Visual Skills Research Articles

Enhancing Spatial Visualization in CABRI 3D-Assisted Geometry Learning: A Systematic Review and Meta-Analysis

Empirical studies related to the enhancement of spatial visualization by implementing CABRI 3D-assisted geometry lesson have been increasingly conducted in two last decade. Nevertheless, from these studies, it can be said that an inconsistent effect of CABRI 3D-assisted geometry lesson toward spatial visualization and a gap of students’ spatial visualization are really existing. The aim of this present study is to examine the effectiveness of CABRI 3D-assisted geometry learning on spatial visualization, and some substantial factors in affecting the difference of students’ spatial visualization skills. A systematic review using meta-analysis was performed to conduct this recent study in which the random effect model was selected to estimate the effect size computed by the Hedges’ equation. 25 eligible documents published between 2008 and 2022 were included as the data whereby these documents generated 36 effect sizes and involved 2,440 students. Several tests, such as Z, Q Cochrane, fill and trim, and funnel plot were performed to analyze the data. Results of this current study showed that the utilization of CABRI 3D software for teaching geometry lesson had positive moderate effect (g = 0.778; p ˂ 0.05), and significantly enhanced students’ spatial visualization. Additionally, the investigation on some substantial factors revealed that intervention duration and class capacity were significant factors affecting the gap of spatial visualization of students while educational level and participant did not differentiate spatial visualization of students. This recent study implies that mathematics practitioners can utilize this software to teach geometry lesson, and consider small class for class capacity and more than 3 months for intervention duration in implementing it to enhance spatial visualization of students.

Analysis of the Statistical Literacy Ability of Sociology Education Students

This research aims to identify students' statistical literacy abilities, and this type of research is descriptive qualitative. The subjects in this research consisted of 24 Sociology Education students from Muhammadiyah University of Kupang taking statistics courses in the 2023/2024 academic year. The instrument used is an assignment consisting of 2 questions. Data analysis was done by analyzing students' answer documents to complete the assignments given. Students' statistical literacy abilities are identified using five statistical literacy competencies: understanding statistical concepts, insight into the application of statistical concepts, calculation and graphing skills, interpretation abilities, and visualization and communication skills. The research results show that more than 50% of students can fulfill statistical literacy competencies such as understanding statistical concepts, numeracy, interpretation, and communication skills. However, less than 50% of students do not meet competency in insight into the application of statistical concepts and visualization skills. Students' abilities in essential statistical literacy competencies still need to be improved because most students still have limitations in these competencies.

Analytic Geometry Problems Are Completed by Symbolic Visualization of Representation: A Case of a Future Teacher

One of the most important fundamental mathematical concepts for both students and teachers is mathematical representation. This study uses a qualitative method with a case study approach to examine aspiring teachers use visual and symbolic representations when addressing geometry problems. The participants in this study were 27 pre-service teachers from Indonesian Christian University (UKI) Toraja who were in their fourth semester. The processes of data reduction, data presentation, conclusion-making, and verification were applied to the data. The results of this study demonstrated that the pre-service teachers still lacked as they were provided inaccurate and non-detailed representations in symbolic imagery. Even though the responses are only half correct, the teachers with average academic competence have a semi-detailed symbolic visualization of capturing good visualization skills. Students with strong academic aptitudes have detailed representations in their symbolic representations, as well as great visual and symbolic representation skills. In order to assist students in teaching and studying geometry and resolve difficulties requiring mathematical expressions, pre-service teachers should have strong visual and symbolic representation skills.

Comparison of 2009 and 2019 Turkish Curriculum Objectives in Terms of Visual Reading and Visual Presentation Skills

Effective use of visuals, which is one of the important coding systems in terms of understanding and expression effectiveness, in the communication process is as important as the basic language skills of Turkish. For this reason, visuals are used in language education, and therefore in language teaching curriculums, students need to understand visuals accurately, quickly and completely and express themselves effectively with them. In other words, content to improve visual literacy skills should be included. Because in Turkish education, visuals serve to create meaning, support the meaning or accompany the meaning. In the Turkish Curriculum for Grades 1-5, which was prepared within the framework of a constructivist approach and started to be implemented in 2005 in order for students to acquire these skills, for the first time, a learning area called "Visual Reading and Visual Presentation" was included alongside the four basic language skills with 28 objectives. This practice, which was not found in the teaching programs for secondary school of that period or the primary and secondary school levels of the following years, is thought to be appropriate in terms of developing students' visual literacy skills. It is aimed to compare the achievements of the 2019 Turkish Course Curriculum, which was renewed and implemented in 2018 and took its final form in 2019 with the achievements of the 2009 Turkish Course Curriculum (Grades 1-5), which started to be implemented in 2005 and took its final form in 2009 with some changes, additions, deletions and corrections in the context of visual reading and visual presentation skills in this study. Document analysis technique was used in the study, which was conducted in accordance with the descriptive research model and qualitative research method. The examination objects of the study are the Turkish curriculums published by the Ministry of National Education, Board of Education in 2009 and 2019. In this context, objectives related to visual reading and visual presentation were identified in the curriculums; the data are presented in tables. At the end of the research, suggestions were presented for curriculum designers and researchers.

Profile of Students' Visual Thinking in Understanding and Applying Derivative Concepts

The aim of this research is to obtain students' visual thinking profiles in understanding and applying derivative concepts. Qualitative research methods are used with the steps determining the subject, developing questions, collecting data, interpreting, presenting, reducing, categorizing, coding, and triangulating data, analysing data, and drawing conclusions. The subjects of this research were students of the mathematics education study program of PGRI Madiun University. At first, students understand the concept of derivatives without using visual thinking skills. Students understand the concept of derivative as a demotion. After learning, students understand the concept of derivatives with images as visualization. Students apply the concept of guidance without using visual thinking. After learning, students can apply derivative concepts by using images as visualization. Students understand that they must apply derivative concepts and explain with pictures or graphs. Students plan by analysing and then using function graphs to explain it. Students carry out plans by calculating analytically and completing explanations using pictures or graphs. Students check again by paying attention to the answers from friends beside them and discussions with the lecturer.

The Effect of Web-Based Telerehabilitation Programs on Children and Adolescents With Brain Injury: Systematic Review and Meta-Analysis.

Acquired brain injury (ABI) in children and adolescents can lead to motor and executive impairments that often require long-term treatment. The implementation of web-based telerehabilitation therapy at home is a method to improve the functional status of patients. Therefore, we performed a systematic review of the effects of web-based telerehabilitation programs on functional outcomes in children and adolescents with brain injury and supplemented the findings with a meta-analysis. This study evaluated the therapeutic effect of web-based telerehabilitation training on children and adolescents with brain injury to determine whether web-based telerehabilitation therapy improved motor function, executive function, physical activity level, lower limb strength, hand and upper limb function, visual processing skills, and occupational functional performance in children and adolescents with brain injury. PubMed, Embase, Scopus, Web of Science, and the Cochrane Library were searched for randomized controlled trials on web-based telerehabilitation programs in children and adolescents with brain injury until December 2022, and the risk of bias was evaluated using the Cochrane Collaboration Tool. Relevant data were extracted, and a meta-analysis was performed using RevMan5.3 software. Overall, 17 studies involving 848 patients were included. Web-based telerehabilitation therapy improved the motor function (standardized mean difference [SMD] 0.29, 95% CI 0.01-0.57; P=.04), physical activity level (SMD 0.42, 95% CI 0.11-0.73; P=.007), lower limb strength (SMD 0.52, 95% CI 0.13-0.90; P=.009), and visual processing skills (SMD 0.26, 95% CI 0.02-0.50; P=.04) of children and adolescents with brain injury. It also improved executive function in letter-number sequencing (SMD 1.26, 95% CI 0.26-2.26; P=.01), attention (SMD 0.38, 95% CI 0.09-0.66; P=.009), and symbol search (SMD 1.18, 95% CI 0.43-1.93, P=.002). Web-based telerehabilitation therapy improved motor function, physical activity level, lower limb strength, letter-number sequencing, attention, and symbol search, which improved the quality of life in children and adolescents with brain injury. Web-based telerehabilitation programs provide great convenience for children and adolescents with ABI who need long-term treatment and allow them to exercise at home for rehabilitation training. The widespread implementation of remote interventions also provides children and adolescents in remote areas with better access to rehabilitation services. This review provides evidence for the effectiveness of web-based telerehabilitation therapy, but there was heterogeneity in some of the results because of different disease types and intervention programs. Future studies can expand the sample size according to disease type and increase follow-up time according to different exercise prescriptions to further refine the long-term effects of this intervention on various functions of children and adolescents with ABI. PROSPERO CRD42023421917; https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=421917.

ANALYSIS OF 8 GRADER STUDENTS’ PERFORMANCE AT SMP AM IN UNDERSTANDING THE TRIANGLE CONCEPT BASED ON NCTM GEOMETRY STANDARD

Geometry plays a pivotal role in mathematics education, contributing significantly to the development of students' spatial awareness, intuition, and visualization skills. Despite its importance, there are reported challenges in students' understanding of geometry, with the Merdeka curriculum geometry standard noted for not adequately emphasizing the fundamental understanding of triangle properties before introducing congruence. Conversely, studies have highlighted the effectiveness of incorporating NCTM (National Council of Teachers of Mathematics) standards in fostering mathematical comprehension in this domain. This research study delves into the performance of eighth-grade students in comprehending triangle concepts, guided by the NCTM geometry standard. Employing a content analysis technique on student work, created based on NCTM indicators and assessed accordingly, the study reveals deficiencies in students' understanding. These challenges include difficulties in describing and categorizing triangles, identifying angle relationships, constructing logical arguments using both inductive and deductive reasoning, and recognizing relationships between side lengths. These findings underscore the urgent need to address these knowledge gaps and bridge the disparity between NCTM standards and students' current comprehension levels regarding triangle concepts.

The Use of Fine Arts to Enhance Visualization and Describing Skills in a First-Year Dental Anatomy Course: A Qualitative Study

(1) Background: In this qualitative study, we investigated the implementation of an art-based observation workshop as a tool to improve visualization and interpretation skills in a cohort of first-year dental students (N = 109) in a dental anatomy course. (2) Methods: The art workshop was held once for a total of 60 min in the pre-clinical simulation laboratory, which is the regular teaching setting for the dental anatomy course. Visualization and interpretation skills were assessed before (pre-test) and after the art-based observation workshop (post-test). The pre- and post-tests contained five images that guided students to describe dental anatomy images. The pre- and post-test had different but similar images. Dental students accessed the pre- and post-tests on CANVAS and recorded their answers. After that, the audio recording files were analyzed and compared to determine the frequency of use of dental anatomy-specific nomenclature while answering the pre- and post-test. (3) Results: Our results demonstrate that students used dental anatomy-specific nomenclature more frequently after the intervention. (4) Conclusions: we have concluded that students’ use of dental anatomy nomenclature in the first-year dental anatomy curriculum is enhanced following an art-based intervention in a regular dental simulation laboratory.

The Significance of Visual Literacy in Second Chance Schools in Greece

Visual literacy, the ability to interpret and create visual information, is an essential skill in today's digital age. In the context of Second Chance Schools in Greece, where students often face complex barriers to traditional education, the importance of visual literacy takes on new dimensions. This conference paper explores the significance of visual literacy as a powerful tool for improving educational outcomes and promoting social inclusion in Second Chance Schools across Greece. Second Chance Schools in Greece cater for individuals who have dropped out of mainstream education, offering them a second chance to acquire basic education, skills and qualifications. A significant number of these students come from disadvantaged backgrounds, with diverse learning needs and experiences that can be challenging to address. Visual literacy can act as a bridge to overcome these challenges by providing a more accessible and engaging way of learning. The paper discusses the theoretical underpinnings of visual literacy, emphasising its role in developing critical thinking, improving communication skills and promoting cultural sensitivity. It also highlights the practical aspects of implementing visual literacy in Second Chance Schools, including the use of multimedia resources, digital tools and hands-on projects. Practical examples and case studies from Second Chance Schools in Greece illustrate the transformative impact of visual literacy on student engagement and retention. The paper also explores the societal and economic benefits of promoting visual literacy in Second Chance Schools. By equipping students with visual communication skills, they are better prepared to access higher education or enter the labour market. This in turn helps to break the cycle of poverty and social exclusion that many of these students face. The findings and insights presented here provide valuable guidance for educators, policymakers and stakeholders in improving the educational landscape for underserved and marginalised learners in Greece and beyond.

Cross-Cultural Adaptation of the Administration Instructions of the Developmental Test of Visual Perception 3rd Edition for isiZulu-Speaking Children

Introduction: Visual perceptual skills are vital for developing academic skills and contribute to language development and socio-cultural participation. The Developmental Test of Visual Perception 3rd Edition evaluates visual perceptual skills but is only available in English. lsiZulu is the most spoken language in South Africa (24,4%), with English being the fourth. Therefore, the English version of the Developmental Test of Visual Perception 3rd Edition cannot be described as a universally authentic assessment instrument in this context. Methodology: This study aimed to translate and cross-culturally adapt the Developmental Test of Visual Perception 3rd Edition administration instructions into isiZulu using a five-stage qualitatively driven multimethod sequen tial design. Qualitative feedback on the functional, cultural and conceptual equivalence was obtained at various intervals. Results: This study demonstrated a methodology for translating and cross-culturally adapting the administration instructions of the Developmental Test of Visual Perception 3rd Edition into isiZulu to advance the authenticity of the assessment within the South African context. The isiZulu version was found to be functionally, culturally and conceptually equivalent. Conclusion: This research has demonstrated a framework upon which the cross-cultural adaptations of other assessment instruments and other languages in South Africa can be based. Implications for practice • The rigorous methodology demonstrated in this research can be used as a framework to guide other studies in the translation and cross-cultural adaptation of other assessment instruments and into other languages. • This study demonstrated that multiple contributors from various backgrounds are necessary to ensure equivalence during the process of translation and cross-cultural adaptation. However, an emphasis is placed on the value of including occupational therapists with clinical experience when translating and cross-culturally adapting assessment instruments intended to be used within the field of occupational therapy. • Through the rigorous method used to translate and cross-cultural adapt the DTVP-3, this study enhanced its authenticity as an assessment instrument within the South African context. Having isiZulu administration instructions available could provide equal opportunity to children who may not be as proficient in English as in isiZulu. • Once a distribution agreement has been reached with ProEd Inc., the original publisher and licence holder, the isiZulu administration instructions of the DTVP-3 will be made available for use in South Africa with isiZulu-speaking children.

Development of K-Visual GKT Module for Improving Visualization Skill Based on The Art of Origami for Technical Drawing Subjects

Visualization skill is essential abbilites for every students who learn technical drawing, and mathematics in general. This skill could be improved through practical learning. K-Visual GKT designed to enhance students’ visualization skills through activities involving the art of origami and kirigami. This module, based on the Sidek Module Development Model, integrates origami and krigami to engage students in producing 3D paper folds independently. This paper will examine the validity and realibility of the module. This research conducted quantitatively and involves expert and students. The data collected will be analysis. The findings showed that the modules produced high validity values from experts (88%) and high reliability from all students (α=.846). The results affirm the effectiveness of the K-Visual GKT Module in enhancing students' visualization skills, providing a promising solution to address challenges in technical drawing education. Further examination of the module's potential impact on students' visualization skills is proposed, contributing to the ongoing efforts to improve visualization skills.

Preliminary assessment of a standardized vision screening guideline in a pediatric inpatient rehabilitation unit.

This study aimed to evaluate the impact of a standardized vision screen guideline on occupational therapy vision screens in a pediatric inpatient rehabilitation unit. Charts of patients admitted to a pediatric inpatient rehabilitation before guideline implementation (n = 47) versus charts after implementation (n = 47) were randomly, retrospectively reviewed to explore differences in visual skills screened and use of standardized assessments. Significant improvements (p < = 0.05) were found in the number of visual skills screened (p = 0.034), use of standardized assessments (p = 0.005), and screening of the specific visual skills of accommodative amplitude (p = 0.05), suppression (p = 0.015), and double vision (p < 0.001). Implementation of a standardized vision screen guideline improved the frequency of vision screens during occupational therapy evaluations in a pediatric inpatient rehabilitation unit. The use of standardized assessments may also improve the quality of vision screens by encouraging staff to complete more comprehensive vision screens, including screening more visual skills, and by prompting use of standardized assessments, which can improve accuracy of screening procedures.

Sign language delays in deaf 3- to 5-year-olds with deaf parents.

Research has demonstrated that deaf children of deaf signing parents (DOD) are afforded developmental advantages. This can be misconstrued as indicating that no DOD children exhibit early language delays (ELDs) because of their early access to a visual language. Little research has studied this presumption. In this study, we examine 174 ratings of DOD 3- to 5-year-old children, for whom signing in the home was indicated, using archival data from the online database of the Visual Communication and Sign Language Checklist. Our goals were to (1) examine the incidence of ELDs in a cohort of DOD children; (2) compare alternative scaling strategies for identifying ELD children; (3) explore patterns among behavioral ratings with a view toward developing a greater understanding of the types of language behaviors that may lie at the root of language delays; and (4) suggest recommendations for parents and professionals working with language-delayed DOD children. The results indicated that a significant number of ratings suggested ELDs, with a subset significantly delayed. These children likely require further evaluation. Among the less delayed group, ASL skills, rather than communication or cognition, were seen as the major concern, suggesting that even DOD children may require support developing linguistically accurate ASL. Overall, these findings support the need for early and ongoing evaluation of visual language skills in young DOD children.

IMPROVE THE SENSORY AND MOTOR ABILITIS OF CHILDREN USING EDUCATIONAL GAMES AGE 5-7 YEARS IN PRIMARY SCHOOL 24 RAMBUTAN

This service was carried out at the State Elementary School 24 Rambutan, Durian Gadis Village, Banyuasin district. Data collection techniques using observation, documentation, action, and reflection are used to collect data. The child's learning results and the analysis of the sensory and motor skills of the child in learning with the learning of numbers and letters through the combination of educational learning models and play models are carried out to know the speed of development by observing the child after being given home tasks in accordance with the rules that have been determined. The results showed an improvement in fine motor, auditory, visual, and gross motor skills in which the child’s activity meets the criteria of being highly active and the development of the sensory motor aspects of the child reaches the expected indicators of success. The results of this dedication show that the child's development in the State Elementary School 24 Village Durian Gadis Prefecture district of Banyuasin has been optimal.

Enhancing visual perceptual learning using transcranial electrical stimulation: Transcranial alternating current stimulation outperforms both transcranial direct current and random noise stimulation.

Diverse strategies can be employed to enhance visual skills, including visual perceptual learning (VPL) and transcranial electrical stimulation (tES). Combining VPL and tES is a popular method that holds promise for producing significant improvements in visual acuity within a short time frame. However, there is still a lack of comprehensive evaluation regarding the effects of combining different types of tES and VPL on enhancing visual function, especially with a larger sample size. In the present study, we recruited four groups of subjects (26 subjects each) to learn an orientation discrimination task with five daily training sessions. During training, the occipital region of each subject was stimulated by one type of tES-anodal transcranial direct current stimulation (tDCS), alternating current stimulation (tACS) at 10Hz, high-frequency random noise stimulation (tRNS), and sham tACS-while the subject performed the training task. We found that, compared with the sham stimulation, both the high-frequency tRNS and the 10-Hz tACS facilitated VPL efficiently in terms of learning rate and performance improvement, but there was little modulatory effect in the anodal tDCS condition. Remarkably, the 10-Hz tACS condition exhibited superior modulatory effects compared with the tRNS condition, demonstrating the strongest modulation among the most commonly used tES types for further enhancing vision when combined with VPL. Our results suggest that alpha oscillations play a vital role in VPL. Our study provides a practical guide for vision rehabilitation.

Effectiveness Of Teaching Physics Subject By Integrating The Systematic And Visual Approaches In Developing Their Visual Thinking Skills With The Tenth Grade Students

Effectiveness Of Teaching Physics Subject By Integrating The Systematic And Visual Approaches In Developing Their Visual Thinking Skills With The Tenth Grade Students

Implementation of a 3‐Dimensional Embodied Conversational Agent to Support Neurologists in Conducting Cognitive Assessment in Alzheimer Patients

AbstractBackgroundAlzheimer’s disease is a universal medical and public health challenge. A timely identification of this ailment can enhance both the standard of care and the patient’s quality of life. Alzheimer’s diagnosis includes a critical component called cognitive assessment. These examinations have been carried out by neurologists, manually and digitally since the development of clinical neurological tests. But it’s obvious that integrating AI technologies into such assessments has many advantages. This research paper describes the implementation of a 3‐Dimensional Embodied Conversational Agent to support Neurologists in conducting cognitive assessments in Alzheimer patients.MethodTwenty‐two questions are included in the assessment. The assessment checks different mental abilities of patients such as time orientation, place orientation, ability to recall things, concentration skills, language skills, ability to follow written and oral instructions, visual interpretation skills, etc. A score is given for each correct answer. A normal score must be higher than 24. A score of 24 or less is typically seen as abnormal and indicative of possible cognitive impairment further subject to detailed analysis of a neurologist as the result may occasionally be impacted by certain physical impairments, language or speech barriers, education level, or cultural differences.The 3D agent was created using software such as Blender, iclone7, Adobe Photoshop, JavaScript, and MIT App Inventor. Text‐to‐speech synthesis algorithms were used to convert the questions to speech. The answers given by the user will be recognized using Natural Language Processing (NLP) algorithms. Correspondingly, a score will be awarded. TinyDB is used for local storage and CloudDB for web storage.ResultThe 3D agent receives the speech input, analyzes the input, and provides a vocal response. As per the total score, it will suggest suitable recommendations vocally. Also, an assessment report with the AI impression is generated.ConclusionThe implementation of a 3‐D Embodied Conversational Agent to support Neurologists in conducting cognitive assessment is portrayed in this research. Instead of trying to replace clinicians, Artificial Intelligence aims to help them and make their tasks simpler.

Data viz whiz kids

Abstract Taylor Swift albums, basketball stars and homework all inspired high-schoolers to show off their data visualisation skills for a colourful American Statistical Association contest this summer

The role of the social network in developing visual thinking skills among kindergarten children in the time of Corona (Covid 19)

هدف البحث إلى بيان دور شبكة التواصل الاجتماعي في تنمية مهارات التفكير البصري لدى أطفال مرحلة رياض الأطفال ،اتبعت الباحثة المنهج شبه التجريبي واستخدمت اختبار التفكير البصري لقياس مهارات التفكير البصري كأداة للبحث.أظهرت النتائج فاعلية شبكة التواصل الاجتماعي ((الإنستغرام )) في تنمية التفكير البصري لدى أطفال الراياض في المجموعة التجريبية التي درست باستعمال شبكة التواصل الاجتماعي ((إنستغرام)) على المجموعة الضابطة في الاختبار البعدي الذي تم تطبيقه بعد إنهاء التجربة وهذا التفوق قد يعزى إلى أن شبكة التواصل الاجتماعي الإنستغرام لها قدرة على التفاعل البصري أكثر من الطريقة التقليدية لأنها جاذبة وتتسم بالتغير والحداثة

Assessment of Ophthalmology Teaching and its Impact on the Choice of Future Specialties Among Medical Students of Jazan University.

Ophthalmology is essential for primary and specialty care physicians, as eye complaints are common, accounting for a sizable proportion of general practice consultations and emergency department visits. Fundamental ophthalmology knowledge is also relevant to other specialty fields. Thus, medical schools must provide effective undergraduate curricula to teach students about salient points, visual examination skills, emergency recognition, and referral indications. The International Council of Ophthalmology (ICO) has set guidelines that medical students should imbibe to become proficient in ophthalmology. However, there have been no recent investigationsevaluating undergraduate ophthalmology education at Jazan University's Faculty of Medicine. Therefore, this study aimed to compare the curriculum at Jazan University to the ICO's requirements for undergraduate medical education. An observational cross-sectional study was conducted with both male and female student participantsenrolled in an ophthalmology course at Jazan University's Faculty of Medicine. Following IRB approval, the questionnaire was distributed on social media to assess if Jazan University's undergraduate ophthalmology curriculum complies with ICOstandards. The study included a diverse sample of 322 participants, predominantly consisting of female students (n=178, 55.3%). The participants' ages ranged from 22 to 36 years, with the majority falling within the 24-25 year age range (n=173, 53.7%). Regarding academic performance, (n=117, 36.3%) of participants had a GPA of less than 4, while 66 (20.5%) had a GPA between 4.76 and 5.00. Among the respondents, 31 (9.6%) indicated having no exposure to ophthalmology, while 117 (36.3%) felt they had insufficient exposure. A considerable percentage of participants expressed competence in various areas, such as obtaining ocular history (n=113, 35.1%), testing visual acuity (n=201, 62.4%), and examining extraocular motility (n=201, 62.4%). In total, 98participants (30.4%) expressed an interest in ophthalmology, while the majority (n=224, 69.6%) were not interested. Essential improvements include increasing hands-on clinical experience, small-group learning, exposure across academic years, and early mentorship. Developing competency-based curricula aligned with ICO guidelines could significantly strengthen education. Better training quality and exposure will equip students with the necessary skills, boost confidence, and potentially expand the ophthalmology workforce.