Aims：To prepare sustained-released pirfenidone (PFD) loaded Poly (lactic-co-glycolic) acid (PLGA) microspheres, and to explore the effects of different fabricating factors on the microspheres in vitro. Methods：A single emulsification method and a homogenizer were used to prepare PFD-loaded PLGA microspheres. The processes of making the microspheres were changed to obtain different PFD-loaded PLGA microspheres. Ultra-performance liquid chromatography (UPLC) was used to measure the drug loading, drug encapsulation efficiency and in vitro release rate. The particle distribution was observed under a scanning electron microscope, and the lateral size of the microspheres was also measured by microscope. Results：A single emulsification method could successfully fabricate PFD-loaded PLGA microspheres with high drug encapsulation efficiency. Changing the factors of fabricating the microspheres could affect the particle size, drug loading, drug entrapment efficiency, and drug release rate in vitro. The PFD-loaded microspheres prepared under different situations could release nearly 50% of the drug on the first 0.5 day, and slowly release the drug in the following 13 days. Conclusions：A single emulsification method can efficiently prepare PFD-loaded PLGA microspheres, and achieve a good sustained release effect in vitro.
Background: The “flipped classroom” is a learner-centered approach that centers on delivering videos,podcasts or slide-based material to learners prior to a lecture or class session. The class session is then dedicated to discussion, analysis, and problem-solving activities. The aim of this study was to investigate whether the flipped classroom could be adapted to medical (ophthalmology) students learning about ocular trauma and to assess the impact of the flipped classroom on those students’ performance and attitudes.
Methods: Questionnaires (using a 4-point scale) were distributed to 93 fifth-year medical students at Sun Yat-sen University, and the data showed that the majority of students preferred the flipped classroom approach to the traditional lecture method.
Results: The results of pre- and post-test scores were 14.35±3.404 and 20.37±4.356, which showed a significant improvement in students’ performance after the flipped classroom was introduced (P<0.05).
Conclusions: Student response to the flipped classroom strategy was largely positive, indicating that the strategy received a high level of approval in an ophthalmology clerkship course taken by medical students in China.
Background: Spontaneously resolved primary congenital glaucoma is rare and the mechanism remains unknown. Previous literature described the phenomenon of spontaneous resolution of primary congenital glaucoma, with no further reports on follow-up visits and visual development of patients. We report a case of unilateral spontaneously resolved primary congenital glaucoma at a 7-year follow-up visit and describe the differential development of axial length (AL) between affected eye and healthy eye.
Case Description: A 6-year-old boy firstly presented at Zhongshan Ophthalmic Center with expanded corneas and ruptures in Descemet’s membranes (Haab’s striae) and apparently thin retinal nerve fiber layer (RNFL) in the left eye (LE), but normal intraocular pressure (IOP) of both eyes without anti-glaucoma medications or surgeries. At 7-year follow-up, the IOPs of bilateral eyes were stable ranging from 8 to 11 mmHg. A cup to disc ratio and the RNFL was stable in the LE at the following visit. The AL increased almost 3 mm in the right eye (RE) but 1.5 mm in the LE. Without anti-glaucoma medications or surgeries, the primary congenital glaucoma was spontaneously resolved.
Conclusions: It may figure out the development and influence of the affected eye of the patient, including AL and refraction state with regular ophthalmic examination at periodic follow-up.
