Intravitreal Antivascular Endothelial Growth Factors for Retinopathy of Prematurity in Ibadan: Method of Administration

Purpose: To outline the method of administration of intravitreal antivascular endothelial growth factor (anti‑VEGF) for retinopathy of prematurity (ROP) for the purpose of improved eye care among neonates. Background: ROP is a major potential, but largely preventable cause of blindness in the pediatric population. ROP has been shown to be a  two‑stage event with an initial disruption to normal retinal vessel growth, which is then accompanied by the second stage of vessel development. Preterm infants have undeveloped retinas, with avascular areas at the periphery. Subsequently, as the infant grows, these undeveloped retinas lacking an adequate supply of oxygen then stimulate angiogenic factors for the development of new vessels. Some predisposing risk factors include inappropriate oxygen therapy and lower birth weights. Initially, ROP was documented to be sporadic in most regions of Africa, but due to the recent advancement in medical facilities and personnel training, more preterm babies are surviving, thereby increasing the rate of ROP. Our hospital, the University College Hospital, Ibadan, has been assessing preterm babies for signs of ROP in conjunction with the neonatologists for the last four years, with various stages of ROP being diagnosed and treated. Intravitreal use of anti‑VEGF has been accepted as a valuable therapy in preventing the development of advanced cases of ROP. The purpose of this study is to describe the method of administration of this important medication. Conclusion: Intravitreal anti‑VEGF may prevent avoidable blindness in babies with ROP. However, to prevent devastating complications, appropriate  techniques and the guidelines given in this study should be considered to minimize complications. Keywords: Antivascular endothelial growth factor, methods of administration, retinopathy of prematurit

Learning Styles of Fresh Clinical Students in Ophthalmology at the University of Ibadan, Nigeria: A Pilot Study

Background: The College of Medicine, University of Ibadan, Nigeria, is using a new curriculum for its learners. Therefore, knowing thelearning styles of the learners will help the teachers formulate appropriate teaching strategies. The aim of the pilot study was to determine thelearning styles of the 1st‑year clinical students rotating through ophthalmology with a view to recommending appropriate teaching strategies tothe teachers for the smooth running of the new curriculum. Methodology: The first fifty set of students sent to the department of ophthalmology for ophthalmology rotation was used as a pilot. A total of 47 students completed the study. Three students voluntarily did not participate in the study. Design: VARK questionnaire‑assisted testing of learning styles was used for the study. It consists of 16 questions with four options testing each domain of visual (V), auditory (A), write or reading (R), and kinesthetic (K) ways of learning. Multiple responses were allowed. The total responses were computed at the end to give an idea of the learning styles of the students. Results: A total of 1192 responses were received from 47 students (25 males and 22 females), with a male‑to‑female ratio of 1.1:1. The Auditory and kinesthetic ways of learning were responsible for 669 (56%) responses. There was no statistically significant difference among the sexes. Conclusion: The most preferred  learning styles were the auditory and kinesthetic ways of learning. Teachers should consider direct instructions and more hands‑on teaching of their students while formulating a teaching plan. Keywords: Auditory, kinesthetic, learning styles, medical students, teaching, VARK questionnair