Optometry Students Research Articles

BRIDGING THE GAP: THE UNTAPPED POTENTIAL OF LITERATURE IN SCIENCE EDUCATION

Despite their apparent divergence, science, rooted in cold, hard facts, and literature, soaring its wings of imagination, their paths converge in the insatiable need to explore, understand, and ignite curiosity. Recognizing this potential, educators are embracing literature as a transformative tool in science education. This abstract explores the untapped potential of literature in science education, highlighting its ability to not only equip students with critical cognizance but also to cultivate a deeper appreciation for scientific inquiry and discovery. By integrating literature into scientific education, educators create a dynamic and engaging learning environment that empowers students to become active learners, critical thinkers, informed citizens and passionate explorers in this technology dependent, scientifically advanced world. Keywords: Science education, Literature integration, Student engagement, Technology integration, Health humanities

Are graduate optometrists in South Africa practice ready?

Background: Recent graduates are well-positioned to share their preparedness for practice experiences and how their undergraduate education and training have prepared them for transitioning to the practice environment.Aim: The study aimed to investigate the perceptions and experiences of optometrists who graduated from South African institutions between 2016 and 2020 concerning practice-readiness.Setting: The study was conducted among graduates working in South Africa’s private sector.Methods: This cross-sectional qualitative study used non-probability purposive sampling. Invitations to participate were emailed to all optometrists who met the inclusion criteria. Qualitative data were collected using online semi-structured focus group interviews. Data were anonymised, transcribed, and thematically analysed using interpretive content analysis.Results: Fifteen optometrists participated in three focus group sessions between 14 December 2020 and 24 February 2021. Four major themes emerged, namely university training, post-graduation learning curve, independent practice, and being an optometrist. Overall, participants perceived their clinical education and training to be strong; however, certain areas of weakness were highlighted regarding preparedness for practice.Conclusion: Key areas for strengthening optometry training in South Africa include training optometry students using a flexible approach to the clinical examination routine and increasing clinical exposure opportunities during training. Strengthening courses such as practice management and optical dispensing, both essential for private practice, are also required.Contribution: The findings of this study contribute to the strengthening of optometry education and training in South Africa. This will, in turn, ensure that optometry graduates are adequately equipped to step into the demands of their expected roles within a private practice context upon graduation.

Application of Deep Learning Algorithm in the Grading Assessment of Corneal Fluorescein Staining

To explore the application value of applying deep learning (DL) algorithm in the grading assessment of corneal fluorescein staining. A cross-sectional study was carried out, covering 600 corneal fluorescein staining photos acquired in the Contact Lens Clinic, West China Hospital, Sichuan University between 2020 and 2022. Out of the 600 photos, 500 were used to construct the algorithm and the remaining 100 were used for the validation of the algorithm and a comparative analysis of the difference in grading accuracy (ACC) and the length of diagnostic time between artificial intelligence (AI) and optometry students. One month after finishing the first grading analysis, assessment by AI and optometry students was conducted for a second time and results from the two rounds of assessment were compared to examine the intrarater agreement ( kappa value) of the two analyses. The grading analysis results of 3 experienced optometrists were used as the gold standard in the study. Findings of the cross validation with the complete dataset, the training dataset, and the test dataset showed that ResNet34 had the highest predictive accuracy among four DL models. ResNet34 DL model achieved an accuracy of 93.0%, sensitivity of 89.5%, and specificity of 89.6% in the grading of corneal staining. In the comparison of the grading accuracy of AI and two optometry students, AI showed better accuracy, with the respective grading accuracy being 87.0%, 78.0%, and 52.0% for AI, student 1, and student 2 ( P ACC=0.001). In addition, the average diagnostic time of AI was shorter than that of optometry students ( t AI=1.00 s, t S1=11.86 s, t S2=13.25 s, P t =0.001). In the comparative analysis of the intrarater agreement between the two assessments, AI ( kappa AI=0.658, P AI=0.001) achieved better consistency than the two optometry students did （ kappa S1=0.575, P S1=0.001; kappa S2=0.609, P S2=0.001). Applying deep learning algorithms in the grading assessment of corneal fluorescein staining has considerable feasibility and clinical value. In the performance comparison between AI and optometry students, AI achieved higher accuracy and better consistency, which indicates that AI has potential application value for assisting optometrists to make clinical decisions with speed and accuracy.

Experiences and perceptions of undergraduate optometry students towards public eye care services in South Africa

Background: Public eye care services in South Africa are relatively underdeveloped. This is, in part, due to optometry services historically being private sector-focussed, as well as a lack of ophthalmologists in the country. Optometry students who engage in service learning at public health facilities are well placed to share their perceptions of this service.Aim: To investigate the perceptions and experiences of optometry students regarding public eye care services in South Africa.Setting: Data were collected on the Phelophepa Health Care Train while it was stationed at Musina and Polokwane in 2019.Methods: A qualitative study was conducted using focus group interviews to collect data from South African optometry students. Two focus group sessions were held, with a total sample of 18 representing two different higher education institutions. Interview recordings were transcribed, and data were thematically analysed using interpretive content analysis.Results: Three main themes emerged, namely ‘inability to deliver quality services’, ‘negative perceptions about public eye care services’ and ‘potential to improve public eye care services’. Strengthening infrastructure and human resource capacity were seen as fundamental steps to improving public eye care services in South Africa.Conclusion: Strengthening public eye care services in South Africa is necessary in order to improve the experience-based perceptions of optometry students towards this sector. Addressing eye health system weaknesses through appropriate resourcing will likely contribute to attracting this potential future human resource to the sector, and assist in alleviating the shortage of human resources for eye health within South Africa’s public health service.Contribution: Optometry education and professional practice in South Africa is increasingly adopting a more public health approach. This shift towards strengthening public eye care services and improving human resources capacity for the same is both important and necessary to address unmet eye health needs in the country. However, current gaps and challenges within the public health system may deter new graduates in South Africa from choosing this practice path if the overall challenges of resourcing and capacity to deliver quality services are not addressed.

Eating Habits, Health Status, and Emotional Well-being Among an Optometry Student Population

Eating Habits, Health Status, and Emotional Well-being Among an Optometry Student Population

The TeleTriageTeam, Offering Continuity of Personalized Care Through Telemedicine: Development and Evaluation.

The COVID-19 pandemic taught us how to rethink care delivery. It catalyzed creative solutions to amplify the potential of personnel and facilities. This paper presents and evaluates a promptly introduced triaging solution that evolved into a tool to tackle the ever-growing waiting lists at an academic ophthalmology department, the TeleTriageTeam (TTT). A team of undergraduate optometry students, tutor optometrists, and ophthalmologists collaborate to maintain continuity of eye care. In this ongoing project, we combine innovative interprofessional task allocation, teaching, and remote care delivery. In this paper, we described a novel approach, the TTT; reported its clinical effectiveness and impact on waiting lists; and discussed its transformation to a sustainable method for delivering remote eye care. Real-world clinical data of all patients assessed by the TTT between April 16, 2020, and December 31, 2021, are covered in this paper. Business data on waiting lists and patient portal access were collected from the capacity management team and IT department of our hospital. Interim analyses were performed at different time points during the project, and this study presents a synthesis of these analyses. A total of 3658 cases were assessed by the TTT. For approximately half (1789/3658, 48.91%) of the assessed cases, an alternative to a conventional face-to-face consultation was found. The waiting lists that had built up during the first months of the pandemic diminished and have been stable since the end of 2020, even during periods of imposed lockdown restrictions and reduced capacity. Patient portal access decreased with age, and patients who were invited to perform a remote, web-based eye test at home were on average younger than patients who were not invited. Our promptly introduced approach to remotely review cases and prioritize urgency has been successful in maintaining continuity of care and education throughout the pandemic and has evolved into a telemedicine service that is of great interest for future purposes, especially in the routine follow-up of patients with chronic diseases. TTT appears to be a potentially preferred practice in other clinics and medical specialties. The paradox is that judicious clinical decision-making based on remotely collected data is possible, only if we as caregivers are willing to change our routines and cognitions regarding face-to-face care delivery.

Optometry students’ experience of online learning during the COVID-19 pandemic

Optometry students’ experience of online learning during the COVID-19 pandemic

코로나19 이후 안경광학과 대학생의 건강예방행위에 대한 자기효능감, 의도 및 건강예방행동 분석

코로나19 이후 안경광학과 대학생의 건강예방행위에 대한 자기효능감, 의도 및 건강예방행동 분석

Impact of game-based learning strategies in student engagement in Health Professions education

Learning is enhanced when students are involved and engaged. However, in the past years there has been an increase in student disengagement. Class attendance is decreasing and students do not complete their assignments or turn work on time. Research has demonstrated that engagement allows the student to develop higher-level critical thinking, which is essential in Health Professions. Providing opportunities for this intellectual engagement is necessary to capture the student’s attention and numerous technologies have surged to meet this goal. One of the teaching resources utilized as an engagement tool in the classroom is gamification and game-based learning strategies. In this study, we developed game based educational resources and assessed their impact in student engagement and learning in Optometry students. A total of 66 students were enrolled in a Systemic Pathology course. The course used flipped instruction and students were asked to watch pre-recorded lectures or videos on a topic before the on-site session, where they worked in groups on a case based on that topic. The game-based learning approach was used for some of the course cases and consisted in using multiple games provided by the instructor to provide a short answer for the case questions. At the end of the semester, all the students completed a feedback questionnaire. The students reported that solving cases during class, independent of the use of games, was beneficial to their learning (79%). They perceived the use of games as enjoyable (68%) and reported an improvement in their learning (69% reporting from beneficial sometimes to very often) when compared to the traditional cases without the game component. Furthermore, we compared this cohort to the same course offered the previous year with no game-based activities to determine the impact on student performance. We found that the two groups obtained similar scores in the quizzes, final exam, and course average. In conclusion, the use of game-based learning strategies increased the engagement of the students and their perception of what they learned, however, it did not seem to improve their academic performance in the course. APS Teaching Career Enhancement Award This is the full abstract presented at the American Physiology Summit 2023 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

Improving optometry student interpersonal skills through online patient, clinician and student evaluation and feedback

ABSTRACT Clinical relevance Interpersonal skills are crucial for successful clinician-patient interactions. To prepare future optometrists for clinical practice, pedagogical evaluation is important to support the implementation of new strategies for teaching and evaluating interpersonal skills. Background Optometry students largely develop their interpersonal skills through in-person patient interactions. Telehealth is increasing, yet strategies to develop the interpersonal skills of students for teleconsulting have not been explored. This study aimed to assess the feasibility, effectiveness and perceived usefulness of an online, multisource (patients, clinicians and students) evaluation and feedback program for developing interpersonal skills. Methods Via an online teleconferencing platform, optometry students (n = 40) interacted with a volunteer patient, observed by a teaching clinician. Patients and clinicians evaluated the interpersonal skills of the student in two ways: (1) qualitative written feedback, and (2) quantitative rating (Doctors’ Interpersonal Skills Questionnaire). All students received written patient and clinician feedback after the session, but not their quantitative ratings. A subset of students (n = 19) completed two sessions, self-ratings, and were provided with their written feedback and an audiovisual recording from their first interaction before completing the second session. All participants were invited to complete an anonymous survey at program completion. Results Patient and clinician overall interpersonal skills ratings were positively correlated (Spearman’s r = 0.35, p = 0.03) and showed moderate agreement (Lin’s concordance coefficient = 0.34). Student self-ratings did not match patient ratings (r = 0.01, p = 0.98), whereas there was moderate agreement between clinician and student ratings (Lin’s concordance coefficient = 0.30). Ratings improved at the second visit (p = 0.01). Patient ratings were higher than clinicians (p = 0.01) and students (p = 0.03). All participants agreed that the program was feasible, useful and effective at fostering good interpersonal skills. Conclusion Multisource feedback about interpersonal skills contributes to improvement in student performance. Patients and clinicians can evaluate and provide useful feedback to optometry students about their interpersonal skills using online methods.

Fixation disparity and refractive error among first-year optometry students.

To determine the fixation disparity and refractive error of first-year optometry students to ascertain any relationship between them and also identify any association between fixation disparity and visual symptoms at near. It was an analytical cross-sectional study involving 85 participants aged 17 to 27 years (18.60±1.37), 41% of whom were males. Subjective refraction was done at 3m and fixation disparity was measured with and without spectacle correction using the Wesson Fixation Disparity Card. All analysis was set within a 95% confidence interval with a p-value≤0.05 considered statistically significant. Refractive error ranged from 0.25 SEQ (spherical equivalent) to 5.50 SEQ. Mean fixation disparity ranged from 2.9±2.6 to 3.9±2.8min arc. There was no statistically significant correlation between refractive error and fixation disparity without correction (r=-0.180, p=0.098) and with correction (r=0.155, p=0.157). For fixation disparity in the ortho and exo direction, mean fixation disparity with correction of participants who experienced headaches during or after reading (5.1±2.6min arc) was significantly higher (p=0.032) than participants who did not (2.0±2.6min arc). Myopia is common among first-year optometry students. Refractive error has no significant effect on fixation disparity. Headache is significantly associated with exo fixation disparity at near.

Alfabetización informacional y Tecnologías de la información y la comunicación. El caso de una universidad peruana

In the context of virtual education that in recent years we have been forced to employ, the use of ICT played a fundamental role, especially since it is the main means of searching for information, which led us to the objective of determining the relationship that exists between the use of Information and Communication Technologies (ICT) and the development of skills in Information Literacy (IL) in university students. For this study, a correlational level methodology of non-experimental design was used, with a census-type population made up of 57 students of the Optometry career of the Federico Villarreal National University, to whom two questionnaires were applied both to measure the use of ICTs and for competence in information literacy in university students. After the statistical analysis in the SPSS program, the result was that the level of correlation was very low (0 < r < 0.2) and positive, that is, the greater the frequency of use of ICT, the greater the development of IL skills. , in turn, presented a significance of 0.040, so the null hypothesis was rejected, with a significance level of 5%, concluding that there is a statistically significant relationship between the frequency of use of ICT and the development of competencies in IL in Optometry students from UNFV Lima- 2021.

Effect of stress on convergence insufficiency symptom score (CISS) among optometrists and optometry students

Background: This study aimed to measure stress levels and to assess its effect on clinical symptoms related to non‑strabismic binocular vision disorders among optometrists and optometry students in India. Material and methods: This study aimed to assess the effect of stress on convergence insufficiency symptom score (CISS) among optometrists and optometry students aged 18 to 30 years. An ocular screening of the 50 subjects was done. A CISS survey was administered, followed by the objective assessment of various components of binocular vision. Finally, subjects were asked to fill out the Kessler Psychological Distress Scale (K10) stress questionnaire. Results: The mean age of the participants was 22.58 (±1.20) years (range = 18–30 years). Pearson’s correlation between the near point of convergence (NPC) and CISS score showed a negative relationship of –0.010 (p = 0.948), that is, there’s no linear relationship between the two variables. NPC, when correlated with the K10 scale, showed no linear relationship between the two (–0.145, p = 0.233). There was no significant difference in other parameters, including accommodation, vergences, heterophorias, and accommodative convergence/accommodation (AC/A) ratio. The correlation of stress with CISS was statistically insignificant (p = 0.90). Conclusion: This cross-sectional study, including 50 optometrists and optometry students, showed that the effect of stress on the CISS was not statistically significant (p = 0.90). This concludes that the result of the responses to the CISS questionnaire is not answered under the influence of stress.

Convergence insufficiency symptom survey: A tool to evaluate convergence excess in young adults.

To determine the effectiveness of the Convergence Insufficiency Symptom Survey (CISS) in evaluating visual symptoms in young adults with convergence excess (CE). A cross-sectional study was performed based on a population of optometry students. Comprehensive binocular vision tests including cover test, near point of convergence, fusional vergence and accommodative amplitude, were performed. Participants were categorised into three groups: normal binocular vision (NBV), CE and CE + accommodative insufficiency (AI) (i.e.,CE + AI). The CISS was administered to each participant. An analysis of variance with Bonferroni correction was performed to compare clinical measures among the three groups. A receiver-operating characteristic (ROC) curve was constructed to evaluate the ability of CISS to differentiate CE from the NBV population. A total of 181 participants were enrolled, including 96 in the NBV group, 66 in the CE group and 19 in the CE + AI group. A significant difference in CISS score was detected between the three groups (p < 0.001). Post-hoc tests showed significantly higher CISS scores in the CE group (16.7 ± 10.8) and the CE + AI group (19.7 ± 10.9) compared with the NBV group (12.2 ± 7.8) (p=0.01 and p=0.005, respectively), with no difference between the CE and the CE + AI groups (p=0.52). The ROC curve showed the CISS poorly (but significantly) differentiated CE from NBV (area under the curve=0.62, p=0.01). The optimal cutoff value for a CISS score to differentiate CE was16, with sensitivity and specificity of 52% and 72%, respectively. Young adults with CE had significantly higher CISS scores than those with NBV. Although using the CISS solely for diagnosing CE is not recommended, it can be used to provide a measure of symptoms in individuals identified as having CE based on clinical measurements.

Digital Technologies Easing the Learning Curve in the Transition to Practicum

Aim/Purpose: This study aims to explore the value of utilizing non-immersive virtual reality (VR) to create virtual learning environments (VLEs) to support and prepare optometry students in their transition into preclinical and clinical teaching spaces. Background: Digital education is widely integrated into university curricula with the use of online simulators, immersive VR, and other digital technologies to support student learning. This study focuses on non-immersive VR as an accessible and low-friction means of accessing VLEs to reduce students’ learning burden. Methodology: Current optometry students were invited to explore 360° 3D panoramic virtual learning environments of preclinical and clinical teaching spaces. Students were recruited to participate in an online Qualtrics survey and individual semi-structured interviews. Quantitative data was analyzed, and thematic analysis was conducted on qualitative data from students’ responses to identify key takeaways on the accessibility and impact of VLEs on students’ learning. Contribution: Non-immersive VR has utility in alleviating student stress and helping transition students into practicum. The VLEs have the means to supplement the curriculum to provide support to students entering the preclinical and clinical teaching spaces. Findings: Students engaged voluntarily with the novel VLEs and utilized the resources to help familiarize themselves with the preclinical and clinical teaching spaces. The open-access resource supported students in their preparation for practical learning and helped to reduce self-reported stress and build confidence prior to entering practical classes. Many of the students enjoyed the experience of navigating through the spaces, which helped to appease their curiosity and reduce the learning curve associated with entering new spaces. The VLEs did not replace attending practical spaces but rather were supportive learning resources that aided students due to limited face-to-face contact hours. For students with existing familiarity with the spaces, through their in-person attendance in pre-clinical and clinical teaching sessions prior to accessing the VLEs, the digital resources were not as beneficial compared to students who were still transitioning into practicum. Recommendations for Practitioners: Introductory digital resources like non-immersive VR are accessible platforms that help to orient and familiarize students with new environments. VLEs can potentially help to relieve student stress and reduce the learning load associated with entering practicum or new learning spaces. Recommendation for Researchers: More work needs to be done on how student preparation can translate to feeling less stressed and more confident in relation to transitioning from traditional learning environments to practical learning spaces. Impact on Society: A broader application of non-immersive VR can be implemented as an introductory learning preparation tool across different disciplines to alleviate student stress and maximize the limited time in practicum to allow focus on learning outcomes and practical skills. Future Research: Future studies should consider different cohorts to study, with a focus on objective measures of engagement with VLEs. The effect of VLEs on students’ cognitive load should be assessed and assessment of self-perceived stress can be evaluated with instruments such as Cohen’s Perceived Stress Scale.

Perception and expectations of newly enrolled students from the Optometry profession – a study from Northern India.

Aim: This study provides information regarding the perception &amp;expectations of newly enrolled optometry students in the optometry profession.&#x0D; Scope: the knowledge generated from this study will give a basic picture to key decision-makers and educators concerning the support needs of future students in neglected areas, creating awareness strategies for students, and developing informed human resources which would be more efficient in-service delivery in eye health care. &#x0D; Methodology: It’s a questionnaire-based study. The data collected through an online questionnaire from students of different optometry colleges.&#x0D; Statistical Analysis Used: &#x0D; Result: 152students responded to the questionnaire, Majority of students 91(59.9%) selected Optometry as a first choice. The majority of students 93(61.2%) know that optometrist can work as a researcher. 80 (52.6%) feels they should get a salary between 25000 – 35000 Indian nation rupees (339.63 – 475.48 US$) after completing the four years optometry profession&#x0D; Conclusion: Our study shows newly enrolled students are aware about optometry profession and its scope however areas like salary expectations and language skills are concerned areas in students.

Supervisor experiences of extended clinical placements in optometry: a mixed methods study.

In Australia, optometry students have traditionally undertaken their clinical training in short-block rotations at University-led teaching clinics in metropolitan locations. Demand for clinical placements is growing as the number of optometry students steadily increases. As such, universities and clinical education providers must look for more diverse methods of student placement. Extended clinical placements in community-based settings are one alternative: a model similar to the longitudinal clerkships in medicine. This study aimed to explore the experience of extended clinical placements from the perspective of the optometrists who supervised students. It also sought to determine whether there were differences in views between metropolitan and rural practitioners. This mixed methods study included a survey and interviews with optometrists who had previously supervised Deakin University optometry students on an extended 26-week (2 x 13-weeks) clinical placement. Lines of enquiry focused on; the benefits and challenges associated with extended placements; areas for improvement; duration of the placement; and willingness to supervise further students. Interviews were transcribed verbatim and analysed using Braun and Clarke's 6 step method of thematic analysis with a qualitative descriptive approach. Supervisors felt that hosting a student prompted greater reflective practice and critical appraisal of clinical decisions. The extended nature of the placement was thought to foster greater immersion in the clinical setting and community for the students and establish a stronger relationship between supervisor and student. Supervisors recognised the importance of role-modelling and mentoring the next generation of optometrists however noted that taking on a student was a sizeable commitment. Willingness to host a student was not dependent on the supervisor's location (rural vs metropolitan) p = 0.57. However, interviews uncovered motivations that were unique to supervisors residing in rural locations, such as succession planning. Overall, supervisors were positive about the value of student extended clinical placement in optometry and felt that it was a fulfilling and professionally beneficial experience. Lack of time and financial remuneration were the key downsides highlighted. Schools of optometry might carefully consider engaging in discussion about the duration of such placements, but 26 weeks was considered appropriate by supervisors.

Cost Analysis of a Comprehensive School Eye Screening Model from India

ABSTRACT Purpose School eye screening is a crucial strategy in the elimination of childhood blindness because of its ability to reach out to children who are otherwise inaccessible to eye care needs. Comprehensive screening programs are recommended and are beneficial, but the economic aspects of such models remain to be understood. This study aimed to analyse the cost of a comprehensive school eye screening model while utilizing optometrists and optometry students. Methods This cross-sectional study was conducted for 295 schools screened in the academic year 2018–2019. The analysis was performed from the service provider’s perspective including only the direct costs. Financial records were used for cost estimates. The outcome measures were cost per school and child, predictors for the cost, DALYs averted, cost of childhood blindness, and Benefit–Cost Ratio. Results A total of 65 094 children underwent screening from 295 schools. The median (IQR) cost per school and child for screening was $29.65 (29.65–44.34) and $0.66 (0.32–1.13). The regression model predicted that the cost of screening was dependent on school strength, number of screening personnel, distance of the schools, and deliverables. With the interventions to improve compliance, 14686.30 DALYs have been averted. Loss of productivity due to childhood blindness was estimated to be $339070.83. Screening for colour vision also had a Benefit–Cost ratio of greater than one. Conclusion Cost of screening was low and the benefits were high while utilising optometrist and optometry students along with a comprehensive screening protocol.

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.

Vision Bus Aotearoa: a platform for strengthening eye health teaching, research and community partnership

ABSTRACT Clinical Relevance Vision Bus Aotearoa is a fully equipped mobile eye health clinic designed to provide a novel platform for undergraduate optometry clinical training, community eye health research and deliver services to underserved communities. Background Aotearoa New Zealand has inequitable access to eye health care. Vision Bus Aotearoa aims to work in partnership with communities to provide comprehensive mobile primary eye health care services while training optometry students, and integrating community eye health research. Methods A description is provided of the governance model which has been involved throughout the project. Results The process of vehicle manufacture, clinical set-up, funding models and service delivery are described. The aims of the project are detailed in terms of optometry teaching, clinical services in partnership with communities, and research integration and implementation. Conclusion Vision Bus Aotearoa represents a valuable opportunity to deliver mobile eye health care to historically underserved communities, enhance undergraduate optometry teaching and to provide a unique platform for community eye health research.