaluated to be included to the distance VA demand was 0.13logMAR and 0.29 logMAR in classrooms with optimal and low chalkboard illumination respectively which was based on the results of the simulation experiment. The median distance VA demand including the acuity reserve was 0.09 logMAR(-0.03,0.23) [Snellen Equivalent: 20/25(20/19,20/34)]., Conclusion: The study findings highlight the increased visual task demand in school classrooms and the need for appropriate seating arrangements in classrooms based on the visual acuity of children. The study emphasises regular audit of the classroom environment along with the school eye screening., Competing Interests: The authors have declared that no competing interests exist.

Purpose: The permeability of the corneal epithelium to fluorescein Pdc is an indicator of the health of the ocular surface. It can be measured in a clinical setting by determining the accumulation of fluorescein in the stroma following administration of the dye on the ocular surface. Here we demonstrate a new multi-drop method for the measurement of Pdc by a spot fluorometer., Methods: Twenty-nine healthy participants were recruited for this study. First, a probe-drop of fluorescein (0.35%, 2 μL) was instilled on the conjunctiva. The clearance of the dye from the tears was immediately measured using the fluorometer. Following this, two loading drops (2%; 6 μL each) were administered 10 min apart. Fifteen minutes later, the ocular surface was washed and fluorescence from the stroma Fs was measured. Permeability was calculated using Pdc = (Q x Fs)/ (2 x AUC), where Q is the stromal thickness and AUC is the area under the fluorescence vs. time curve for the loading drops., Results: After the probe drop, the tear fluorescence followed an exponential decay (elimination rate constant; kd = 0.41 ± 0.28 per min; 49 eyes of 29 subjects), but the increase in Fs was negligible. However, after the loading drops, the measured Fs was ~ 20-fold higher than the autofluorescence and could be recorded at a high signal to noise ratio (SNR > 40). The intra-subject variability of kd was insignificant. Since fluorescein undergoes concentration quenching at > 0.5%, the value of AUC for the loading drops was estimated by scaling the AUC of the probe drop. The calculated Pdc was 0.54 ± 0.54 nm/sec (n = 49). A Monte Carlo simulation of the model for the multi-drop protocol confirmed the robustness of the estimated Pdc., Conclusions: The new multi-drop method can be used in place of the single-drop approach. It can overcome a lack of sensitivity in fluorometers of high axial resolution. The Pdc estimated by the multi-drop method is ~ 11-fold higher than previously reported but closer to the value reported for other drugs with equivalent octanol/water partition coefficient., Competing Interests: The authors have declared that no competing interests exist.

Background: Visual demands of school children tend to vary with diverse classroom environments. The study aimed to evaluate the distance and near Visual Acuity (VA) demand in Indian school classrooms and their comparison with the recommended vision standards., Materials and Methods: The distance and near VA demands were assessed in 33 classrooms (grades 4 to 12) of eight schools. The VA threshold demand relied on the smallest size of distance and near visual task material and viewing distance. The logMAR equivalents of minimum VA demand at specific seating positions (desk) and among different grades were evaluated. The near threshold was converted into actual near VA demand by including the acuity reserve. The existing dimensions of chalkboard and classroom, gross area in a classroom per student and class size in all the measured classrooms were compared to the government recommended standards., Results: In 33 classrooms assessed (35±10 students per room), the average distance and near logMAR VA threshold demand was 0.31±0.17 and 0.44±0.14 respectively. The mean distance VA demand (minimum) in front desk position was 0.56±0.18 logMAR. Increased distance threshold demand (logMAR range -0.06, 0.19) was noted in 7 classrooms (21%). The mean VA demand in grades 4 to 8 and grades 9 to 12 was 0.35±0.16 and 0.24±0.16 logMAR respectively and the difference was not statistically significant (p = 0.055). The distance from board to front desk was greater than the recommended standard of 2.2m in 27 classrooms (82%). The other measured parameters were noted to be different from the proposed standards in majority of the classrooms., Conclusion: The study suggests the inclusion of task demand assessment in school vision screening protocol to provide relevant guidance to school authorities. These findings can serve as evidence to accommodate children with mild to moderate visual impairment in the regular classrooms.