The influence of learning effect on frequency doubling technology perimetry (Matrix)

Area of Science:

• Ophthalmology
• Visual Psychophysics

Background:

• Frequency Doubling Technology (FDT) perimetry is a visual field testing method.
• The Matrix device is a new model for FDT perimetry.
• Understanding learning effects is crucial for accurate visual field testing, especially in novice patients.

Purpose of the Study:

• To assess the learning effect in healthy individuals without prior perimetric experience using the Matrix FDT perimeter.
• To evaluate how repeated testing influences visual field parameters and examination duration.

Main Methods:

• 37 healthy subjects underwent FDT perimetry (30-2 threshold mode) on the Matrix device in two separate sessions.
• Right eyes (RE) from the first session were compared to left eyes (LE) from the first session to assess learning.
• Evaluated parameters included foveal threshold (FT), reliability indices, mean defect (MD), pattern standard deviation (PSD), glaucoma hemifield test (GHT), and examination duration.

Main Results:

• A learning effect was observed between the first and second testing sessions.
• Average foveal threshold (FT) and mean defect (MD) improved with repeated testing.
• Glaucoma Hemifield Test (GHT) results also showed differences between sessions and eyes, indicating potential learning impact.

Conclusions:

• A significant learning effect occurs with the Matrix FDT perimeter in naive subjects.
• Improved GHT results suggest learning influences test outcomes.
• Clinicians must consider this learning effect to prevent misinterpretations and ensure accurate diagnoses.