Optometry Students Research Articles

Ethics in optometry: an educational intervention

ABSTRACT Clinical relevance As registered health professionals, optometrists have a responsibility to apply ethical reasoning skills to ensure the best outcomes for their patients. Background The ability to apply ethical knowledge in practical situations has emerged as a crucial skillset for health professionals. This research aimed to highlight the potential benefits and challenges associated with employing case-based scenario workshops as a method for teaching the application of ethical knowledge. Methods An intervention study was conducted at an Australian university to establish whether a case-based ethics workshop could improve the confidence of optometry students in navigating ethical dilemmas. Prior to completing the workshop, optometry students were invited to complete a survey, and the survey was repeated at the end of each workshop. Results Fifty nine students completed the pre-workshop survey, and 49 students completed the post-workshop survey. A Mann-Whitney U test showed no significant difference in the baseline confidence levels of students who had prior or no prior experience in tertiary education, healthcare work or eyecare work. There was a statistically significant improvement in confidence navigating ethical dilemmas (Z = –2.541, p = 0.011) from 53% very or moderately confident pre-workshop to 82% post-workshop. Conclusion These results suggest that case-based ethics workshops are an effective educational tool that should be considered for incorporation into optometry and other health profession courses.

EVALUATING THE LEARNING CURVE OF A NOVICE OPTOMETRY STUDENT IN SCLERAL LENS FITTING: A PROSPECTIVE QUANTITATIVE STUDY USING DELIBERATE PRACTICE AND CUMULATIVE SUMMATION (LC-CUSUM)

Background and Objective: To evaluate the learning curve of a novice optometry student in scleral lens fitting through deliberate practice and to objectively quantify the learning process using the LearningCurve-Cumulative Summation (LC-CUSUM) test, ensuring accurate and unbiased results. Method: The complexity of scleral contact lens fittings was assessed by categorizing subjects into regular and irregular cornea groups. A student enrolled in the Master of Optometry program conducted the fittings using a dedicated scleral lens record form (rubrics) designed to quantify the lens management approach. Prior to performing fittings independently, the student received four weeks of training from a contact lens expert, who also served as her guide for the study. This training period and the subsequent fittings were structured based on the principles of deliberate practice, with the student performing repeated diagnostic trials. A maximum of three diagnostic trials were performed for each subject to achieve the optimal fit. After each trial, the student completed a self-efficacy scale questionnaire to assess her perceived diffi-culty and clinical judgement skills, recording “FIRST trial scores” following the initial trial and ‘LAST trial scores’ after achieving the optimal fit. The guide consistently provided verbal feedback after each case throughout the fitting process as part of the deliberate practice methodology to enhance the student’s understanding of the fitting procedure while keeping the scores confidential to ensure unbiased self-as-sessment. Following the complete supervision of the fitting procedure, the guide evaluated the student’s clinical skills using a specially designed observation scale questionnaire, referred to as the ‘GUIDE scores.’ A seven-point Likert scale was used to rate the judgement for both the self-efficacy scale and observation scale questionnaire. The student’s LAST trial scores were subsequently compared with the GUIDE scores. Results: A total of 80 scleral lens fittings were evaluated. The Intraclass Correlation Coefficient (ICC) demonstrated excellent agreement between student-reported self-efficacy scores and guide-reported observation scores. The difference in self-efficacy scores between the initial and final lens fittings was statistically significant (p < 0.05), as determined by the Wilcoxon signed-rank test. The Learning Curve-Cumulative Summation (LC-CUSUM) chart revealed that learning stabilized after 26 fittings, marking a consolidation phase where minimal further improvement was observed beyond this point, and additional practice primarily helped to maintain proficiency. The average number of trials required per eye was higher in patients with irregular corneas than those with regular corneas. Conclusion: This study evaluated the learning curve of a novice optometry student in scleral lens fitting through deliberate practice, utilizing the LC-CUSUM test to quantify progress and assess skill acquisition objectively. Proficiency was achieved after 26 fittings, with additional trials needed for irregular corneas, underscoring the influence of patient characteristics on learning. These findings emphasize the importance of structured training, personalized feedback, and self-assessment in developing clinical competence. The insights contribute to advancing education and research in contact lens science by providing practical guid-ance for designing effective programs focused on planning, teaching, and learning about scleral lens fittings.

Ugandan optometry students’ experiences of their clinical training: a qualitative study

BackgroundThere is a gradual increase in the number of optometry education programs in Africa yet there is limited knowledge on optometry students’ experiences of their clinical training. Therefore, the purpose of this study was to explore the optometry students’ experiences of their clinical learning environment at a national referral and teaching hospital in Uganda.MethodsBetween April 2023 and May 2023, face to face in-depth interviews were conducted to explore the experiences of the participants. All 16 optometry students in fourth-year at university were purposefully recruited into the study. Data was collected at the end of the students’ clinical training at the eye clinic of a national referral and teaching hospital. Interviews were audio recorded and transcribed for analysis using an inductive thematic approach.ResultsTwo themes, learning at the eye clinic and organization of the eye clinic, were identified to represent participants’ experiences. Each theme had three sub themes.ConclusionTraining optometry students at an eye clinic enhances their clinical skills and knowledge of diagnosing and managing various eye conditions. Future studies should compare optometry students’ experiences in lower-level health units to those in national referral hospitals.

Grit and Optimism Predict Academic Performance Among Medical and Health Sciences Students at a Malaysian University: A Cross-sectional Study

Grit is the perseverance and passion for long-term goals, optimism represents an individual’s expectation of a positive outcome in most situations, whereas life satisfaction is a major indicator of well-being. Grit, optimism, and life satisfaction play a role in medical and health science education, as they are associated with academic performance. This cross-sectional study explored the relationship between grit, optimism, and life satisfaction among medical and health sciences students at a Malaysian university using the 12-Item Grit Scale, Life Orientation Test-Revised (LOT-R) scale and Satisfaction with Life Scale (SWLS). Medical students were significantly grittier than optometry students (p = 0.015) and significantly more optimistic than biomedical science students (p = 0.007). Academic performance was significantly correlated with grit (r = 0.135, p = 0.027) and optimism (r = 0.139, p = 0.023). On the other hand, a significant correlation existed between grit and optimism (r = 0.316, p = 0.000) as well as optimism and life satisfaction (r = 0.328, p = 0.000), whereas a correlation was observed between grit and life satisfaction (r = 0.171, p = 0.003). The findings show that interdisciplinary differences in grit and optimism exist and that grit and optimism are related to the academic performance of medical and health sciences students. Grit, optimism, and life satisfaction were interrelated in this study.

Antimicrobial stewardship and education in optometry

ABSTRACT Clinical relevance Antimicrobial stewardship aims to improve how antibiotics are prescribed by clinicians and used by patients, to ensure safe appropriate use, and to prevent and contain antimicrobial resistance. Background Australian optometrists can prescribe a range of antimicrobial agents, but to what extent they consider antimicrobial stewardship is not known. This study evaluated what final-year optometry students and optometrists understood about antimicrobial stewardship in eye care and considered relevance to oral prescribing and education. Methods A knowledge, attitude, and practice (KAP) questionnaire was developed comprising four sections: i) demographic questions, ii) 10 multiple choice questions regarding Knowledge about antimicrobial agents and likely pathogens, diagnosis, treatment, and preventing resistance, iii) 10 Likert rating scale questions about thoughts and Attitudes, iv) mix of question types (5× MCQ: course of action, 16 Likert scale: confidence) related to Practice (diagnosis, management, and prescribing). Descriptive analyses were conducted (medians, mean±SD, and distributions). Results Thirteen students and 36 optometrists completed the survey. Both groups had a good understanding of microbial resistance and antibiotic prescribing for ocular conditions; average knowledge scores were 9.2 ± 0.7 and 8.7 ± 1.1 for students and practitioners, respectively. Scores were neutral to agree for questions related to the need for more educational programs. The answers of practice-related MCQs had a dichotomy of answers indicating a diversity of opinion, as can be the case in practice. Average total practice confidence scores were approximately 57/80 for students and 68/80 for optometrists. Optometrists and students were very confident in their ability to conduct an appropriate case history and use their knowledge and clinical skills, including slit lamp anterior eye assessment. The lowest confidence scores were for conducting microbial testing, i.e. taking swabs for pathology. Conclusion Student and optometrist knowledge, attitudes, and practice around antimicrobial stewardship were high and in line with other health professions globally. There is scope for increased stewardship training.

Implementation of the optometry Aboriginal and Torres Strait Islander health curriculum framework.

There is now an Optometry Council of Australia and New Zealand (OCANZ) accreditation requirement for Australian and Aotearoa New Zealand optometry programs to ensure students can provide culturally safe care for First Nations Peoples. To assist programs, OCANZ developed the Optometry Aboriginal and Torres Strait Islander Health Curriculum Framework (Optometry Framework). The objective of this study was to evaluate early progress towards the implementation. All seven Australian optometry programs were invited to complete a modified version of the OCANZ curriculum mapping tool. Where available, online unit outlines were reviewed to verify and supplement the data. Curriculum maps were synthesised using qualitative content analysis. None of the five participating programs had a standalone Aboriginal and Torres Strait Islander health unit; instead, programs were integrating content into core units. Only 25% of the units with relevant content had a directly related learning outcome. All programs had at least some content that was either directly or indirectly related to each of the Optometry Framework themes, and included some content related to novice and intermediate levels of learning. Four programs had content related to entry to practice levels of learning. The average total duration of directly related content in programs (excluding clinical placements) was 18 hours. Not all programs offered an Aboriginal and Torres Strait Islander health setting clinical placement opportunity. Directly related assessment was minimal in most programs, where the format was predominantly reflective journals or questions within written examinations. Progress has been made in implementing the Optometry Framework; however, further efforts are required. Programs need to integrate additional directly related learning outcomes, content (particularly entry to practice level learning), and assessment. Further curriculum enhancements will improve the likelihood of optometry students acquiring the necessary capabilities for providing culturally safe care.

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.

Evaluating perceived technology self-efficacy and telehealth acceptance in optometry students

ABSTRACT Clinical relevance Constant technological improvements require practitioners to be open to adopting technologies such as telehealth for enhanced patient care. Understanding the barriers and facilitators of telehealth adoption will guide stakeholders in making decisions for safe and effective implementation of telehealth. Background Effective use of telehealth improves patient outcomes. It is unclear if optometry students feel supported in using and/or are accepting of telehealth. This study evaluated telehealth acceptance of optometry students, its association with their technology self-efficacy, and whether telehealth training alters this relationship. Methods Final-year optometry students at the University of Melbourne were invited to participate in a telehealth course. A 22-item online survey adapted from the Technology Proficiency Self-Assessment for twenty-first Century Learning was used to evaluate technology self-efficacy pre- and post-learning. Telehealth acceptance was evaluated using a 34-item survey according to the Unified Theory of Acceptance and Use of Technology-2. A 5-point Likert scale was used for each item, yielding two total scores. Respondent demographics, frequency of usage and number of devices were recorded. Descriptive statistics, ANOVA and Pearson correlation were used to analyse demographic variables and relationship between technology self-efficacy and telehealth acceptance. Results 58 (68%) and 49 (58%) students participated in the pre- and post-learning surveys. Majority were 20–29-year-old females. Students used between two and four devices for online activities, with 62% being online at least hourly. Technology self-efficacy scores (average ± SD) pre- and post-learning were 83.8% ± 8.2 and 87.8% ± 7.1. Telehealth acceptance scores pre- and post-learning were 66.1% ± 9.6 and 73.98% ± 9.9. There was no association with gender, number of devices and frequency of online use for all scores. Correlation between technology self-efficacy and telehealth acceptance was insignificant pre-learning (p = 0.3) but was significant post-learning (p = 0.04). Conclusion Optometry students demonstrated high technology self-efficacy compared to telehealth acceptance. Telehealth training resulted in marked improvement in telehealth acceptance.

Knowledge and attitude towards tele-eyecare among Optometry students in University of Benin

Knowledge and attitude towards tele-eyecare among Optometry students in University of Benin

Effects of a Novelty Virtual Interactive Brain Atlas on Student Perception of Neuroanatomy

The instructional techniques in neuroanatomy laboratories continue to evolve to incorporate online interactive resources to improve student experience and outcomes. This study aims to design an “all in one”Virtual Interactive Brain Atlas (VIBA) that provides students with an educational resource that will improve their knowledge of neuroanatomy while in the brain lab and provide them with lab resources they can self-study and self-test. Coronal, midsagittal, whole brain, and horizontal brain slices were used to create detailed descriptions, interactive features, and quiz assessments to create VIBA. Upper level undergraduate and optometry students taking a neuroanatomy one-semester course were provided with VIBA for use during the semester. A paper survey was distributed after completing the course to determine student perception. No significant difference was indicated between the student groups regarding their self-reported understanding prior to the brain lab (p= 0.194) and after the brain lab (p= 0.308). There was a significant difference between the student populations when stating that they strongly agreed that the online brain atlas improved their understanding of neuroanatomy (p= 0.032) and that the VIBA tool was easy to navigate (p=0.048). There was a significant difference between the two student groups that strongly agreed that the online brain atlas quality was sufficient (p= 0.015). This online interactive brain atlas was created in a time-efficient manner from readily available models and was well received by experienced neuroanatomy faculty and students.

A Study on Self-Leadership, Everyday Creativity, Social Support, and Communication of Optometry Students

A Study on Self-Leadership, Everyday Creativity, Social Support, and Communication of Optometry Students

Elements of a safe learning environment: A student perspective

Background. There is evidence that any learning experience should happen in a safe learning environment as students interact, experiment and construct new knowledge. It is therefore important to investigate a learning environment from student perspectives on what elements will make them feel safe. Objective. This study aimed to identify the elements contributing to a safe learning environment for millennial optometry students. Methods. An intrinsic qualitative case study was undertaken with undergraduate optometry students from the University of the Free State, South Africa (N=68). An open-ended questionnaire was completed after applying nine different teaching-learning methods based on Kolb’s experiential learning cycle. To supplement the data, two focus group interviews (N=17) were also conducted. Results. The response rate to the questionnaire was 99.42%, and 15 students participated in the focus group interviews. Students feel safe in an environment where they are familiar with each other, the educators and the surroundings. Peer learning also creates a safe and familiar environment. These elements create an environment where they feel safe to ask questions. Students value an environment where they can learn without influencing their marks or disadvantaging patients. They enjoy learning from their peers but also need personal contact with educators. Elements such as consistency and an achievable objective have also been identified. Conclusion. The study findings suggest that to respond to the real learning environment needs of students, insights must be gained into their experiences and perceptions, thereby identifying their needs and suitable learning environment to optimise learning pedagogies.

The Durban University of Technology Faculty of Health Sciences Decentralized Clinical Training Project: Protocol for an Implementation Study in KwaZulu-Natal, South Africa.

The Durban University of Technology (DUT) Faculty of Health Sciences (FHS) in KwaZulu-Natal, South Africa, is embarking on a project to implement a Decentralized Clinical Training Program (DCTP). The DUT FHS DCTP project is being conducted in response to the growing demands of students requiring clinical service placements as part of work-integrated learning. The project is also geared toward responding to existing gaps in current practices related to the implementation of a DCTP, which has mainly been through traditional universities providing training to medical, optometry, occupational therapy, and physiotherapy students. In South Africa, a DCTP is yet to be implemented within the context of a university of technology; it is yet to be implemented within health science faculties that offer undergraduate health science programs in mainstream biomedicine and alternative and complementary disciplines. We aim to design, pilot, and establish an effective DCTP at the DUT FHS in KwaZulu-Natal, South Africa. Participatory action research comprising various designs-namely, appreciative inquiry, qualitative case study design, phenomenography, and descriptive qualitative study design-will be used to conduct the study. Data will be collected using individual interviews, focus group discussions, nominal group technique, consensus methodology, and narrative inquiry. Study participants will include various internal and external stakeholders of the DUT, namely, academic staff; students; key informants from universities currently using successfully established DCTPs; academic support staff; staff working in human resources, finance, procurement, and accounting; and experts in other disciplines such as engineering and information systems. Overall, 4 undergraduate health science programs-namely, Radiography, Medical Orthotics and Prosthetics, Clinical Technology, and Emergency Medical Care and Rescue-will be part of the project's pilot phase. Findings from the project's pilot phase will be used to inform scale-up in the other undergraduate programs in the DUT FHS. The project is being implemented as part of the university's strategic objective of devising innovative curricula and pedagogical practices to improve the mastery, skill set, and competence of health science graduates. The study has currently commenced with the situational analysis, consisting of engagement with external stakeholders implementing DCTPs. The data to be generated from the completion of the situational analysis are anticipated to be published in 2024. This project is envisioned to facilitate collaboration among the universities of technology, traditional universities, Ministry of Health, and private sector for clinical placement of undergraduate health science students in health establishments that are away from the university, thereby exposing them to real-life experiences related to health care. This will facilitate authentic learning experiences that will contribute to improved competencies of graduates in relation to the health needs of society and the multiple realities of the South African health system. PRR1-10.2196/52243.

Prevalence of visual impairment and estimation of refractive errors among school children in Kakamega, Kenya.

To investigate the prevalence of visual impairment (VI) and provide an estimation of uncorrected refractive errors in school-aged children, conducted by optometry students as a community service. The study was cross-sectional. Totally 3343 participants were included in the study. The initial examination involved assessing the uncorrected distance visual acuity (UDVA) and visual acuity (VA) while using a +2.00 D lens. The inclusion criteria for a subsequent comprehensive cycloplegic eye examination, performed by an optometrist, were as follows: a UDVA<0.6 decimal (0.20 logMAR) and/or a VA with +2.00 D ≥0.8 decimal (0.96 logMAR). The sample had a mean age of 10.92±2.13y (range 4 to 17y), and 51.3% of the children were female (n=1715). The majority of the children (89.7%) fell within the age range of 8 to 14y. Among the ethnic groups, the highest representation was from the Luhya group (60.6%) followed by Luo (20.4%). Mean logMAR UDVA choosing the best eye for each student was 0.29±0.17 (range 1.70 to 0.22). Out of the total, 246 participants (7.4%) had a full eye examination. The estimated prevalence of myopia (defined as spherical equivalent ≤-0.5 D) was found to be 1.45% of the total sample. While around 0.18% of the total sample had hyperopia value exceeding +1.75 D. Refractive astigmatism (cil<-0.75 D) was found in 0.21% (7/3343) of the children. The VI prevalence was 1.26% of the total sample. Among our cases of VI, 76.2% could be attributed to uncorrected refractive error. Amblyopia was detected in 0.66% (22/3343) of the screened children. There was no statistically significant correlation observed between age or gender and refractive values. The primary cause of VI is determined to be uncorrected refractive errors, with myopia being the most prevalent refractive error observed. These findings underscore the significance of early identification and correction of refractive errors in school-aged children as a means to alleviate the impact of VI.

Exploring the health and ocular hazards of gadget usage in optometry students after COVID-19 lockdown: A qualitative study.

Prolonged screen time and abnormal postures can cause backache, neck pain, headache, and finger pain. Studies have shown that excessive usage of gadgets has increased during the coronavirus disease 2019 (COVID-19) pandemic, causing health and ocular hazards. This study used qualitative research methods to understand the health and ocular effects of gadget usage following the COVID-19 postlockdown in optometry students. A qualitative study using a semi-structured face-to-face interview was conducted for undergraduate and postgraduate students in different optometry institutes who underwent at least 3 months of online teaching learning during the pandemic after obtaining informed consent. The interviews were conducted online; the sessions were audio-recorded, transcribed, and analyzed. Thematic analyses were conducted to understand the challenges faced. Twenty participants were interviewed, of which 70% (n = 14) were females. Thematic analysis identified seven major themes: gadget usage (frequency of usage, type of device, and time spent), challenges during online classes (comprehension, distraction, and network issues), ocular effects (asthenopic symptoms and ocular symptoms), health effects (musculoskeletal disorders), ways to relieve symptoms, recreational activities (breaks and entertainment), and environment and ergonomics (posture and study area and preferred lighting). All the participants reported ocular/health-related symptoms, including eye strain, burning sensation, headache, back pain, finger pain, and neck pain post the lockdown period due to prolonged gadget usage and poor ergonomic postures. Given the significant increase in digital usage following the pandemic, the study's findings are currently relevant. The prolonged usage of gadgets and poor ergonomic postures have led to ocular and musculoskeletal problems among optometry students. To improve gadget usage without any health-related consequences, students should have access to information regarding ergonomics, increasing the blink rate, and taking regular digital breaks.

Academic motivation and self-concept of undergraduate optometry students

Academic motivation and self-concept of undergraduate optometry students

Optometry student clinical practice at public health facilities: A systematic review.

Clinical training, supervision and practice are the most important aspects of health profession education, including optometry. Institutions implore various methods for students to gain access, exposure and experience in different clinical environments, away from their normal academic settings. This review aimed to investigate studies and related documentary evidence to determine existing standards and methods for educational institutions in conducting optometry clinical training at the external sites. The electronic databases - ProQuest One, Scopus, EBSCOhost, Sabinet, Science Direct and Google Scholar - were searched systematically for studies on the implementation of workplace clinical training of undergraduate optometry students. The study followed the Joanna Briggs Institute (JBI) systematic review methodology and a systematic search of various electronic databases was conducted for studies on implementation of workplace clinical training. Of the 450 full-text studies searched, 13 studies were found to be reputable sources of evidence and were included in this systematic review. Four themes relating to student clinical training emerged, namely, clinical training approaches implemented, expected minimum standards at the training sites, clinical training environment wherein students and supervisors find themselves and clinical competence of the supervisors and students. They encompass important factors to consider in the planning and provision of quality, efficient and effective student clinical supervision at the external training facilities. There is a dearth of scholarly studies to guide clinical training of optometry training within the public health sector. However, more studies are undertaken in other health disciplines, and they provide generic guidelines, which can be adapted for optometry. The article highlights the need for further studies in optometry student clinical training, focussing on programme designs and standardisation of clinical training in multi-institutional, low-income contexts.

RESEARCH, A GLOBAL EYE-CARE NEEDS AND SOLUTIONS: AN UNDERUTILIZED AND UNTAPPED OPTOMETRY RESOURCE- INDIAN VERSUS INTERNATIONAL SCENARIO

Purpose: The purpose of this study is to compare and assess the knowledge, attitude, and perceived factors towards research amongst undergraduate (UG) Optometry students in India with an International scenario. Methodology: A cross-sectional descriptive study was conducted among Indian and international UG Optometry students. A modified questionnaire was used to collect data from UG optometry students through an online Google form, which was circulated electronically. Results: Out of 154 subjects [(77 Indian &amp; 77 Abroad), Male-60% &amp; 30% while Female-40% &amp; 70% respectively], 36 Indian subjects (46.7%) &amp; 61 Abroad subjects (79.2%) were having an idea to research while (93.5%) &amp; (80.5%) were having interest towards research respectively. The common perceived factors including, Inadequate support by faculty (27%&amp; 27%), Inadequate motivation (28.6% &amp; 32.5%), Inadequate financial support (27.3%&amp; 31.2%), Lack of time (13%&amp; 49.4%), need of adequate training (36.3%&amp; 28.6%), lack of skills and knowledge (35.1%&amp; 37.7%), lack of interest (22.1% &amp; 27.3%) and not have any opportunities to take part in research (24.7%&amp; 13%) were observed in Indian and Abroad subjects respectively. All factors mentioned were found to be statistically significant (p&lt;0.05) with the Chi-square &amp; ANOVA test in SPSS version 21. Conclusion: Most students had a positive attitude or interest in eye health research, but Indian students lacked an ample number of resources in comparison to abroad ones. So, a positive cum supportive environment (including the availability of optimum resources) is needed to improve skills &amp; knowledge about research amongst UG optometry students during their academic life. Keywords: Optometry, Research methodology, Education, Eye-care, Research barriers

안경광학과 학생의 의사소통능력 영역 간 상관관계에 관한 연구

안경광학과 학생의 의사소통능력 영역 간 상관관계에 관한 연구

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.