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Effect of Education on Myopia: Evidence from the United Kingdom ROSLA 1972 Reform.

ABSTRACT: Purpose:Cross-sectional and longitudinal studies have consistently reported an association between education and myopia. However, conventional observational studies are at risk of bias due to confounding by factors such as socioeconomic position and parental educational attainment. The current study aimed to estimate the causal effect of education on refractive error using regression discontinuity analysis. Methods:Regression discontinuity analysis was applied to assess the influence on refractive error of the raising of the school leaving age (ROSLA) from 15 to 16 years introduced in England and Wales in 1972. For comparison, a conventional ordinary least squares (OLS) analysis was performed. The analysis sample comprised 21,548 UK Biobank participants born in a nine-year interval centered on September 1957, the date of birth of those first affected by ROSLA. Results:In OLS analysis, the ROSLA 1972 reform was associated with a -0.29 D (95% confidence interval [CI]: -0.36 to -0.21, P < 0.001) more negative refractive error. In other words, the refractive error of the study sample became more negative by -0.29 D during the transition from a minimum school leaving age of 15 to 16 years of age. Regression discontinuity analysis estimated the causal effect of the ROSLA 1972 reform on refractive error as -0.77 D (95% CI: -1.53 to -0.02, P = 0.04). Conclusions:Additional compulsory schooling due to the ROSLA 1972 reform was associated with a more negative refractive error, providing additional support for a causal relationship between education and myopia.

SUBMITTER: Plotnikov D

PROVIDER: S-EPMC7476669 | biostudies-literature | 2020 Sep

REPOSITORIES: biostudies-literature

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Effect of Education on Myopia: Evidence from the United Kingdom ROSLA 1972 Reform.

Plotnikov Denis D Plotnikov Denis D Williams Cathy C Atan Denize D Davies Neil M NM Ghorbani Mojarrad Neema N Guggenheim Jeremy A JA

Investigative ophthalmology & visual science 20200901 11

<h4>Purpose</h4>Cross-sectional and longitudinal studies have consistently reported an association between education and myopia. However, conventional observational studies are at risk of bias due to confounding by factors such as socioeconomic position and parental educational attainment. The current study aimed to estimate the causal effect of education on refractive error using regression discontinuity analysis.<h4>Methods</h4>Regression discontinuity analysis was applied to assess the influe ...[more]

PMID: 32886096

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Project description:BackgroundWhile health informatics recommendations on competencies and education serve as highly desirable corridors for designing curricula and courses, they cannot show how the content should be situated in a specific and local context. Therefore, global and local perspectives need to be reconciled in a common framework.ObjectivesThe primary aim of this study is therefore to empirically define and validate a framework of globally accepted core competency areas in health informatics and to enrich this framework with exemplar information derived from local educational settings.MethodsTo this end, (i) a survey was deployed and yielded insights from 43 nursing experts from 21 countries worldwide to measure the relevance of the core competency areas, (ii) a workshop at the International Nursing Informatics Conference (NI2016) held in June 2016 to provide information about the validation and clustering of these areas and (iii) exemplar case studies were compiled to match these findings with the practice. The survey was designed based on a comprehensive compilation of competencies from the international literature in medical and health informatics.ResultsThe resulting recommendation framework consists of 24 core competency areas in health informatics defined for five major nursing roles. These areas were clustered in the domains "data, information, knowledge", "information exchange and information sharing", "ethical and legal issues", "systems life cycle management", "management" and "biostatistics and medical technology", all of which showed high reliability values. The core competency areas were ranked by relevance and validated by a different group of experts. Exemplar case studies from Brazil, Germany, New Zealand, Taiwan/China, United Kingdom (Scotland) and the United States of America expanded on the competencies described in the core competency areas.ConclusionsThis international recommendation framework for competencies in health informatics directed at nurses provides a grid of knowledge for teachers and learner alike that is instantiated with knowledge about informatics competencies, professional roles, priorities and practical, local experience. It also provides a methodology for developing frameworks for other professions/disciplines. Finally, this framework lays the foundation of cross-country learning in health informatics education for nurses and other health professionals.

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Effect of Education on Myopia: Evidence from the United Kingdom ROSLA 1972 Reform.

Publications

Effect of Education on Myopia: Evidence from the United Kingdom ROSLA 1972 Reform.

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