Undergraduate Optometry Students Research Articles

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.

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 & 77 Abroad), Male-60% & 30% while Female-40% & 70% respectively], 36 Indian subjects (46.7%) & 61 Abroad subjects (79.2%) were having an idea to research while (93.5%) & (80.5%) were having interest towards research respectively. The common perceived factors including, Inadequate support by faculty (27%& 27%), Inadequate motivation (28.6% & 32.5%), Inadequate financial support (27.3%& 31.2%), Lack of time (13%& 49.4%), need of adequate training (36.3%& 28.6%), lack of skills and knowledge (35.1%& 37.7%), lack of interest (22.1% & 27.3%) and not have any opportunities to take part in research (24.7%& 13%) were observed in Indian and Abroad subjects respectively. All factors mentioned were found to be statistically significant (p<0.05) with the Chi-square & 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 & knowledge about research amongst UG optometry students during their academic life. Keywords: Optometry, Research methodology, Education, Eye-care, Research barriers

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

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.

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.

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

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

Use of standardised patients in optometry training

ABSTRACT Clinical relevance: The ability to articulate clinical findings to patients through effective communication is a key skill in all health-care professions. Background: Unannounced standardised patients (SPs) are successful in measuring quality of clinical care provided by qualified optometrists but have not been used in optometry training. Final-year undergraduate optometry students examine members of the public during primary care clinics observed by visiting clinical tutors (VCTs) who provide individualised feedback, highlighting areas for improvement. This pilot study investigates whether unannounced SPs can be used as an additional resource providing enhanced feedback on communication skills in undergraduate optometry education. Methods: Two SPs received intensive training on reporting on students eye examinations and communication skills through completion of pre-designed checklists for each patient encounter. Each SP presented 16 times as an unannounced patient for routine eye examinations. SPs' comments on communication skills of 32 students during 32 examinations was compared to feedback from 10 VCTs. SPs' performance was monitored to ensure consistency. Evaluation of differences in quality and quantity of feedback provided by SPs and VCTs was performed using thematic analysis and chi-squared tests. Student feedback on the use of SPs was obtained on completion of the study. Results: Qualitative thematic analysis revealed six overarching themes emerging from 64 sets of feedback. SPs gave significantly more feedback, both positive comments and comments with recommendations, than VCTs for the (a) total number of comments for each theme (p = 0.0000) and (b) detail and depth of these comments. Students reported that SPs commented on aspects of communication (e.g., establishing rapport and body language) not noted by VCTs. Conclusions: Unannounced SPs can provide enhanced feedback on communication skills to final-year undergraduate optometry students. Students greatly valued VCTs feedback; however, they felt SPs commented on elements of communication not noted by VCTs.

Detection of anomalies in the red reflex test requires adequate training

ABSTRACT Clinical relevance Midwives should receive appropriate training to enable them to reliably detect an abnormality in the red reflex, so as to detect potentially sight‐ (and possibly life‐) threatening visual anomalies in newborns. Background Midwives who had completed the relevant Newborn and Infant Physical Examination (NIPE) training in the UK, were tested to determine whether they could reliably detect an abnormality in the red reflex of a model eye. Their results were compared to a group of undergraduate optometry students in their final year, who had considerably more experience with ophthalmoscopy. Methods Two groups of adult participants, 27 post‐graduate midwives and 10 undergraduate optometry students with different levels of experience in ophthalmoscopy were recruited. Participants were required to perform the red reflex test repeatedly on a set of 10 model eyes with interchangeable simulated retinas, that produced both normal and abnormal ‘red’ reflexes, under controlled conditions. Results A total of 1,810 observations were recorded across both groups of participants. Both the sensitivity and the specificity for distinguishing between normal and abnormal reflexes were higher for the optometry students (sensitivity 77.5 per cent and specificity 96.7 per cent) than the midwives (sensitivity 53.9 per cent and specificity 75.4 per cent). The positive predictive values were 21.7 per cent and 67.4 per cent for the midwives and optometry students, respectively. The negative predictive values were 92.8 per cent for the midwives and 98.0 per cent for the optometry students. Conclusion Despite completion of required training on the red reflex test, optometry students outperformed midwives in the detection of anomalous red reflex test simulations from a model eye. This result is likely due to differences in training in ophthalmoscopy between the two groups of participants. Additional training in the conduct of the red reflex test for midwives is therefore recommended.

Optometry students’ perspective on optometry in suburban Western India: A qualitative study

PurposeOptometry has been an established profession in India for 60 years. Despite this, students who choose this course may have misconceptions and unrealistic expectations about the profession. The goal of this study is to understand the perceptions about optometry among optometry students, prior to and during their studies. MethodsA snap-shot narrative qualitative study using a semi-structured open-ended questionnaire was designed to understand the perception of optometry. Optometry students and educators from three suburban colleges were invited to participate. Forty-one participants took part in 24 in-depth interviews and 5 focus groups; of those 32 were undergraduate optometry students and 9 were optometry educators. Interviews and focus groups were audio-recorded, transcribed, coded, and analyzed. ResultsThree major themes emerged: retrospective perception of optometry, current perception and strategies to improve awareness level. All the participants mentioned that there was a considerable lack of awareness about optometry in society. None of the students stated that they chose optometry as their first choice of professional education. Most students expressed that they were provided with ample exposure during the curriculum to understand the scope of optometry. Various strategies were recommended to improve the level of awareness of optometry. ConclusionsThe current study highlights the lack of awareness and knowledge of optometry among the students while enrolling in the course. Knowledge about the scope of optometry practice among optometry students improved after extensive education and clinical exposure. Improving the awareness level of the profession will improve the quality of students entering the profession.

Effect of Yoga Ocular Exercises on Eye Fatigue.

Background:Comfortable working at near and intermediate tasks depend on the efficiency as well as coordination of accommodation and vergence systems. At present, the need for near and intermediate visual tasks has been dramatically increased, requiring prolonged computer- and gazette-related works. It demands excessive working of the extraocular and ciliary muscles. It may cause eye fatigue and other associated asthenopic symptoms. Globally, eye fatigue is one of the most commonly reported conditions in nonpresbyopic population with asthenopic symptoms. It is necessary to get relief from eye fatigue for better near and intermediate tasks.Materials and Methods:Thirty-two undergraduate optometry students who were symptomatic based on a validated eye fatigue questionnaire were included after a baseline comprehensive eye examination. Based on the eye fatigue symptoms score, they were equally assigned to a control group and an exercise group with sixteen participants in each. The exercise group performed yoga ocular exercises for up to 6 weeks after which the eye fatigue symptoms were reassessed in both groups.Results:In the exercise group, there was a statistically significant reduction in eye fatigue scores (P = 0.003), whereas the eye fatigue scores showed significant increment in the control group after 6 weeks (P = 0.044).Conclusions:Yoga ocular exercises reduce the eye fatigue symptoms score by increasing the efficiency of extraocular muscles. Hence, it could be considered as a therapeutic and nonpharmacologic intervention for reducing the eye fatigue and associated asthenopic symptoms.

Kolb’s learning styles of optometry students at the University of the Free State, South Africa

Background: The use of learning styles to guide an educational method is becoming increasingly important, with it contributing to the effectiveness of a learning environment. This study addresses the concept of learning styles with reference to students of the Department of Optometry at the University of the Free State, South Africa – a topic that previously has not received much attention. Aim: The aim of this study was to identify the learning styles of optometry students as described by Kolb. Kolb’s Learning Style Inventory (LSI) was completed by the undergraduate students of the Optometry Department, in order to create a better understanding of how students perceive and process learning and to enhance the learning environment accordingly. Setting: This study was conducted in the Optometry Department at the University of the Free State. Methods: Undergraduate optometry students ( N = 106) who were registered for the 2014 academic year and agreed to participate in the study completed Kolb’s LSI to determine their learning styles. Descriptive statistics for categorical data and medians and percentiles for numerical data were calculated. Results: A response rate of 94.6% was achieved, with female students representing the majority (72.6%). The converger learning style was identified as the most preferred learning style among most students, followed by the assimilator, accommodator and diverger learning styles. Conclusion: Knowledge of Kolb’s learning styles created a better understanding of how students learn, which will benefit the facilitator as well as the students. It is recommended that to enhance the learning environment, curriculum delivery and education methods, the learning styles of students should be kept in mind.

Effect of yoga ocular exercises on intraocular pressure

Background: Glaucoma is the second leading cause of global blindness and is the leading cause of irreversible visual loss. Hence, it becomes very important in guiding the designs of glaucoma screening, treatment, and intraocular pressure (IOP) control methods. Hence, the aim of this study was to analyze the effect of yoga ocular exercises on IOP.Materials and Methods: Thirty-one undergraduate optometry students (62 eyes) who satisfied the inclusion criteria after a baseline comprehensive eye examination were selected for the study and were assigned to two groups: an exercise group (n = 15) and a control group (n = 16). A baseline IOP measurement was done for both groups. The exercise group performed yoga ocular exercises for 30 min/day for 5 days a week for up to 6 weeks. IOP was measured for both eyes for all participants at the end of each week for up to 6 weeks.Results: In the exercise group, there was a highly statistically significant reduction in IOP in both eyes (p = 0.000 in the right eye [RE] and p = 0.001 in the left eye [LE]). Whereas in the control group, there was an insignificant change in IOP (p = 0.751 in the RE and p = 0.809 in the LE).Conclusions: The yoga ocular exercises induce a significant reduction in IOP and hence can be considered as a nonpharmacological intervention for lowering the IOP for the management and treatment plan of various ocular diseases or disorders associated with ocular hypertension.

Factors influencing the decision of GHANAIAN optometry students to practice in rural areas after graduation

BackgroundHuman resources for eye health are inequitably distributed in most developing countries including Ghana. In spite of this, most eye care workers are concentrated in urban areas to the disadvantage of rural dwellers who need the services of these workers the most. The aim of the study was to investigate factors that will influence Ghanaian Optometry students’ decision to work in rural areas after completion of their training.MethodA cross-sectional survey was conducted among Ghanaian optometry undergraduate students. All undergraduate optometry students (first to sixth year) who agreed to take part in the research completed a 37 item questionnaire that explored; demographic characteristics, views about practice choice and possible attractions and incentives to practice in the rural area.ResultsA total of 333 (87.4%) participants out of 381 Ghanaian optometry students who were registered for the 2015/2016 academic year completed the questionnaire. Rural origin students had the greatest desire to practice in the rural setting when employed by the Government (78.9%) or by NGO (80.3%). Financial incentives (76.6%), scholarship for further studies (76.0%), better living conditions (71.2%) and career ladder jump for rural health workers (71.2%) were the main incentives that influenced the intention of graduate optometrists to practice in the rural areas.ConclusionRural origin students are more inclined to work in rural areas than urban origin students, a finding which is informative for optometry training schools when managing their admission policies. Financial incentives among other factors will encourage more students to engage in rural optometric practice irrespective of their place of origin.

Concept Animation - a potential instructional scaffolding

This article was migrated. The article was marked as recommended. Concept animation - the graphical array of pictures accompanied by text as speech balloons, can help to improve learner's comprehension from basic to advanced levels concepts. When the process of concept comprehension is not facilitated, the learner may come in a transitional state of misperception and understanding, that can restrain their learning to a surface approach. The basic science concepts learned at the inception of a Health Sciences program play a vital role towards the development of higher-order thinking and problem-solving aptitude in the subsequent years. Hence, it is important to facilitate meaningful learning of core concepts and principles in difficult basic science disciplines, like Pharmacology. This work reports our experiences of employing concept animations as a 'visual aid' instructional strategy to simplify pharmacology concepts to undergraduate Optometry students. The fundamental ideas of drug pharmacokinetics, pharmacodynamics and side effects were transformed into concept animations. The effects of these concept animations are explained by using Vygotsky's 'zone of proximal development, Mayer's cognitive theory of multimedia learning and cognitive load theory.

Optometry students’ attitudes towards research at undergraduate level

Background. Universities worldwide are required to increase their levels of research productivity. Objective. To bring about positive changes in research perspectives if the factors contributing to the attitude of undergraduate optometry students can be identified, enhanced and rectified. Methods. Three nominal group technique (NGT) discussions were conducted with 22 final-year (4th-year) optometry students in central South Africa (SA) to reach consensus on the most important factors that students regarded as influencing their undergraduate research experiences. Data gathering and analysis took place simultaneously, while participants prioritised the data. Data were analysed by in vivo coding, and categories were grouped according to themes that emerged from the codes. Results. Ranking and content analysis of coded statements yielded positive and negative categories, as well as categories with mixed codes. The major factor influencing students’ attitudes towards research was administration and the time-consuming nature of their research projects. Recommendations for more effective administration are given. Conclusions. It was concluded that active steps should be taken by the Department of Optometry, University of the Free State, Bloemfontein, SA, to alter and minimise negative aspects encountered by the students, which could assist future students’ experiences of research at undergraduate level.

Decentralised clinical training in optometry: a developmental strategy for eye health in KwaZulu Natal?

Decentralised clinical training (DCT) in optometry is an emerging concept in South Africa. In 2016, the University of KwaZulu Natal (UKZN) implemented this adaptive model of clinical training for undergraduate health professions. The initiative, which emanated through an agreement between UKZN's College of Health Sciences and the KwaZulu Natal Department of Health, centres on the placement of undergraduate optometry students within public health facilities for clinical training purposes. Optometry services in South Africa have, however, had a historical bias towards a private sector model of training and a curative practice approach resulting in access barriers for the rural poor and high levels of unmet need. It has further contributed to a general state of underdevelopment of eye health services within the public sector. DCT challenges historical undergraduate programme structures and modes of teaching and learning in optometry. It is largely underpinned by a need to strengthen health service delivery through a primary health care-centred, community-based training approach and produce 'fit-for-purpose' graduates who have contextually appropriate competencies for effective, local health service delivery. The historical absence of optometry services within the public sector has, however, contributed to limited planning for, and development of eye health services in this sector. This has inadvertently contributed to the burden of avoidable vision impairment in the country. The public health system in South Africa, therefore, faces various developmental challenges which impact eye health services and student clinical training. While the model is still in a developmental state and resourcing challenges potentially affecting DCT are noted, early experiences of the Discipline of Optometry at the UKZN are that DCT shows promise in terms of its potential contribution towards the development of eye health services within the public health sector from graduate readiness, resource strengthening, access improvement and health service development perspectives.

Memory for the color of non‐monochromatic lights

AbstractThe aim of this work was to explore the limits of memory for the hue of coloured illumination using nonspectral colours. Eighty‐four undergraduate optometry students with normal colour vision as assessed by the Ishihara 38 plate test, were given 10 s to memorize the hue of a luminous surface (luminance 120 cd m−2), subtending 22 by 18 degrees in an otherwise unlit room. The sample hue was one of 12 samples with chromaticity spaced evenly every 30 degrees around a hue circle in the CIE UCS diagram. The circle, radius 0.06, was centered at the chromaticity of D65 (u′ = 0.198, v′ = 0.468). The hue was displaced randomly by between 40 and 100 degrees, and the participants were required to use one of two keys to return the hue to its original appearance. The keys changed CIE 1976 hue angle (huv) by 1 degree, one in a clockwise and the other in a counterclockwise direction, but left the CIE 1976 saturation (suv) and the luminance unchanged. Each participant saw the to‐be‐memorized hue once only and made subsequent adjustments without seeing it again. Four adjustments were made immediately, four after 1 h, and a further four after 1 week. The second and the fourth in each set of four were preceded by a clockwise displacement of hue angle and the remaining two by an anticlockwise displacement. The CIE 1976 UCS chromaticity of the standard and the chromaticity of the very first adjustment performed immediately after the presentation of the standard were separated by 0.0210 (s.d. 0.0178) averaged across hues. One hue (purple) was more readily nameable than the others and was more accurately reproduced. There was no evidence of stable individual differences in observers' memory: observers' accuracy in reproducing one colour was not significantly correlated with their accuracy in reproducing another. Adjustments made after an interval of 1 h were worse than those undertaken immediately, but no better than those performed after 1 week. The variability of hue memory under these conditions was similar to the variability of coloured surfaces under common sources of illumination. © 2006 Wiley Periodicals, Inc. Col Res Appl, 32, 11–15, 2007; Published online in Wiley InterScience (www.interscience.wiley.com). DOI 10.1002/col.20281

Simple experiments in optics for undergraduate optometry students using He‐Ne laser

Simple experiments in optics for undergraduate optometry students using He‐Ne laser