Optometry Programs Research Articles

Adopting a modified Delphi technique for revisiting the curriculum: a useful approach during the COVID-19 pandemic

PurposeThe purpose of this paper is to describe a participatory qualitative research project using the Delphi consensus technique aided by Internet technology for successful transition of academic endeavors during and the post COVID era. The study aimed to derive a holistic competency matrix for an optometry program for transformation of the program to competency-based education.Design/methodology/approachThis study combined a scoping review of literature for developing a baseline competency framework, along with derivation of an E-Delphi consensus within a panel of diverse stakeholders to achieve the objective of plotting a detailed competency matrix.FindingsThe involvement of all stakeholders of educational system in Delphi study resulted in a valid and all-inclusive competency framework with 18 competency units and 97 competency elements. This framework provided a strong base for redesigning pedagogy and assessment methods during COVID-19 crisis.Practical implicationsThe paper highlights the feasibility and utility of adopting a participatory approach during COVID-19 outbreak. The Delphi technique aided by Internet technology was employed to develop a competency-based curriculum.Social implicationsThe paper narrates a suitable, feasible and scientific method for rapid transition in academia, following the restrictions and social distancing norms imposed during the COVID-19 outbreak.Originality/valueAlthough there is good evidence for use of the Delphi technique in curriculum development, this paper adds value by focusing on a participatory approach in using it. The suggested method here shows ways to gain optimum scientific output with minimum resources in constrained situations such as COVID-19 crisis.

"Never-the-less, I Was Accepted."

Featured objects from the Lois Bing papers, including her original license issued by the Ohio State Board of Optometry that refers to her as "him" and "he," and a letter sent to the International Library, Archives & Museum recounting her experience as a woman applicant to The Ohio State University's optometry program.

Threshold Concepts in the Discipline of Pharmacology - A Preliminary Qualitative Study of Students’ Reflective Essays

PurposePharmacology is widely experienced as a difficult to learn discipline. Unfamiliarity with its technical and medical terms, and how pharmacological principles transfer from theory to practice, is especially troublesome. This known state of affairs is even more compounded where English is not the first language of students in question. This study aimed to discern the crucial aspects of health science students’ reflections from an Eastern – Mediterranean context on the learning and practice of pharmacology using threshold concept framework. Methods21 students enrolled in the pharmacology component of a four years’ undergraduate optometry program were recruited for this study. They were provided with prompts and guidelines to write reflective essays related to their learning – teaching experience of pharmacological concepts and constructs in preparation for clinical practice. ResultsThe reflective qualitative accounts were thematically analysed using a recent version of NVivo©. The themes were cross-referenced against two main criteria of threshold concept framework which included transformation and troublesomeness. The key characteristics that eventuated was transformation - in that students felt they had transformed into students who could learn and master. DiscussionThis study observed that learning process, when accompanied by challenges such as difficulty in understanding ‘foreign’ concepts and overwhelming content, motivated the students to adopt various strategies that not only aided their understanding of the subject but also transformed them as learners. The key attribute of threshold concept framework that thematically emerged through this study included transformation; in that students felt they had transformed into persons who could learn (and master) pharmacology alongside ‘creative’ teaching methods and ‘working out’ individual coping strategies.

Cooperative Learning: Experiences of Implementing to an Undergraduate Health Sciences Program

Background: Retinoscopy is one of the important clinical skills an undergraduate optometry student should learn. It requires time, dedication, practice and support to attain an acceptable level of proficiency. We report the process of implementing Cooperative Learning (CL) for Retinoscopy skill training in an Optometry program, focusing the preparation, implementation and our experiences. Methods: Year-2 Optometry students were divided into heterogeneous groups to facilitate formal cooperative learning. Students worked together as cooperative units, regulated their own learning and contributed to the success of the group under faculty supervision. Results: Participants positively responded to the supportive learning environment. Faculty felt the implementation and weekly skills training sessions were less cumbersome though the initial planning and preparation was more. Conclusion: Students and faculty appreciated the promotive learning environment that CL offered to maximize learning Retinoscopy and develop social and communication skills. Keywords: COOPERATIVE LEARNING, GROUP WORK, OPTOMETRY, UNDERGRADUATE STUDENTS

Academic success predictors in Optometry

The success of students in health professions training programs depends on the selection process, teaching and curriculum, motivation, and student support services. However, most of the factors considered as predictors of student success in medicine and nursing include those involved exclusively in the selection process, such as grade point average (GPA), standardized entrance and aptitude test results. Similar factors have been found to predict the GPA and graduation of students in optometry programs. However, we are unaware of any systematic evaluation in an optometry training program of student aspects beyond selection factors.In this study, we propose to widen the scope of the factors involved in academic success in optometry school to include demographic aspects (like gender and race), psychological aspects (like learning style), and exam platform. We also examined the classic academic aspects like GPA and standardized entrance test (Optometry Admission Test [OAT]) scores. As the fourth year in our curriculum is exclusively clinic and includes rotations outside of the optometry school, we chose GPA at the end of their in‐house curriculum as the index measure of academic success. To this end, we recruited sixty‐five students from the second‐year class at the University of Incarnate Word Rosenberg School of Optometry and recorded the following: scores from two exams in two concomitant pathophysiological courses during their third semester in the in‐house curriculum, demographic data (gender, race, and ethnicity), undergraduate GPA, OAT scores, and optometry GPAs at the mid‐point and at the end of their in‐house curriculum. We also determined learning styles via surveys.We found that race and ethnicity were predictors of student success at the mid‐point but not at the end of the in‐house curriculum. The effect of undergraduate GPA and OAT scores was negligible. However, student performance in the pathophysiological courses during their third semester and the GPA at mid‐point of their in‐house curriculum predicted academic success (r=0.662, p<0.001; r= 0.659, p<0.001, respectively). Apart from academic factors, learning style—specifically the “read‐write” index—significantly and positively correlated with academic success (r=0.328, p<0.08). These data suggest that additional attention to student success during the first half of the in‐house curriculum may be worthwhile and bolster academic success overall. In addition, it may be useful for optometry faculty to have knowledge of student learning styles, as students' preferred method of learning played a role in their success.Support or Funding InformationAmerican Optometric Foundation (AOF)This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

External relations on the classroom: Experiences area Andina University Foundation

This article is the result of a research project conducted in the academic context. Its aim was to analyze how the students of the Area Andina University Foundation conceive relations of friendship, relationships and management of conflicts outside the classroom. It was developed under a psychosocial approach of qualitative and exploratory, not comparative, type with application of the method of mixed focus groups with a population of 48 students, between 18 and 25 years, enrolled in the third semester of the Faculty of Health Sciences: Nursing, Respiratory Therapy Optometry programs and the School of Design, Communication and Fine Arts, with programs: Graphic Design, Fashion Design, Culinary and Gastronomy in Bogotá. It was divided in three investigation phases. The first phase is about, conceptual approach to the subject. The second phase is about, analysis and interpretation of results decanted through the voices of young people, determining the categories of friendship, family and conflict management. In the last phase, discussion, conclusions and recommendations.

Estudio sobre la formación del optometrista en la Universidad Nacional Autónoma de México: expectativas de los estudiantes de último semestre

<p align="justify"><em>Objetivo</em>: identificar las expectativas profesionales y laborales de los estudiantes de la licenciatura en Optometría de la Facultad de Estudios Superiores Iztacala, México. <em>Materiales y métodos</em>: el estudio se realizó a través de entrevistas que permitieron identificar las expectativas de los estudiantes de último semestre de la carrera de Optometría. Los alumnos participantes se seleccionaron por conveniencia, es decir, se invitó a los tres grupos de octavo semestre a participar en la investigación y su decisión fue libre y sin obligaciones. <em>Resultados</em>: se observa que los estudiantes desconocen el campo laboral y, por lo tanto, sus expectativas son vagas; aunado a esto, se evidencia la falta de orientación vocacional durante el bachillerato y la ausencia de orientación respecto a su proyección laboral en la carrera de Optometría o, peor aún, el haber tenido promedios bajos que no les permitieran entrar a su primera opción. <em>Conclusiones</em>: se deberá informar a los alumnos a lo largo de la licenciatura cuál es el campo laboral al que se enfrentarán e indicarles que su formación será la que haga la diferencia en la atención del paciente; de igual forma, se recomienda que se profesionalicen para que se mantengan actualizados, así como que adelanten estudios de posgrado para que desarrollen investigación científica.</p>

Optometric Trajectory--Gerald Westheimer.

A narrative starting with the author's entering the Optometry program at the Sydney Technical College in 1940, taking him through his days as an optometry and science student, an optometrist in private practice, and participant in organized optometry in Sydney. It described his steps to become an optometric scientist and his service as faculty member in three optometry schools in the United States. Finally, it follows him into a long career in vision science and neurophysiology at Berkeley.

Corneal cell morphology of keratoconus patients in Malaysia—A confocal microscopy observation

Purpose: To compare visual functions (visual acuity (VA) and contrast sensitivity (CS)) and aberration patterns of keratoconus (KC) patients using spectacles and specific design contact lenses (rigid gas permeable and silicone hydrogel). The outcomes will improve the Optometric management of the disease. Method: This is a pilot study involving 13 eyes from 9 newly diagnosed keratoconus subjects. Subjects were fittedwith RGP and SH contact lenses. The VA and CS were measured using Snellen and Pelli-Robson charts respectively. Ocular aberrationsweremeasured using OPD scan II. All measurements were conducted before (during spectacles wear) and after contact lens wear. Results: Significantly better VA was obtained with RGP than spectacle or SH (P<0.001). Insignificant difference was detected in CS values between RGP and SH (P=0.06). Both SH and RGP significantly reduced total ocular and higher-order aberrations (HOAs) (P<0.001) than spectacles but RGP reduced trefoil, coma and spherical aberrations more than SH. Insignificant difference was also detected in astigmatic aberrations between RGP and SH (P=0.12). Negative correlation was noted between VA and coma aberration (P=0.04) and CS showed strong negative correlations with HOAs, coma, trefoil and astigmatic aberrations. Conclusions: The RGP lenses provided better VA and greater reduction of aberrations than spectacles or SH lenses in keratoconic eyes. However, more data is needed to confirm these findings. Dr. Bariah Mohd-Ali is a Professor and Optometrist at the Optometry and Vision Science Program, University Kebangsaan Malaysia. She is involved in teaching contact lens courses for undergraduate and postgraduate students and is fundamental in the development of specialty contact lens clinic within the university.

Visual performance and aberration in keratoconus: A comparison between rigid gas-permeable and soft contact lenses—A pilot study

Purpose: To compare visual functions (visual acuity (VA) and contrast sensitivity (CS)) and aberration patterns of keratoconus (KC) patients using spectacles and specific design contact lenses (rigid gas permeable and silicone hydrogel). The outcomes will improve the Optometric management of the disease. Method: This is a pilot study involving 13 eyes from 9 newly diagnosed keratoconus subjects. Subjects were fittedwith RGP and SH contact lenses. The VA and CS were measured using Snellen and Pelli-Robson charts respectively. Ocular aberrationsweremeasured using OPD scan II. All measurements were conducted before (during spectacles wear) and after contact lens wear. Results: Significantly better VA was obtained with RGP than spectacle or SH (P<0.001). Insignificant difference was detected in CS values between RGP and SH (P=0.06). Both SH and RGP significantly reduced total ocular and higher-order aberrations (HOAs) (P<0.001) than spectacles but RGP reduced trefoil, coma and spherical aberrations more than SH. Insignificant difference was also detected in astigmatic aberrations between RGP and SH (P=0.12). Negative correlation was noted between VA and coma aberration (P=0.04) and CS showed strong negative correlations with HOAs, coma, trefoil and astigmatic aberrations. Conclusions: The RGP lenses provided better VA and greater reduction of aberrations than spectacles or SH lenses in keratoconic eyes. However, more data is needed to confirm these findings. Dr. Bariah Mohd-Ali is a Professor and Optometrist at the Optometry and Vision Science Program, University Kebangsaan Malaysia. She is involved in teaching contact lens courses for undergraduate and postgraduate students and is fundamental in the development of specialty contact lens clinic within the university.

Factors influencing Saudi Arabian optometry candidates' career choices and institution of learning. Why do Saudi students choose to study optometry?

BackgroundOptometry is a primary health‐care profession (PHCP) and this study aimed to elucidate the factors influencing the choice of optometry as a career for Saudi students, the students' perceptions of optometry and the effect of gender.MethodsTwo hundred and forty‐seven students whose average age was 21.7 ± 1.5 (SD) years and who are currently enrolled in two colleges of optometry in Saudi Arabia—King Saud fc>University (KSU) and Qassim University (QU)—completed self‐administered questionnaires. The survey included questions concerning demography, career first choice, career perception and factors influencing career choices.ResultsThe response rate was 87.6 per cent and there were 161 male (64.9 per cent) students. Seventy‐nine per cent of the participants were from KSU (males and females) and 20.6 per cent were from QU (only males). Seventy‐three per cent come from Riyadh and 19 per cent are from Qassim province. Regarding the first choice for their careers, the females (92 per cent) were 0.4 times more likely (p = 0.012) to choose optometry than males (78.3 per cent). The males were significantly more likely to be influenced by the following factors: the Doctor of Optometry (OD) programs run at both universities, good salary and prospects (p < 0.05, for all). The women were significantly less likely to be influenced by another individual (p = 0.0004). Generally, more than two‐thirds of the respondents viewed the desire to help others, professional prestige and the new OD programs as the three most influential factors in opting for a career in optometry.ConclusionFemales were more likely to opt for a career in optometry and males were more likely to be influenced by the new OD programs, good salary and job prospects. Service provision to others in the community was a primary motivation to opt for a career in optometry among young Saudis.

Evidence-based practice instruction by faculty members and librarians in North American optometry and ophthalmology programs.

North American optometry and ophthalmology faculty members and vision science librarians were surveyed online (14% response rate) about teaching evidence-based practice (EBP). Similar to studies of other health care programs, all five EBP steps (Ask, Acquire, Appraise, Apply, Assess) were taught to varying degrees. Optometry and ophthalmology EBP educators may want to place further emphasis on (1) the Apply and Assess steps, (2) faculty- and student-generated questions and self-assessment in clinical settings, (3) online teaching strategies, (4) programmatic integration of EBP learning objectives, and (5) collaboration between faculty members and librarians.

국내 의료보건계열 신설동향과 치위생(학)과 추이에 관한 연구

Objectives : This review suggests prospect of educational institutions through research on the establishment trend of Korean dental hygiene programs by comparison with health science programs, analysis based on location and year. Methods : For the research, 78 dental hygiene programs, 11 dental colleges, 144 nursing programs, 41 medicine programs, 38 radiology programs, 49 optometry programs, 39 biomedical laboratory science programs, 65 physical therapy programs, 48 occupational therapy programs were analyzed using SPSS 12.0v. The result is as follows. Results : Establishment trend of dentistry-related programs and dental hygiene programs is twice as high as nursing programs and medicine-related programs. Number of 3-years dental hygiene programs is twice as high as 4-years dental hygiene programs. Entrance quota of 3-years dental hygiene programs is four time higher than 4-years programs. On regional basis, number of dental hygiene programs is the highest in Gyeonggi-do by 9 while it is the lowest in Incheon-si and Jeju-do by 1. Number of students in dental hygiene programs is the highest in Gyeonggi-do by 2,514. Establishment of dental hygiene programs showed the biggest increasing trend in Gyeonggi-do and Jeju-do from 1995 to 1999; and in Gangwon-do, Chungcheongbuk-do, Chungcheongnam-do, Gyeongsangbuk-do, Gyeongsangnam-do, Jeollabuk-do, Jeollanam-do from 2005 to 2010. Conclusions : Assurance of legal rights in the workplace and improvement of educational environment should take prudence over establishment of dental hygiene programs in order to develop professionalism among students in dental hygiene.

Use of interactive sessions and e‐learning in teaching anatomy to first‐year optometry students

Students enrolled in the Optometry program at the University of Manchester are required to take a functional anatomy course during the first year of their studies. Low mean scores in the written examination of this unit for the past two academic years energized staff to rethink the teaching format. Interactive sessions lasting 20 minutes each were introduced during the two hour lecture sessions. In these sessions students reinforced their anatomical knowledge learned in lectures, through playing games such as anatomy bingo and solving anatomical anagrams. In addition, five e-learning modules were also introduced for students to complete in their own time. A pre- and postcourse questionnaire were distributed to obtain student views on their expectations of the course and interactive sessions. Comparisons were made between written examination results from 2008 to 2009 to written examination results from the previous five academic years to see if the interactive sessions and e-learning modules had any impact on student knowledge. In addition, comparisons were made between student performances on the functional anatomy course with their performance in all of the other assessments taken by the students during their first year of study. Analysis of the questionnaires showed that student's expectations of the course were fulfilled and the interactive sessions were well received by the majority. There was a significant increase (P < or = 0.01) in the mean examination score in 2008-2009 after introduction of the interactive sessions and e-learning modules compared with scores in previous years. The introduction of interactive sessions has increased student enjoyment of the module and along with the e-learning modules have had a positive impact on student examination results.

Affiliations of community health centers with the accredited schools and colleges of optometry in the states and territories of the United States

Background In 2006, the American Optometric Association Community Health Center Committee surveyed schools/colleges of optometry in the United States and its territories to assess collaborations between community health centers and optometric institutions. Methods The survey investigated the number and structure of affiliations that existed between Federally Qualified Health Centers and schools/colleges of optometry in the United States. The survey reached the schools through the American Optometric Association Faculty Relations Committee or personal contact (Inter-American University of Puerto Rico). Results The survey showed wide variation in affiliations of community health centers with optometry programs. Six schools had no affiliations, whereas the remaining 11 ranged from 1 to 14. Information relating to 37 community health centers was reported. Results showed that schools utilized community health centers for fourth-year students in 5 schools, and both third- and fourth-year students in the remaining 6 schools. Schools vary regarding how precepting is managed with either full-time faculty (64.9%) or adjunct faculty. Business models also vary between schools. Conclusion Affiliations between school/colleges of optometry and community health centers differ considerably. Optometric affiliations with community health centers can result in increased access to eye care for underserved populations and increased clinical experience for optometry students and residents. Opportunities exist to establish additional affiliations. Educational benefits and costs associated with affiliations should be explored before entering into a collaborative model of eye care delivery.

Successful expansion of low vision rehabilitation services by collaboration with programs of optometry: Nepal and Jordan

Low vision rehabilitation programs in developing nations have been initiated with the help of international foundations and agencies working in conjunction with private organizations, government agencies, and medical institutions. One partner that has proved successful, for both clinical care and education, is an academic program of optometry, as exemplified by the Bachelor of Optometry program, Tribhuvan University, Kathmandu, Nepal and Low Vision Project Jordan, with Jordan University of Science and Technology, Irbid, Jordan. The World Council of Optometry provided fellowship support to both of these programs during its development.

Design Elements of Professional Ethics Courses

Optometrists face ethical dilemmas daily in the practice of their profession. Students training to become optometrists also face ethical dilemmas, some of which are unique in their role as students. The focus on ethical practice has been heightened by the increasing scope of optometric practice, the greater demand of society for professional accountability, the greater diversity of membership and viewpoints, the decrease in available dollars for health care delivery, and the conflicting roles of ophthalmology and opticianry with optometry. These factors have led to the addition or expansion of professional ethics courses in optometry programs. This paper examines the difficulties inherent in defining professional ethics and designing ethics courses. Curricular issues are examined, including course objectives, instructors, content, evaluation, timetabling, teaching strategies, student assessment, and resource implications. Much of the research in this area has been done in medical education. Although the content of ethical dilemmas encountered by medical students and physicians may not be applicable to optometry, the process by which they learn to approach the dilemmas is the same.

Optometry Admission Interviewing Practices in Canada and United States

This study of optometry programs in Canada and the United States identified both the extent of and approach to admission interviewing as well as the reasons for its inclusion or exclusion. A written questionnaire was designed, piloted, and revised before it was sent to each of the 18 optometry programs. The 15 (83%) completed questionnaires were analyzed and discussed in terms of comparisons with similar surveys of medical and dental programs. Evidence in the psychology literature was presented about the strengths and limitations of this selection tool. Eighty percent of the optometry programs that responded provided admission interviews. Concerns about interview reliability, validity, and costs precluded its use by 20% of the responding programs. Of four variables, the interview was the third most important variable in admission decisions. Unlike medical and dental programs, optometry programs frequently used a panel format; an approach which is recommended in the psychology literature. Similar to surveys of dental and medical programs, the reliability and validity of optometry admission interviews were likely reduced by insufficient interviewer training and interview structure. A need for greater program evaluation of the optometry interview process as well as dissemination of the results was indicated.

Optometric education in Nigeria.

A 3-year optometry program was established at the University of Benin, Nigeria in 1973. The program is considered from the standpoint of curriculum, faculty, clinical instruction, and grading. Some background is given about Nigeria itself. Present eye care facilities are reviewed as well as the increasing requirements of a developing nation. The need of strong support from established optometry schools is indicated.