论文部分内容阅读
目的了解某校中学生近视的现况以及综合干预的效果,为中学近视防治工作提供现实参考。方法采用多阶段抽样的方法,分别从高中3个年级中每年级随机抽取2个班进入综合干预组,并再选择同年级的另外2个班进入对照组,共12个班级参加该研究。综合干预组学生采用用眼卫生健康教育、行为干预和环境干预相结合的综合干预方法,对照组学生接受常规的学校健康教育。干预时间为6个月,分析并比较两组研究对象干预前后屈光状态。结果同一年级的2个班在接受干预前,近视患病率比较,差异无统计学意义(P>0.05)。综合干预组干预前后学生的近视患病率比较,差异无统计学差异(P>0.05),而对照组近视患病率多出现增长,差异有统计学意义(P<0.05)。结论综合干预为中学生近视防治提供了一个多维度的立体防治方法,或可以成为中学生近视防治可继续探讨并推广的有效干预策略。
Objective To understand the status of myopia of middle school students in a certain school and the effect of comprehensive intervention so as to provide a realistic reference for prevention and control of myopia in middle school. Methods A multi-stage sampling method was used to select two classes randomly from each of the three grades of senior high school to enter the comprehensive intervention group and another two classes of the same grade to enter the control group. A total of 12 classes participated in the study. Comprehensive intervention group students with eye health education, behavioral intervention and environmental intervention combined with a comprehensive intervention method, the control group of students to accept routine school health education. Intervention time was 6 months, analysis and comparison of two groups of subjects before and after the intervention of refractive status. Results Before the intervention, there was no significant difference in the prevalence of myopia in the two classes of the same grade (P> 0.05). There was no significant difference in the prevalence of myopia between the intervention group and the intervention group (P> 0.05), while the prevalence of myopia increased more in the control group (P <0.05). Conclusion Comprehensive intervention provides a multidimensional three-dimensional prevention and control method for myopia prevention of middle school students, or can be an effective intervention strategy to continue exploring and popularizing myopia prevention for secondary school students.