[Simultaneous phacoemulsification and graft refractive surgery in post-penetrating keratoplasty eyes]

To report the outcomes of graft refractive surgery [GRS] together with clear-cornea phacoemulsification and intraocular lens [IOL] implantation in post-penetrating keratoplasty [PKP] eyes. Fourteen eyes of 13 patients who had received PKP underwent simultaneous GRS [relaxing incisions with or without counter-quadrant compression sutures] and clear-cornea phacoemulsification with IOL implantation. To calculate IOL power, preoperative keratometry readings and the SRK-T formula were used. Mean patient age and follow-up period were 50.5 +/- 14.4 years and 14.6 +/- 7.1 months, respectively. A significant increase was observed in best spectacle-corrected visual acuity [from 0.55 +/- 0.18 logMAR to 0.33 +/- 0.18 logMAR, P=0.001]. There was a significant decrease in vector keratometric astigmatism by 6.22 D [P=0.03]. Spherical equivalent refraction was reduced from -3.31 +/- 3.96 D to -1.69 +/- 2.38 D [P=0.02] which did not significantly differ from the target refraction [-0.76 +/- 0.14 D, P=0.20]. No complications developed and all the grafts remained clear at the final examination. Simultaneous phacoemulsification and GRS is a safe and effective method to address post-PKP astigmatism and lens opacity. IOL power can be calculated from preoperative keratometry readings with an acceptable accuracy. However, patients should be informed about the possibility of high refractive errors postoperatively

[Criteria assessment of a expert teacher for effective teaching]

Identifying criteria of expert teacher and efforts to strengthen and use them in teaching by teachers will enhance the learning process. In this way, one of the important methods is taking the views of students. This study was conducted to determine the characteristics of an expert teacher for effective teaching from the viewpoints of allied medical students at Tehran University of Medical Science. In this cross-sectional study, 200 BSc of allied medical students at were included employing simple random sampling method. Data collection was done employing a self administrated questionnaire. Validity and reliability of questionnaire was calculated. Data analysis was carried out by t-test and SPSS software. Some criterias like dominance in the scientific subjects [86.8%], power of expression and transmission the training materials [86.2%], respect for students[85.6%], good mood[85%] and work with ethic and sense of responsibility [84.4%] are important criteria for expert teacher. Furthermore, no significant relationship was found between gender and field of study and the above-mentioned four domains [p> 0/05]. Teaching ability was the most important factor for teaching process from he view of the students which could be paid attention in teachers' assessment program