Optometric Education After the Pandemic: Trends in Knowledge Networks and Virtual Internationalization

Abstract

Introduction: The world has undergone an educational transformation during the confinement of the year 2020 due to the COVID-19 pandemic. Higher education has taken an abrupt turn towards virtuality, the internationalization of research, the creation of knowledge networks and the exchange of experiences in online linking and research. Objective: The objective is to socialize experiences among optometry schools and associations of eye care professionals to show the changes in the training of optometrists post pandemic in Latin America. Methodology: Through the action-participation methodology, networks were created between 21 higher education institutions, associations and research groups and international organizations in the area of knowledge of visual health in several countries: Mexico, Nicaragua, Panama, Colombia, Peru, Argentina, Chile, Bolivia, United States, Puerto Rico among others where projects in continuing education, mirror classes and through the leadership of the ethics committee of the Latin American Association of Optometry and Optics (ALDOO) and the Volunteers Optometry services for humanity (VOSH) courses were designed on the Zoom platform and Meet as part of the collaborative work of the network. Results: Through these alternatives, knowledge networks in optometry were consolidated in order to disseminate experiences in different countries. Likewise, a curricular framework was created as a guide for institutions that offer optometry with basic competencies and flexibility to allow in the future to strengthen international mobility, improve the quality of scientific writing and the creation of macro research projects that respond to the public policies of the World Health Organization. Some experiences developed within optometry programs and schools in Latin America have allowed the different actors to be articulated: teachers, administrators, students, international experts in order to build and enrich global networks and alternative virtual strategies to improve significant learning, technology transfer and local development in optometry and the development of joint research projects in order to improve the quality of publications. The objective of this article is to socialize educational experiences during the pandemic in the area of optometry. Conclusions: The trend of optometry education is to work in networks from research groups created and directed by experts, training in alternative areas such as the applications of artificial intelligence, non-technology at the service of visual health, through the delivery of mirror classes, virtual mobility of researchers and strengthening the internationalization of optometry and visual health in different academic settings. These are some of the points that the authors have been consolidating to prepare for virtuality, uniting the actors in the educational process that will undoubtedly remain over time as part of the strengthening of computer communication technologies and virtual education.