Wavefront-Guided Laser Treatment Using a High-Resolution Aberrometer to Measure Irregular Corneas: A Pilot Study

PURPOSE: To evaluate in a pilot study the visual, refractive, corneal topographic, and aberrometric changes after wavefront-guided LASIK or photorefractive keratectomy (PRK) using a high-resolution aberrometer to calculate the treatment for aberrated eyes. METHODS: Twenty aberrated eyes of 18 patients undergoing wavefront-guided LASIK or PRK using the VISX STARS4IR excimer laser and the iDesign aberrometer (Abbott Medical Optics, Inc., Santa Ana, CA) were enrolled in this prospective study. Three groups were differentiated: keratoconus post-CXL group including 11 keratoconic eyes (10 patients), post-LASIK group including 5 eyes (5 patients) with previous decentered LASIK treatments, and post-RK group including 4 eyes (3 patients) with previous radial keratotomy. Visual, refractive, contrast sensitivity, corneal topographic, and ocular aberrometric changes were evaluated during a 6-month follow-up. RESULTS: An improvement in uncorrected (UDVA) and corrected visual acuity (CDVA) associated with a reduction in the spherical equivalent was observed in the three groups, but was only statistically significant in the keratoconus post-CXL and post-LASIK groups (P ≤ .04). All eyes gained one or more lines of CDVA after surgery. Improvements in contrast sensitivity were observed in the three groups, but they were only statistically significant in the keratoconus post-CXL and post-LASIK groups (P ≤ .04). Regarding aberrations, a reduction was observed in trefoil aberrations in the keratoconus post-CXL group (P = .05) and significant reductions in higher-order and primary coma aberrations in the post-LASIK group (P = .04). CONCLUSIONS: Wavefront-guided laser enhancements using the evaluated platform seem to be safe and effective to restore the visual function in aberrated eyes.

Comparing Common Data Environment Platforms for Student Collaborative Working: A Case Study from Ulster University

PAS1192-2 (2013) outlines the “fundamental principles of Level 2 information modeling”, one of these principles is the use of what is commonly referred to as a Common Data Environment (CDE). A CDE could be described as an internet-enabled cloudhosting platform, accessible to all construction team members to access shared project information. For the construction sector to achieve increased productivity goals, the next generation of industry professionals will need to be educated in a way that provides them with an appreciation of Building Information Modelling (BIM) working methods, at all levels, including an understanding of how data in a CDE should be structured, managed, shared and published. This presents a challenge for educational institutions in terms of providing a CDE that addresses the requirements set out in PAS1192-2, and mirrors organisational and professional working practices without causing confusion due to over complexity. This paper presents the findings of a two-year study undertaken at Ulster University comparing the use of a leading industry CDE platform with one derived from the in-house Virtual Learning Environment (VLE), for the delivery of a student BIM project. The research methodology employed was a qualitative case study analysis, focusing on observations from the academics involved and feedback from students. The results of the study show advantages for both CDE platforms depending on the learning outcomes required.