Clinical and Experimental Optometry最新文献

{"title":"The role of extended reality in optometry education: a narrative review.","authors":"Amanda K Edgar, Luke X Chong, Ryan Wood-Bradley, James A Armitage, Anuradha Narayanan, Susie Macfarlane","doi":"10.1080/08164622.2024.2366366","DOIUrl":"10.1080/08164622.2024.2366366","url":null,"abstract":"<p><p>The evolution of digitally based pedagogies, such as extended reality (XR) - a group of simulated learning environments that include virtual simulation, virtual reality, and augmented reality - has prompted optometry educators to seek evidence to guide the implementation of these teaching and learning activities within their curricula. Looking more broadly across the medical and allied health fields, there is a wealth of evidence to guide the incorporation of XR, as it is increasingly being integrated into the curricula of other select health professions disciplines. Educators from these disciplines continue to explore and embed XR in practice. This narrative review summarises the findings and appraises the literature on the use of XR in optometry education. It identifies the learning domains in which XR has been implemented in optometry education and proposes areas for further investigation. The review questions the technology-focused approach that has driven the literature within the review and calls for richer pedagogical foundations with suggestions for future research agendas. As such, this narrative review provides optometry educators with new ways of understanding XR and its relationship with the curriculum.</p>","PeriodicalId":10214,"journal":{"name":"Clinical and Experimental Optometry","volume":" ","pages":"258-267"},"PeriodicalIF":1.7,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141466583","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Ethics in optometry: an educational intervention.","authors":"Kerryn M Hart, Heather Rm Connor","doi":"10.1080/08164622.2024.2421439","DOIUrl":"10.1080/08164622.2024.2421439","url":null,"abstract":"<p><strong>Clinical relevance: </strong>As registered health professionals, optometrists have a responsibility to apply ethical reasoning skills to ensure the best outcomes for their patients.</p><p><strong>Background: </strong>The ability to apply ethical knowledge in practical situations has emerged as a crucial skillset for health professionals. This research aimed to highlight the potential benefits and challenges associated with employing case-based scenario workshops as a method for teaching the application of ethical knowledge.</p><p><strong>Methods: </strong>An intervention study was conducted at an Australian university to establish whether a case-based ethics workshop could improve the confidence of optometry students in navigating ethical dilemmas. Prior to completing the workshop, optometry students were invited to complete a survey, and the survey was repeated at the end of each workshop.</p><p><strong>Results: </strong>Fifty nine students completed the pre-workshop survey, and 49 students completed the post-workshop survey. A Mann-Whitney U test showed no significant difference in the baseline confidence levels of students who had prior or no prior experience in tertiary education, healthcare work or eyecare work. There was a statistically significant improvement in confidence navigating ethical dilemmas (Z = -2.541, <i>p</i> = 0.011) from 53% very or moderately confident pre-workshop to 82% post-workshop.</p><p><strong>Conclusion: </strong>These results suggest that case-based ethics workshops are an effective educational tool that should be considered for incorporation into optometry and other health profession courses.</p>","PeriodicalId":10214,"journal":{"name":"Clinical and Experimental Optometry","volume":" ","pages":"362-367"},"PeriodicalIF":1.7,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142544083","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Advancing optometry education through global frameworks and international collaborations.","authors":"Khyber Alam, Jingyi Chen, May Ho, Yazan Gammoh, Lisa Jansen, Neilsen DeSouza, Amy Lim, Garry Fitzpatrick, Jessica Neuville","doi":"10.1080/08164622.2024.2412254","DOIUrl":"10.1080/08164622.2024.2412254","url":null,"abstract":"<p><p>Global curriculum initiatives aim to enhance the education of optometrists across the world. This is done by establishing competencies and frameworks necessary for consistency in education and training. Through collaboration and knowledge exchange between educators and institutions, future optometrists can be equipped with the latest evidence-based knowledge and skills to deliver quality eye care, regardless of geographical location. This paper explores the concept of a global curriculum by investigating the global similarities and differences in definitions of optometry, regulation of the profession, assessment of competency, accreditation standards for education providers, curriculum frameworks, and scope of practice. Despite the challenges of advancing optometric education, there appear to be many opportunities to explore collaboration on an international scale. Three case studies are presented which demonstrate international collaborations among education providers to train local optometrists. Future technological advancements and the use of artificial intelligence may assist the development and delivery of a global curriculum.</p>","PeriodicalId":10214,"journal":{"name":"Clinical and Experimental Optometry","volume":" ","pages":"233-239"},"PeriodicalIF":1.7,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142388514","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Could entrustable professional activities support assessment in optometric clinical education in Australia and New Zealand?","authors":"Kathleen Watt, Isabelle Jalbert, Prashant Jhala, Linda Robinson","doi":"10.1080/08164622.2024.2448230","DOIUrl":"10.1080/08164622.2024.2448230","url":null,"abstract":"<p><p>Entrustable professional activities (EPAs) are increasingly being adopted as an assessment tool by medicine and other health professions in a bid to enhance competency-based health professional education. EPAs are well-defined professional activities that can be entrusted to students to perform with varying levels of supervision. They were introduced to overcome some of the limitations of traditional assessment methods of competency such as individual skills assessment or Direct Observation of Procedures and Objective Structured Clinical Examinations. Could EPAs be beneficial in Australian and New Zealand optometric clinical education for advanced skills training and accreditation including the credentialing assessment of overseas educated practitioners? This paper discusses the historical context of how competencies were introduced and assessed in Australian optometry, the evolution of the concept of EPAs in medicine and other health professions, their design and implementation worldwide and whether EPAs could be adopted into optometric training and assessment in Australia and New Zealand.</p>","PeriodicalId":10214,"journal":{"name":"Clinical and Experimental Optometry","volume":" ","pages":"240-247"},"PeriodicalIF":1.7,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143000978","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Optometric education in India: addressing the needs of three billion eyes.","authors":"Anuradha Narayanan, Prema Chande, PremNandhini Satgunam, Krishna Kumar Ramani, Krithica Srinivasan, Shrikant R Bharadwaj","doi":"10.1080/08164622.2024.2414791","DOIUrl":"10.1080/08164622.2024.2414791","url":null,"abstract":"<p><p>Optometry, a nearly century-old profession in India, plays an important role in determining the eye health status in the country. Professional regulation is in sight for optometry through the establishment of the National Commission for Allied and Healthcare Professions Act (NCAHP), 2021. The review offers critical insights on the present status of Indian optometric education - its strengths, weaknesses, opportunities, and threats - and identifies several areas of improvement for continued growth. Strong and diverse clinical exposure, international collaborations, and a young, dynamic, and geographically diverse workforce of optometrists is a strength for the profession in India. Impending long awaited accreditation of the profession is a weakness and cause for concern. That the optometry training programs can now build graduates who will be able to function with increasing scope of clinical responsibility based on the 'World Council of Optometry Global competency model of scope of practice' to cater to the eye care needs of the grass root-level population of India is an opportunity. Infrequent curricular upgradation and lack of uniform implementation are a threat. Putative solutions are identified for overcoming the challenges engulfing the profession and ways in which these solutions may be implemented in parallel with the current legislative changes witnessed in the profession. Appeal is made to the different stakeholders of the profession to critically review its present status and build a larger coherent vision that will place the profession on a continuous growth trajectory in the 21^st century.</p>","PeriodicalId":10214,"journal":{"name":"Clinical and Experimental Optometry","volume":" ","pages":"274-281"},"PeriodicalIF":1.7,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142496153","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"New developments in optometric training in the United Kingdom.","authors":"James S Wolffsohn, Amy L Sheppard, Leon N Davies, Joy Myint","doi":"10.1080/08164622.2024.2448242","DOIUrl":"10.1080/08164622.2024.2448242","url":null,"abstract":"<p><p>With optometrists well placed to address the challenges and opportunities faced by contemporary eye care systems, it is ever more important to understand the genesis and development of the profession, so that optometrists can continue to build on this legacy for patient benefit. While the optometry profession of optometry in the United Kingdom can arguably trace its foundation back to 1629 and the Royal Charter gifted by Charles I to the Worshipful Company of Spectacle Makers to establish the 60^th Livery Company of the City of London, the genesis of optometry as an independent profession (initially known as 'ophthalmic optics') can perhaps best be attributed to the formation of the British Optical Association in 1895. This paper reviews the current legal framework and recent changes that dictates how the optometry profession are trained and practice, along with clinical and educational innovations that are shaping the future role of the profession.</p>","PeriodicalId":10214,"journal":{"name":"Clinical and Experimental Optometry","volume":" ","pages":"268-273"},"PeriodicalIF":1.7,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142977645","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Accuracy of a Large Language Model as a new tool for optometry education.","authors":"Genis Cardona, Marc Argiles, Lluis Pérez-Mañá","doi":"10.1080/08164622.2023.2288174","DOIUrl":"10.1080/08164622.2023.2288174","url":null,"abstract":"<p><strong>Clinical relevance: </strong>The unsupervised introduction of certain Artificial Intelligence tools in optometry education may challenge the proper acquisition of accurate clinical knowledge and skills proficiency.</p><p><strong>Background: </strong>Large Language Models like ChatGPT (Generative Pretrained Transformer) are increasingly being used by researchers and students for work and academic assignments. The authoritative and conversationally correct language provided by these tools may mask their inherent limitations when presented with specific scientific and clinical queries.</p><p><strong>Methods: </strong>Three sets of 10 queries related to contact lenses & anterior eye, low vision and binocular vision & vision therapy were presented to ChatGPT, with instructions to provide five relevant references to support each response. Three experts and 53 undergraduate and post-graduate students graded from 0 to 10 the accuracy of the responses, and the references were evaluated for precision and relevance. Students graded from 0 to 10 the potential usefulness of ChatGPT for their academic coursework.</p><p><strong>Results: </strong>Median scores were 7, 8 and 6 (experts) and 8, 9 and 7.5 (students) for the contact lenses & anterior eye, low vision and binocular vision & vision therapy categories, respectively. Responses to more specific queries were awarded lower scores by both experts (ρ = -0.612; <i>P</i> < 0.001) and students (ρ = -0.578; <i>P</i> = 0.001). Of 150 references, 24% were accurate and 19.3% relevant. Students graded the usefulness of ChatGPT with 7.5 (2 to 9), 7 (3 to 9) and 8.5 (3 to 10) for contact lenses & anterior eye, low vision and binocular vision & vision therapy, respectively.</p><p><strong>Conclusion: </strong>Careful expert appraisal of the responses and, particularly, of the references provided by ChatGPT is required in research and academic settings. As the use of these tools becomes widespread, it is essential to take proactive steps to address their limitations and ensure their responsible use.</p>","PeriodicalId":10214,"journal":{"name":"Clinical and Experimental Optometry","volume":" ","pages":"343-346"},"PeriodicalIF":1.7,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138476921","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Implementation of the optometry Aboriginal and Torres Strait Islander health curriculum framework.","authors":"Kate D Pecar, Shelley Hopkins, Peter J Anderson, Kristopher Rd Rallah-Baker, Sharon A Bentley","doi":"10.1080/08164622.2024.2388136","DOIUrl":"10.1080/08164622.2024.2388136","url":null,"abstract":"<p><strong>Clinical relevance: </strong>There is now an Optometry Council of Australia and New Zealand (OCANZ) accreditation requirement for Australian and Aotearoa New Zealand optometry programs to ensure students can provide culturally safe care for First Nations Peoples. To assist programs, OCANZ developed the <i>Optometry Aboriginal and Torres Strait Islander Health Curriculum Framework (Optometry Framework)</i>.</p><p><strong>Background: </strong>The objective of this study was to evaluate early progress towards the implementation.</p><p><strong>Methods: </strong>All seven Australian optometry programs were invited to complete a modified version of the OCANZ curriculum mapping tool. Where available, online unit outlines were reviewed to verify and supplement the data. Curriculum maps were synthesised using qualitative content analysis.</p><p><strong>Results: </strong>None of the five participating programs had a standalone Aboriginal and Torres Strait Islander health unit; instead, programs were integrating content into core units. Only 25% of the units with relevant content had a directly related learning outcome. All programs had at least some content that was either directly or indirectly related to each of the <i>Optometry Framework</i> themes, and included some content related to novice and intermediate levels of learning. Four programs had content related to entry to practice levels of learning. The average total duration of directly related content in programs (excluding clinical placements) was 18 hours. Not all programs offered an Aboriginal and Torres Strait Islander health setting clinical placement opportunity. Directly related assessment was minimal in most programs, where the format was predominantly reflective journals or questions within written examinations.</p><p><strong>Conclusion: </strong>Progress has been made in implementing the <i>Optometry Framework</i>; however, further efforts are required. Programs need to integrate additional directly related learning outcomes, content (particularly entry to practice level learning), and assessment. Further curriculum enhancements will improve the likelihood of optometry students acquiring the necessary capabilities for providing culturally safe care.</p>","PeriodicalId":10214,"journal":{"name":"Clinical and Experimental Optometry","volume":" ","pages":"354-361"},"PeriodicalIF":1.7,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141999488","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Advancing optometry internationally through competency and curriculum standards: a World Council of Optometry perspective.","authors":"Yazan Gammoh, Beata I Lewandowska, Jessica Neuville, Peter Hendicott","doi":"10.1080/08164622.2024.2361758","DOIUrl":"10.1080/08164622.2024.2361758","url":null,"abstract":"","PeriodicalId":10214,"journal":{"name":"Clinical and Experimental Optometry","volume":" ","pages":"397-399"},"PeriodicalIF":1.7,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141260596","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Vision functionality and user comfort following the use of binocular indirect ophthalmoscope simulator.","authors":"Karola Panke, Elina Karelska, Reinis Alksnis, Gunta Krumina, Tatjana Pladere","doi":"10.1080/08164622.2025.2473643","DOIUrl":"10.1080/08164622.2025.2473643","url":null,"abstract":"<p><strong>Clinical relevance: </strong>Headset-based simulator training is increasingly utilised in eye care education, offering opportunities to improve clinical skills in a controlled, reproducible environment. These tools support the development of innovative training approaches in eye care.</p><p><strong>Background: </strong>While the educational advantages of headset-based simulators are recognised, the potential challenges and limitations that users may encounter remain understudied. This study investigated changes in user comfort and vision functionality following a 40-minute headset-based simulator training of indirect ophthalmoscopy.</p><p><strong>Methods: </strong>Fifty-four participants aged 20 to 45 years (21 eye care professionals and 33 optometry students, analysed as a single group) underwent a 40-minute training session using the Eyesi binocular indirect ophthalmoscope simulator. User comfort with a custom-designed symptom questionnaire and visual functions using the RAF ruler, von Graefe technique, and prism bars were assessed before and immediately after the headset-based simulator training session.</p><p><strong>Results: </strong>Following the headset-based simulator training, there was a significant recession of both the near point of convergence (<i>p</i> < .001) and the near point of accommodation (<i>p</i> < .001). Baseline visual functions correlated with changes following headset-based simulator training, specifically near point of accommodation (<i>r</i> = 0.32, <i>p</i> = .02), horizontal near heterophoria (<i>r</i> = -0.37, <i>p</i> = .01), horizontal far heterophoria (<i>r</i> = 0.27, <i>p</i> = .04), blur point in positive fusional reserves (<i>r</i> = -0.61, <i>p</i> < .001), recovery point in negative fusional reserves (<i>r</i> = -0.36, <i>p</i> = .01), and AC/A ratio (<i>r</i> = -0.51, <i>p</i> < .001). Questionnaire results indicated a significant increase in discomfort following the headset-based simulator training (<i>p</i> < .001).</p><p><strong>Conclusion: </strong>Forty-minute headset-based simulator training can lead to altered vision functionality and pronounced discomfort in some individuals, highlighting the variability in individual responses to training indirect ophthalmoscopy skills in video see-through augmented reality.</p>","PeriodicalId":10214,"journal":{"name":"Clinical and Experimental Optometry","volume":" ","pages":"327-335"},"PeriodicalIF":1.7,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143604260","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}