Optometric Education Research Articles

Simulation techniques in optometric education: Is a model eye for tonometry a valuable instruction tool?

Simulation techniques are used in healthcare education to support the development of clinical skills. The aim of this study was to investigate the perceived value of a tonometry model eye (TME) when used in teaching and learning the clinical skill of Goldmann applanation tonometry (GAT) in optometric education in the UK. A retrospective two-armed cross-sectional study was conducted to investigate the perceived value of using a model eye for teaching and learning GAT in optometric education. Focus group discussion (FGD) was employed to explore the views of academic experts experienced in teaching GAT using a TME. Semi-structured surveys were conducted to elicit the opinions of optometry students following GAT simulation training. Qualitative thematic analysis of the FGD and open-ended survey questions was undertaken. Quantitative data based on rated student responses was assessed using Chi-square analysis to examine differences between year-group responses. The TME was reported to be a useful experiential tool, facilitating a safe learning environment for students to develop the technical skills required to perform GAT before moving on to real-eye experiences. Whilst limitations of the model eye were noted, these did not diminish the value of the model eye as an instructional tool. Students reported improved confidence (86%) and would highly recommend (82%) the TME to other students. The model eye for tonometry was perceived by academic tutors and optometry students to be a valuable instruction tool as part of a scaffolded process for learning GAT. Irrespective of their learning stage, students reported a range of benefits from the model eye, such as being able to make mistakes, taking repeat measurements and getting used to the equipment, all whilst not having to worry about patient safety.

Associate Professor Rod Fullard – Australia-trained, US-based, optometric educator

Associate Professor Rod Fullard – Australia-trained, US-based, optometric educator

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

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.

Barriers to the Diagnosis and Management of Keratoconus Among Optometrists in Kenya.

Early diagnosis and management of keratoconus (KC) are important for limiting visual complications of the disease. This study aimed to explore the perspectives of optometrists on the barriers to effective diagnosis and management of KC in Kenya. An online questionnaire was distributed to optometrists in Kenya to collect data on barriers to the diagnosis and management of KC. The majority (60.9%) of optometrists were confident in retinoscopy and subjective refraction. Fewer were confident in the use of keratometers (46.4%) and corneal topographers (24.9%) and in the fitting of rigid gas permeable (RGP) contact lenses (25.0%). The most commonly reported barriers to improving their knowledge and skills were, limited continuous professional development opportunities (87.4%), high costs of conferences (86.1%) and the lack of diagnostic tools (79.5%). Impediments cited to diagnosing and managing KC effectively were a lack of national guidelines (64.9%), patient education material (71.5%), equipment (58.9%) and RGP supply (68.2%) and cost (67.5%). Most commonly reported barriers related to patients were compliance (91.4%), affordability (90.7%), RGP discomfort (89.4%), willingness to pay (88.1%) and the lack of patient education about KC (87.4%). This study showed that the lack of national guidelines, essential equipment and adequate practitioner knowledge and skills were barriers to KC diagnosis and management. Regulation of optometric education and clinical practice, development of national guidelines for diagnosis and management of KC, up-skilling of practitioners and cost-effective solutions for equipment procurement and maintenance may improve both access to, and quality of, care to patients with KC.

Financial Inequities in Optometric Education in Canada: A Comparison of Two Optometry Programs.

The advancing age of the population will require increased access to eyecare services to manage eye diseases and vision correction. Optometric education requires a sound financial plan to manage student debt. This study evaluates the financial inequalities of optometric programs in Canada, and how this may impact the provision of eyecare professionals. The objective of this study was to compare the financial inequities in Optometric education in Canada from the 2020 graduating class. A cross-sectional study assessed monetary variables related to the study of optometry in Canada, including academic and personal expenses, and overall debt and expenses related to the COVID-19 lockdown for the 2020 graduating class. 108 optometry students from the 2020 graduating classes of the University of Montreal and the University of Waterloo responded, with 68 (53 F:15 M, age 25.66, SD = 2.01) completing the study. Waterloo students spent more years in university (P < .001); had higher academic fees (P < .001); spent more on travelling to their family residence (P = .007) and received more provincial (P = .002) and federal (P < .001) loans than Montreal students. Overall debt prior to optometry was similar amongst students but differed (P < .001) at the end of their program, with Waterloo students having a higher debt burden. There is a financial inequity in optometric education in Canada depending on the chosen program. Cumulative optometry student debt for the 2020 graduating class in Canada ranges from $CAN 0 to 189,000 with an average of $CAN 65,800 and a median of $CAN 50,000. The results of this study can assist financial, government agencies and future optometry students to better understand the financial burdens and establish a financial plan to study optometry in Canada, to respond to the growing eyecare needs of the public.

Important Happenings in Optometry One Hundred Years Ago

This paper discusses important events in optometry in 1922 and 1923. Included for 1922 are the First Conference to Establish Standards, a pivotal meeting in the development of optometric education; the founding of the American Academy of Optometry; and the 25th annual meeting of the American Optometric Association (AOA). Events noted for 1923 are Pennsylvania State College of Optometry becoming the first school to grant an OD degree approved by a state legislature; the establishment of the optometry school at the University of California, Berkeley; and the annual AOA meeting.

Virtual simulated international placements as an innovation for internationalisation in undergraduate programs: a mixed methods study

BackgroundInherent features in virtual simulation could be utilised to deliver collaborative global education that is inclusive, accessible, and valued by students and facilitators. The aim of this study was to evaluate the impact of the International Eyecare Community (IEC) platform’s virtual simulated international placements (VSIP) in optometric education.MethodsAn international, multi-center, cross-sectional mixed methods study with Deakin University, Australia, and the Elite School of Optometry, India, was used to evaluate the impact of VSIP in the IEC using pre-existing deidentified data collected from teaching and learning activities within the optometry course curriculum. Data on students and facilitators perceptions of the VSIP were collected through deidentified transcripts from focus group discussions. The data were interpreted using descriptive statistics and qualitative analysis using constant comparison for thematic analysis.ResultsA total of 64 out of 167 student participants completed survey responses (39%) and 46 out of 167 (28%) completed self-reflective inventories. Focus groups with 6 student participants and 6 facilitator participants were recorded and analysed. Student participants reported the IEC was relevant (98% agreement) and motivated them to apply theoretical knowledge to a clinical context (97% agreement). The themes identified through qualitative analysis were: factors inherent to the virtual simulation that enabled learning through VSIP, the VSIP supported cognitive apprenticeship, VSIP enabled clinical learning for optometric education, VSIP’ role in cross-cultural professional identity development in optometry students.ConclusionThe study found that the VSIP platform helped to motivate students to learn and improve their clinical skills. The VSIP was considered a potential supplement to physical clinical placements and could revolutionize global optometric education by offering co-learning across cultures.

Situation analysis of optometric education in the Eastern Mediterranean Region.

There is a scarcity of research evidence on the state of optometry education in the Eastern Mediterranean Region (EMR). To assess the state of optometry education in the EMR and provide evidence for policymakers and stakeholders. Twenty-two purposively selected key academic stakeholders from 21 countries and the Eastern Mediterranean Council of Optometry completed a semi-structured optometry situation analysis questionnaire about the state of optometry education in their respective countries between August 2021 and January 2022. Data was analysed using SPSS version 25. Data from 19 (86%) of the 21 countries and 1 territory were included in this analysis. Eight (36.4%) countries offered bachelor's degree programmes and 5 (22.7%) offered a diploma, 6 (27.3%) countries did not offer any optometry education. Saudi Arabia offered a doctor of optometry programme. Programmes were accredited by an accreditation body through periodic quality audits in 7 countries. Morocco had the highest average number of graduates per annum (n = 305), while Yemen had only 20. EMR countries differ in the number of optometry education programmes offered, as well as in their curricular competency levels and systems to monitor quality standards. There is a need for regional collaboration to harmonize and improve the quality of optometry education in the EMR.

Topical Review: Teaching Serious News Delivery in Eye Care.

Eye doctors regularly convey serious illness news to their patients. There is an evolving understanding of how medical educators can effectively teach this vital communication skill during real-time patient care. This article proposes teaching strategies to improve clinical optometric education related to serious illness conversations.Effectively conveying serious illness news is an essential skill in optometry practice. Established protocols can help optometrists navigate these nuanced, emotional, and complex conversations with patients, yet protocols for teaching this skill in eye care settings have not been described. Clinical educators need discrete strategies for making such pivotal communication skills learnable in an environment where patient care, teaching priorities, and limited resources are regularly juggled. Despite the importance of this competency, limited study has focused on teaching optometry learners to deliver serious eye news. In this article, we explore the importance of optometry talk, serious news delivery tools, and considerations for optometric educators teaching serious news delivery. We then adapt specific strategies from medical education to help optometry educators teach serious news delivery in clinical settings.

The perceived value and impact of virtual simulation-based education on students’ learning: a mixed methods study

BackgroundVirtual simulations are used throughout healthcare training programs to enable development of clinical skills, however the potential for virtual simulation to enhance cognitive and affective skills is less well understood. This study explored pre-clinical optometry students’ perceptions of the impact of virtual simulation on the development of core competency skills including patient-centred care, communication, scientific literacy, and evidence-based practice.MethodsA mixed methods study was conducted using pre-existing anonymized data from an electronic survey distributed to pre-clinical optometry students enrolled in the double degree Bachelor of Vision Science/Master of Optometry at Deakin University, Australia. The data were interpreted using descriptive statistics and qualitative analysis using constant comparison for thematic analysis.ResultsA total of 51 responses were analyzed. Students reported that virtual simulation motivated them to become an optometrist (93%) and to learn beyond the course material (77%). Students reported that after participating in the virtual simulation, their core competency skills improved: patient-centered care (100%) evidence-based practice (93%) and clinical reasoning (93%). The themes identified through qualitative analysis were: enablers to cognitive experience in virtual simulation in optometry education, realism of the virtual simulation design, dimensions of fidelity in virtual simulations design replicated the complexity of the optometric environment, virtual simulation as an enabler for learning and assessment in optometry education, a place to develop cognitive and affective skills and application of learning in the virtual simulation developed an appreciation of future roles and professional identity.ConclusionOptometry students perceived virtual simulation in optometric education as a valuable training and assessment strategy enabled by qualities that generate contextual, cognitive, functional, task and psychological fidelity. The data provide insight to inform how optometry educators can incorporate simulation into the curriculum.

Ensuring the safety of clinical instruction in optometry schools at the university level

Global propagation of COVID-19 epidemic has been ongoing for months. There have been unprecedented changes in everyday social interactions because of the virus's characteristics, including its ease of transmission from one person to another and the serious clinical course it has taken in certain cases. Optometry schools around the world were forced to temporarily halt large portions of clinical instruction. The difficulties that optometry schools faced in the early to mid-2020s are discussed in this article. Six universities from five nations on four continents share their insights in this study. COVID-19 presents a number of obstacles, but there are ways to minimise the danger of virus transmission and provide safe clinical optometric education. Optometric education can be improved, according to this report.

Guest editorial: A call for health advocacy to be included as an outcome competency into optometric education programmes

No abstract available.

Knowledge and skills amongst optometrists in public and private sectors in India

Background: Optometrists with different levels of optometric education in India provide eye care services under various capacities to the public.Aim: The study evaluated the status of optometrists in terms of their knowledge, skills and frequency of skill utilisation in public and private sectors.Setting: A quantitative study design was adopted using a survey questionnaire that was distributed to optometrists providing eye care services in public and private sectors.Methods: A structured and validated questionnaire with closed-ended questions was administered to 650 participants.Results: A total of 400 completed questionnaires were received (response rate = 62%) of which 207 respondents were males (52%) and 193 females (48%). Most (57%) of the respondents were bachelor’s degree holders with 86% of the respondents in the private sector and 14% in the public sector. The knowledge level of ancillary and diagnostic tests (69%) was the least amongst public sector optometrists whilst it was binocular indirect ophthalmoscopy (66%) for private sector optometrists. The skill levels in indirect ophthalmoscopy was least amongst the public sector (56%) and private sector (44%) optometrists. Indirect ophthalmoscopy showed the least frequency of skill utilisation amongst public sector (13%) and private sector (34%) optometrists.Conclusion: The study highlighted the need for mandating best practice standards, and expanding the scope of defined practice, as optometrists are better suited for diagnostic roles and comprehensive eye examinations, and can contribute effectively towards averting preventable blindness.

Trends in Optometric Education – A Demographic Snapshot of the Optometry Applicant Pool and Student Enrollment

Abstract ASCO has prided itself on being the “go to” source for any data related to optometric education. Two of the most useful reports ASCO does annually are the OptomCAS Applicant Data Report – A National Snapshot, and the ASCO Student Data Report. This article will focus on data trends from both of these reports, specifically detailing the numbers and demographics of the optometry applicant pool and student enrollment over the past twelve years.

Diversity, Equity, and Inclusion in Optometric Education

Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Twitter LinkedIn Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation Ruth Shoge, LaShawn Sidbury Duckett, Carol Brubaker; Diversity, Equity, and Inclusion in Optometric Education. The Advisor 1 December 2021; 41 (4): 9. doi: https://doi.org/10.47578/0736-0436.41.4.9 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest Search

Associate Professor Peter Swann: supreme optometric clinical educator

Associate Professor Peter Swann: supreme optometric clinical educator

Wanted: Effective Optometric Education You Can't Please Everyone;

Today, we are hearing much about the need to re-evaluate the present status of optometric education. We hear that we have narrowed our vision into medically-oriented parameters. Alas, the "uniqueness of optometry" is now a goal of blurred focus! But is the answer that alternatives are needed or merely a change of orientation?

The Equivalency of the Binocular Indirect Ophthalmoscope Simulator to Peer Practice: A Pilot Study.

Optometric educators are constantly looking for learning and teaching approaches to improve clinical skills training. In addition, the COVID-19 pandemic has made educators scrutinize the time allocated to face-to-face teaching and practice. Simulation learning is an option, but its use must first be evaluated against traditional learning methods. The purpose of this study was to compare the training of binocular indirect ophthalmoscopy skills achieved by students and optometrists through deliberate practice on the Eyesi Indirect Ophthalmoscope simulator with deliberate practice using a peer. Students and optometrists were randomly allocated to practice on either the simulator or a peer. Binocular indirect ophthalmoscopy performance was assessed using a peer and the simulator as the patients at different time points. Knowledge and confidence were examined before and following all practice sessions using a quiz and survey. Significant improvements in binocular indirect ophthalmoscopy performance using either a peer or the simulator as the patient for assessment were seen after 8 hours of student practice (P < .001) and after a half-hour practice time for optometrists (P < .001). There was no significant difference in performance overall between those practicing on a simulator and those practicing on a peer (P > .05). Confidence in ability to perform the technique was lower for students who had practiced on the simulator. The simulator has similar efficacy to peer practice for teaching binocular indirect ophthalmoscopy to students and maintenance of this clinical skill for optometrists. Simulation does not replace the need for peer practice but may be a useful adjunct reducing the face-to-face hours required. These findings present a need for further research regarding diverse applications of the Eyesi Indirect Ophthalmoscope simulator in the curriculum for training optometry students and as a continuing professional development offering for optometrists, given the short exposure duration required to observe a significant improvement in skill.

Optometry and the Department of Veterans Affairs

This paper discusses the history of optometry in the Department of Veterans Affairs (VA), starting from minimum involvement and developing into an extensive level of activity benefiting both the profession of optometry and the VA. The author also recounts experiences which led him to a career in optometric education and work in VA optometry.

Observations on Optometry in the Veteran's Administration from an Optometric Educator's Perspective

This invited address was presented at the 42nd Annual Meeting of the National Association of Veteran’s Administration Optometrists (NAVAO), Thursday, October 24, 2019, Hyatt Regency Hotel, Orlando, FL. This paper discusses medicine, dentistry, and optometry’s entry into the Veteran’s Administrations System as well as optometry’s many challenges to become an Optometry Service. It also reviews the many challenges the profession has faced as it has endeavored to increase the number of VA optometry staff positions and the educational experience of optometry students, residents and fellows in providing eye care for America’s veterans.