당일 라식, 라섹 수술과 기존 수술법의 수술 후 결과 비교

김욱겸(Wook Kyum Kim),류익희(Ik Hee Ryu),이인식(In Sik Lee),김희선(Hee Sun Kim),김정섭(Jung Sub Kim),김진국(Jin Kuk Kim) 대한안과학회 2018 대한안과학회지 Vol.59 No.5

Purpose: To evaluate the postoperative results of one day laser-assisted in-situ keratomileusis (LASIK) or laser-assisted sub-epithelial keratectomy (LASEK) procedures, which were performed on the same day as preoperative examinations, including fundus examinations after dilating the pupil. Methods: This study included 226 LASIK patients (226 eyes) and 201 LASEK patients (201 eyes) who underwent surgery with Visumax and EX500 from January to December in 2016. We divided the patients into two groups. The one-day surgery group (one-day group) underwent surgery on the same day as preoperative examinations, including dilated fundus examinations. The scheduled surgery group (scheduled group) underwent surgery on the scheduled day after the preoperative examinations. In the one-day group, the surgery was usually performed 2–5 hours after instillation of the pupil dilating eye drops. Results: Among LASIK patients, the one-day group included 109 patients and the scheduled group included 117 patients. The postoperative myopic errors were 0.06 ± 0.37 diopters (D) and 0.07 ± 0.36 D, respectively (p = 0.91). The postoperative astigmatism was -0.38 ± 0.24 D and -0.37 ± 0.24 D, respectively (p = 0.77). The postoperative uncorrected visual acuity was -0.05 ± 0.03 logMAR and -0.06 ± 0.03 logMAR, respectively (p = 0.13). Among LASEK patients, the one-day group included 107 patients and the scheduled group included 94 patients. The postoperative myopic error was 0.18 ± 0.52 D and 0.22 ± 0.54 D, respectively (p = 0.95). The postoperative astigmatism was -0.48 ± 0.30 D and -0.46 ± 0.29 D, respectively (p = 0.14). The postoperative uncorrected visual acuity was -0.05 ± 0.03 logMAR and -0.06 ± 0.03 logMAR, respectively (p = 0.33). Conclusions: The postoperative results of the one-day LASIK and LASEK patients, whose surgery was performed on the same day as the preoperative examinations, were not significantly different from those using the conventional method. J Korean Ophthalmol Soc 2018;59(5):410-418

라식 혹은 라섹 후 근시퇴행 시 안압하강제와 0.1% 플루오로메토론의 병합치료 효과

류익희(Ik Hee Ryu),김희선(Hee Sun Kim),이희경(Hee Kyung Lee),김정섭(Jung Sub Kim),김진국(Jin Kuk Kim),김욱겸(Wook Kyum Kim) 대한안과학회 2017 대한안과학회지 Vol.58 No.1

목적: 라식 라섹 후 근시퇴행으로 인해 시력저하를 호소하는 환자에서 안압하강제와 0.1% 플루오로메토론을 함께 사용하여 약물치료를 시행하였을 때 시력과 굴절값에 미치는 효과를 알아보고자 하였다. 대상과 방법: 본원에서 라식 혹은 라섹 수술을 받은 환자 중 2015년 1월부터 2016년 1월까지 시력저하로 내원하여 근시퇴행으로 진단받고 약물치료를 받은 환자 155명(155안)을 대상으로 약물치료 전후의 시력 및 굴절이상을 비교하고, 라식 라섹에서 그 결과가 차이있는지 알아보았다. 결과: 약물치료 시작 시기는 수술 후 평균 64.1 ± 36.8개월 후였다. 약물치료 후 시력이 호전되고 근시량이 감소한 약물치료 반응군은 63명(41%)이었으며, 이들에서 시력 호전은 -0.21 ± 0.11 logMAR, 근시량의 감소는 0.56 ± 0.32디옵터였다. 약물치료 반응군 중 완전히 회복되는 경우는 24명(15%), 부분적으로 회복된 경우는 39명(26%)이었다. 약물치료에 시력이 호전되는 빈도는 라섹 후보다 라식 후에 더 높았으나 통계적으로 유의하지는 않았다. 결론: 라식 라섹 후 근시퇴행으로 인한 시력저하 시 안압 하강제와 0.1% 플루오로메토론을 함께 사용한 약물치료는 약 41% 환자에서 시력을 호전시킬 수 있는 방법이며, 라식, 라섹 후 모두에서 효과적인 방법이다. Purpose: To evaluate the effect of combined medical treatment with anti-glaucoma eyedrops and 0.1% fluorometholone on visual acuity and refractive errors in patients complaining of blurred vision due to myopic regression after laser-assisted in-situ keratomileusis(LASIK) or laser-assisted sub-epithelial keratectomy (LASEK). Methods: This study comprised 155 patients (155 eyes) who were diagnosed with myopic regression after LASIK or LASEK and received medical treatment from January 2015 to January 2016. The visual acuity and refractive errors were compared before and after medical treatment and evaluated to determine whether the results differ between LASIK and LASEK. Results: The mean time of medical treatment was 64.1 ± 36.8 months after surgery. The responder group whose vision was improved and whose myopic error was decreased after medical treatment was comprised of 63 patients (41%). Theirvisualacuity in this group improved -0.21 ± 0.11 logMAR, and the amount of myopic error decreased 0.56 ± 0.32 diopters. The full responder group was 24 patients (15%), and the partial responder group was 39 patients (26%). The frequency of response to medical treatment was higher after LASIK than after LASEK, but the difference was not statistically significant. Conclusions: The combined medical treatment with anti-glaucoma eyedrops and 0.1% fluorometholone was effective in 41% of patients with regard to visual acuity improvement when used for post-LASIK or post-LASEK myopic regression. The medical treatment was effective after both LASIK and LASEK.

소아에서 발생한 안와의 B-세포 림프모구성 림프종 1예

김정섭,노창래,도상희,박경신,양석우,Jung Sub Kim,M,D,Chang Rae Rho,M,D,Sang Hee Doh,M,D,Gyeong Sin Park,M,D,Suk Woo Yang,M,D 대한안과학회 2007 대한안과학회지 Vol.48 No.1

Purpose: We report a case of orbital B-cell lymphoblastic lymphoma in a 7-year-old boy. Methods: A 7-year-old boy presented with proptosis and periorbital swelling of his left eye following a periorbital blunt trauma 1-month prior. During the course of routine ophthalmologic and radiologic examinatinos, the swelling spontaneously subsided without specific treatment. An outpatient follow-up was planned, but the swelling recurred 6 months later. An orbital CT and MRI showed an irregular mass with an indistinct margin in the left orbit, for which an incisional biopsy was performed. Results: The orbital mass consisited of monotonous small to medium sized lymphoid cells with evenly dispersed open chromatin, thin nuclear membrane and inconspicuous nucleoli. Immunohistochemistry revealed that the cells were positive for CD79a and TdT, but negative for CD3 and CD5. These findings were compatible with a diagnosis of B cell lymphoblastic lymphoma. Conclusions: Lymphoblastic lymphoma of the orbit should be suspected and considered in the differential diagnosis for children with acutely progressing orbital mass.

유기금속화학기상증착법을 이용한 적층 InAs 양자점 적외선 수광소자 성장 및 특성 평가 연구

김정섭,하승규,양창재,이재열,박세훈,최원준,윤의준,Kim, Jung-Sub,Ha, Seung-Kyu,Yang, Chang-Jae,Lee, Jae-Yel,Park, Se-Hun,Choi, Won-Jun,Yoon, Eui-Joon 한국진공학회 2010 Applied Science and Convergence Technology Vol.19 No.3

유기금속화학기상증착법으로 적층 InAs/$In_{0.1}Ga_{0.9}As$ DWELL (dot-in-a-well) 구조를 성장하여 n-i-n 구조의 적외선 수광소자를 제작하였으며, PL (photoluminescence) 발광 특성 및 암전류 특성을 분석하였다. 동일한 조건으로 양자점을 적층하였을 때 크기 및 밀도의 변화에 의한 이중 PL peak을 관찰하였으며, TMIn의 유량을 조절함으로써 단일 peak을 갖는 균일한 크기의 양자점 적층 구조를 성장할 수 있었다. 적외선 수광소자 구조를 성장함에 있어서, 상부의 n-형 GaAs의 성장 온도가 600도 이상인 경우 PL 발광 세기가 급격히 감소하였고 이에 따른 암전류의 증가를 관찰하였다. 0.5 V 인가 전압에서 암전류의 온도 의존성에 대한 활성화 에너지의 크기는 성장온도가 580도인 경우 106 meV이고, 650도의 경우는 48 meV로 급격이 낮아졌다. 이는 고온의 성장 온도에 의한 InAs 양자점과 $In_{0.1}Ga_{0.9}As$ 양자우물구조 계면에서의 열적 상호 확산에 의하여 비발광 천이가 증가되었기 때문이다. We grew multi-stacked InAs/$In_{0.1}Ga_{0.9}As$ DWELL (dot-in-a-well) structure by metal organic chemical vapor deposition and investigated optical properties by photoluminescence and I-V characteristics by dark current measurement. When stacking InAs quantum dots (QDs) with same growth parameter, the size and density of QDs were changed, resulting in the bimodal emission peak. By decreasing the flow rate of TMIn, we achieved the uniform multi-stacked QD structure which had the single emission peak and high PL intensity. As the growth temperature of n-type GaAs top contact layer (TCL) is above $600^{\circ}C$, the PL intensity severely decreased and dark current level increased. At bias of 0.5 V, the activation energy for temperature dependence of dark current decreased from 106 meV to 48 meV with increasing the growth temperature of n-type GaAs TCL from 580 to $650^{\circ}C$. This suggest that the thermal escape of bounded electrons and non-radiative transition become dominant due to the thermal inter-diffusion at the interface between InAs QDs and $In_{0.1}Ga_{0.9}As$ well layer.

교수학습센터를 위한 학습컨설팅

김정섭(Jung Sub Kim) 한국교육심리학회 2012 敎育心理硏究 Vol.26 No.4

교수학습센터는 학습컨설턴트가 활동무대로 삼아야 할 주요한 기관 중 하나이다. 본 연구의 목적은 학습컨설턴트가 교수학습센터를 위해 어떤 서비스를 제공할 수 있는지를 탐색하는 것이다. 교수학습 센터는 초 · 중등 학생을 위한 교수학습센터와 대학생을 위한 교수학습센터로 나누어진다. 초중등학생을 위한 교수학습센터에서 실시할 수 있는 학습컨설팅에는 학습클리닉, 전환기 교육 컨설팅, 영재교육 컨설팅, 교사 및 학부모 연수가 포함된다. 고등교육을 위한 교수학습센터에서 실시할 수 있는 학습컨설팅에는 학업코칭, 튜터링, 학습전략 워크샵이 포함된다. 끝으로 한국교육심리학회가 시급히 해결해야 할 과제 3가지를 제시하였다. A Center for Teaching and Learning (CTL) is an organization for consultants to conduct learning consultation, The purpose of this study was to explore the types of services provided by consultants to the CTLs. There are two categories of CTLs: CTLs for students in 1) elementary-and secondary-level and 2) college-level. At CTLs for elementary and secondary students, the learning consultants can provide services, such as learning clinic, transition education consulting, gifted education consulting, and teacher and/or parent training. At CTLs for college students, learning consultants can provide services, which include academic coaching, tutoring, and learning strategies workshop. Finally this study recommended three tasks which should be addressed by the Korean Educational Psychology Association in the near future.

영상제작의 화면비율 연구

김정섭 ( Jung Sub Kim ) 한국디지털영상학회 2006 디지털영상학술지 Vol.3 No.1

창의·인성 교육을 위한 학습컨설턴트의 역할

김정섭(Jung Sub Kim) 한국교육심리학회 2014 敎育心理硏究 Vol.28 No.3

본 연구의 목적은 최근 우리나라에서 강조되고 있는 창의.인성 교육에서 학습컨설턴트가 맡을 수 있는 역할이 무엇인지 탐색하는데 있다. 창의.인성 교육은 창의적 인재를 양성하기 위해 창의성교육과 인성교육을 유기적으로 결합시킨 새로운 형태의 교육 모형이다. 교육을 통해 창의.인성을 갖춘 사람을 육성하려는 노력은 시대적 변화를 반영한다는 것과 창의성교육과 인성교육을 유기적으로 결합시키려고 노력한다는 장점이 있다. 반면, 창의.인성 교육은 수월성을 강조하고, 신체교육을 소홀히 하고, 교사에게 부담을 가중시키고, 교육을 수단화시키는 단점도 있다. 창의.인성 교육을 정착시키기 위해 교육부와 과학창의재단은 교사연수와 현장 포럼을 실시해 오고 있다. 하지만, 초.중등 교사들은 창의.인성 교육에 대한 어려움을 호소하고 있으며, 교사들의 부정적 인식이 긍정적 인식보다 더 높은 실정이다. 이런 상황을 고려해 볼 때 학습컨설턴트들은 협력기반 창의.인성 교육 방법을 개발하고, 교사 및 학부모에게 관련 연수를 실시하고, 창의.인성 교육 프로그램이 학교 및 지역사회에 주는 영향을 평가하는 역할을 맡아야 할 것이다. The purpose of this study was to explore the roles of learning consultants in creativity-character education in South Korea. Recently the ministry of education of Korea has emphasized on Creativity-Character education. It is a new educational model which integrates creativity and character education for helping all students develop personal strengths and talents. Because it has been developed recently, it still has several weaknesses as well as strengths. Efforts for nurturing knowledge-producers show two types of strengths: reflecting the historical changes and integrating both creativity and character education. However, Creativity-Character education of Korea has also negative aspects, such as, emphasizing on excellence, ignoring physical education, and adding the bureaucratic burden on teachers. The ministry of education of Korea and the Korea Foundation for the Advancement of Science and Creativity(KOFAC) have provided teacher training and forums. Nevertheless, teachers appeal too many difficulties in teaching creativity & character still and have more negative views than positive ones. In this situation, learning consultants need to play important roles in developing collaboration-based Creativity-Character educational methods, providing training for teachers and parents, and evaluating the impacts of Creativity-Character education program.

여중학생의 인식론적 신념과 비판적 사고 성향과의 관계

김정섭(Jung Sub Kim),윤경미(Kyung Mi Yun) 한국교육심리학회 2009 敎育心理硏究 Vol.23 No.1

중학생의 리더십 기술과 창의적 사고 및 비판적 사고와의 관계

김정섭(Jung Sub Kim),신수진(Su Jin Shin),윤소정(So Jung Yune) 한국교육심리학회 2006 敎育心理硏究 Vol.20 No.4

대기오염 방지를 위한 유성분이 함유된 먼지 제거 연구

김정섭(Jung-Sub Kim),오재원(Jae-Won Oh),정헌준(Hun-Jun Chung),김종헌(Jong-Heon Kim) 한국환경관리학회 1998 環境管理學會誌 Vol.5 No.-