Department of Ophthalmology, Princess Alexandra Eye Pavilion, University of Edinburgh, Edinburgh, Scotland, UK.
J Glaucoma. 2021 Apr 1;30(4):325-331. doi: 10.1097/IJG.0000000000001758.
No significant difference in knowledge of glaucoma was found among patients attending virtual and face-to-face glaucoma clinics. Gaps in knowledge were identified in both groups highlighting the importance of incorporating patient education into glaucoma services.
To examine knowledge of glaucoma among patients attending virtual compared with face-to-face glaucoma clinics.
A survey was conducted of 105 patients with glaucoma, including 50 attending virtual and 55 attending face-to-face clinics. Participants were asked to complete a glaucoma knowledge assessment using the National Eye Health Education Program Eye-Q test. All participants had a comprehensive eye examination and completed standard automated perimetry. Knowledge of glaucoma was compared between groups and the effect of potential confounders, including age, sex, education level, and standard automated perimetry mean deviation, was explored using regression analyses. The relationship between test scores and self-perception of knowledge of glaucoma was also examined.
There was no significant difference between knowledge scores between patients attending virtual and face-to-face clinics with mean scores of 5.6±1.0 and 6.0±1.6 (P=0.762) respectively. More patients attending the virtual clinic could correctly identify the type of glaucoma they had (74% vs. 52.7%, P=0.005). Regression analyses found education level and patients' correct knowledge of their type of glaucoma were significantly associated with Eye-Q scores. Patients with university qualifications scored significantly higher than those with no or basic school qualifications (P=0.003) and higher-level school qualifications (P=0.038). Most patients desired to know more about their condition.
Patients attending virtual glaucoma clinics demonstrated similar knowledge of glaucoma compared with those attending face-to-face clinics but gaps in knowledge were identified in both groups. Patient education should be incorporated into the design of all glaucoma services.
在参加虚拟和面对面青光眼诊所的患者中，对青光眼的认识没有发现显著差异。在两个组中都发现了知识上的差距，这突出了将患者教育纳入青光眼服务的重要性。
检查参加虚拟与面对面青光眼诊所的患者对青光眼的认识。
对 105 名青光眼患者进行了一项调查，其中 50 名参加虚拟诊所，55 名参加面对面诊所。参与者被要求使用国家眼健康教育计划 Eye-Q 测试完成青光眼知识评估。所有参与者都接受了全面的眼科检查，并完成了标准自动视野检查。使用回归分析比较了两组之间的青光眼知识，并探讨了年龄、性别、教育程度和标准自动视野平均偏差等潜在混杂因素的影响。还检查了测试分数与自我感知的青光眼知识之间的关系。
参加虚拟和面对面诊所的患者的知识得分之间没有显著差异，平均得分分别为 5.6±1.0 和 6.0±1.6（P=0.762）。更多参加虚拟诊所的患者能够正确识别他们所患的青光眼类型（74%比 52.7%，P=0.005）。回归分析发现，教育程度和患者对自己青光眼类型的正确认识与 Eye-Q 得分显著相关。具有大学学历的患者得分明显高于没有或基本学校学历的患者（P=0.003）和更高学历的患者（P=0.038）。大多数患者希望更多地了解自己的病情。
与参加面对面诊所的患者相比，参加虚拟青光眼诊所的患者对青光眼的认识相似，但在两个组中都发现了知识上的差距。应将患者教育纳入所有青光眼服务的设计中。
