Spatio-Temporal Optical Phase Kit for Myopia Control: Stage 1 Results from a Randomized Controlled Clinical Trial in Chinese Children.

IF 9.5 1区 医学 Q1 OPHTHALMOLOGY
Cathleen Fedtke, Zhi Chen, Daniel Tilia, Lihua Li, Xiaoqin Chen, Klaus Ehrmann, Karen Lahav-Yacouel, Darrin Falk, Fabian Conrad, Kah Ooi Tan, Ravi C Bakaraju
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引用次数: 0

Abstract

Purpose: The Spatio-Temporal Optical Phase (S.T.O.P.; nthalmic Pty Ltd) kit provides a dynamic optical cue using optical films on single-vision spectacles. This study assessed the efficacy of 2 S.T.O.P. kits (kits 1 and 2) in reducing myopia progression against single-vision spectacles without optical films (control group).

Design: Prospective, multi-site, parallel-group, double-masked randomized controlled trial.

Participants: One hundred fifty-five participants completed the study (n = 50, 52, and 53 in the kit 1, kit 2, and control groups, respectively).

Methods: One hundred sixty eligible children 6 to 14 years of age with myopia of between -0.75 diopter (D) and -5.00 D and astigmatism of 1.50 D or less were enrolled at the Fudan University Eye and ENT Hospital and Tianjin Eye Hospital between December 2023 and February 2025. Participants were assigned randomly to wear kit 1, kit 2, or no optical films (control group). Axial length (AL) was measured at baseline, at dispensing, and at 1, 4, and 6 months after dispensing. Cycloplegic autorefraction was measured at baseline and 6 months after dispensing. Differences between the control and each test group for changes in AL and spherical-equivalent cycloplegic autorefraction were analyzed using linear mixed models in the intention-to-treat population. Differences in visual acuity (VA) and subjective ratings were also assessed.

Main outcome measures: Change in AL from dispensing to the 6-month visit and change in spherical-equivalent cycloplegic autorefraction from baseline to the 6-month visit.

Results: After 6 months, both S.T.O.P. kit groups showed significantly less change in AL than the control group. The estimated least-square mean differences (95% confidence intervals) compared with control for AL were: kit 1, -0.091 (-0.131 to -0.051) mm and kit 2, -0.090 (-0.130 to -0.050) mm and for spherical-equivalent cycloplegic autorefraction were: kit 1, 0.135 (0.003 to 0.268) D and kit 2, 0.134 (0.001 to 0.267) D. No significant differences were found between groups for VA or any subjective rating.

Conclusions: Both S.T.O.P. kit groups showed significantly less myopia progression compared with the control group while maintaining good visual performance. The S.T.O.P. kit's dynamic approach represents a promising strategy for myopia management.

Financial disclosure(s): Proprietary or commercial disclosure may be found in the Footnotes and Disclosures at the end of this article.

用于近视控制的S.T.O.P试剂盒:中国儿童随机对照临床试验的一期结果。
目的:S.T.O.P试剂盒利用单视觉(SV)眼镜上的光学薄膜提供动态光学线索。本研究评估了两种S.T.O.P试剂盒(测试:试剂盒1和试剂盒2)与无光学膜的单视力眼镜(对照)相比减少近视进展的效果。设计:前瞻性、多地点、平行组、双盲、随机对照试验。参与者和对照组:155名参与者完成了研究(n = 50,52和53,分别在Kit 1, Kit 2和对照组中)。方法:选取复旦大学眼科医院和天津眼科医院于2023年12月至2025年2月收治的-0.75D ~ -5.00D近视、散光≤1.50D的6-14岁儿童160例。参与者被随机分配穿戴套件1、套件2或对照组。轴向长度(AL)在基线、点胶和点胶后1、4和6个月测量。在基线和配药后6个月测量睫状体麻痹性自屈光。使用意向治疗人群的线性混合模型分析对照组与各试验之间AL和独眼瘫痪M变化的差异。还评估了视力(VA)和主观评分的差异。主要结局指标:从配药到6个月随访时AL的变化,以及从基线到6个月随访时cyclopletic M的变化。结果:6个月后,两种S.T.O.P试剂盒的AL变化均显著小于对照组(观察平均[标准误差]:试剂盒1:0.083 [0.014]mm;试剂盒2:0.095 [0.014]mm;对照:0.169 [0.014]mm)。与对照组相比,估计的最小二乘平均值(LSM)差异(95%置信区间)为Kit 1: -0.091 mm (-0.131, -0.051);套件2:-0.090 mm(-0.130, -0.050)。两种S.T.O.P试剂盒的M变化也明显小于对照组(Kit 1: -0.189 [0.042] D;试剂盒2:-0.214 [0.041]D;[0.041] D)。LSM差异:Kit 1: 0.135 (0.003, 0.268) D;Kit 2: 0.134 (0.001, 0.267) D.两组间VA或任何主观评分均无显著差异。结论:与对照组相比,两种S.T.O.P试剂盒在保持良好视觉表现的同时,近视进展明显减少。S.T.O.P套件的动态方法代表了一种很有前途的近视管理策略。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Ophthalmology
Ophthalmology 医学-眼科学
CiteScore
22.30
自引率
3.60%
发文量
412
审稿时长
18 days
期刊介绍: The journal Ophthalmology, from the American Academy of Ophthalmology, contributes to society by publishing research in clinical and basic science related to vision.It upholds excellence through unbiased peer-review, fostering innovation, promoting discovery, and encouraging lifelong learning.
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