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Abstract(s)
A anisometropia caracteriza-se por ser um distúrbio da visão binocular em que o grau de
ametropia é significativamente diferente entre os dois olhos. Apesar de não haver um
valor uniformemente definido, uma diferença interocular de 1,00 dioptria ou mais é o
limiar utilizado pela maioria dos autores. A prevalência desta condição depende de vários
fatores, podendo variar consoante o critério de classificação utilizado, a faixa etária
estudada ou até mesmo entre diferentes áreas geográficas.
O presente estudo tem como objetivo estimar a frequência da anisometropia em várias
etapas do percurso escolar, desde o ensino pré-escolar até ao 3º ciclo do ensino básico,
estudando a sua associação com género, ciclo de estudos e área de residência.
Metodologia: Os dados foram recolhidos no âmbito de rastreios visuais realizados em
escolas locais. A amostra final contou com 749 crianças (350 meninas e 399 meninos).
Na aquisição dos dados, as medições refrativas foram obtidas com o auto-refratómetro
pediátrico portátil (plusoptiX), sem cicloplégico e em condições binoculares.
Considerou-se anisometropia uma diferença na refração interocular de pelo menos 1,25
dioptrias.
Resultados: A frequência de anisometropia foi de 5,21% na amostra total, sendo a
anisometropia miópica a mais frequente e a anisometropia antimetrópica a menos
frequente. A anisometropia hipermetrópica e o aniso-astigmatismo apresentam
proporções de ocorrência idênticas, na população estudada. Não se encontraram
evidências estatísticas para se afirmar que a ocorrência da anisometropia difira entre os
géneros ou entre as áreas de residência. Relativamente ao ciclo escolar, encontrou-se
uma associação significativa com a anisometropia esférica, observando-se um aumento
da frequência da anisometropia com o avanço escolar, sendo a anisometropia miópica a
que mais contribuiu para esta variação.
Conclusão: O avanço no percurso escolar leva a que o esforço exigido pelo trabalho ao
perto seja cada vez maior, sendo também um fator de risco para o aumento da miopia.
Este facto pode estar relacionado com o aumento da anisometropia miópica com o
percurso escolar, encontrada neste estudo. A realização de rastreios visuais nesta idade
revela-se essencial na deteção precoce e na correção adequada da anisometropia e de
outras condições oculares, que possam prejudicar o desenvolvimento e a aprendizagem.
Anisometropia is characterized by being a binocular vision disorder in which the degree of ametropia is significantly different between the two eyes. Although there is no uniformly defined value, an interocular difference of 1.00 diopter or more is the threshold used by most authors. The prevalence of this condition depends on several factors, and may vary depending on the criterion used, the age group studied or even between different geographical areas. This study aims to estimate the frequency of anisometropia in various stages of the school path, from pre-school to the 3rd cycle of basic education, studying its association with gender, study cycle and area of residence. Methodology: The data were collected as part of visual screenings carried out in local schools. The final sample included 749 children (350 girls and 399 boys). In the acquisition of the data, the refractive measurements were obtained with the portable pediatric auto-refractometer (plusoptiX), without cycloplegic and in binocular conditions. Anisometropia was considered as a difference in interocular refraction of 1.25 diopters or more. Results: The frequency of anisometropia was 5.21% in the total sample, with myopic anisometropia being the most frequent and antimetropic anisometropia being the least frequent. Hyperopic anisometropia and aniso-astigmatism present identical proportions in the studied population. No statistical evidence was found to state that the occurrence of anisometropia differs between genders or between areas of residence. Regarding the school cycle, a significant association was found with spherical anisometropia, with an increase in the frequency of anisometropia with school progression, being myopic anisometropia the one that most contributed to this variation. Conclusions: The school progression leads to the fact that the effort required for near work is increasingly greater, being also a risk factor for the increase of myopia. This fact may be related to the increase in myopic anisometropia with the school progression, found in this study. Visual screening at this age is essential for the early detection and proper correction of anisometropia and other eye conditions, which can impair development and learning.
Anisometropia is characterized by being a binocular vision disorder in which the degree of ametropia is significantly different between the two eyes. Although there is no uniformly defined value, an interocular difference of 1.00 diopter or more is the threshold used by most authors. The prevalence of this condition depends on several factors, and may vary depending on the criterion used, the age group studied or even between different geographical areas. This study aims to estimate the frequency of anisometropia in various stages of the school path, from pre-school to the 3rd cycle of basic education, studying its association with gender, study cycle and area of residence. Methodology: The data were collected as part of visual screenings carried out in local schools. The final sample included 749 children (350 girls and 399 boys). In the acquisition of the data, the refractive measurements were obtained with the portable pediatric auto-refractometer (plusoptiX), without cycloplegic and in binocular conditions. Anisometropia was considered as a difference in interocular refraction of 1.25 diopters or more. Results: The frequency of anisometropia was 5.21% in the total sample, with myopic anisometropia being the most frequent and antimetropic anisometropia being the least frequent. Hyperopic anisometropia and aniso-astigmatism present identical proportions in the studied population. No statistical evidence was found to state that the occurrence of anisometropia differs between genders or between areas of residence. Regarding the school cycle, a significant association was found with spherical anisometropia, with an increase in the frequency of anisometropia with school progression, being myopic anisometropia the one that most contributed to this variation. Conclusions: The school progression leads to the fact that the effort required for near work is increasingly greater, being also a risk factor for the increase of myopia. This fact may be related to the increase in myopic anisometropia with the school progression, found in this study. Visual screening at this age is essential for the early detection and proper correction of anisometropia and other eye conditions, which can impair development and learning.
Description
Keywords
Aniso-Astigmatismo Anisometropia Anisometropia Esférica Idade Escolar Prevalência