OPTOM 416A/B : Clinical Optometry

Medical and Health Sciences

2021 Semester One (1213) / Semester Two (1215) (30 POINTS)

Course Prescription

Facilitates the transition from student to professional optometrist. Topics addressed include: structuring the routine optometric examination in a clinical setting, diagnosis and management of disorders of the visual system, case analysis, myopia control, visual ergonomics, vision screening, and visual standards. This course culminates in students examining and managing clients in the public University Clinics under supervision.

Course Overview

The aim of this clinical course is to support students to refine and efficiently sequence their optometric skills in order to perform a comprehensive eye examination and to prepare them for more advanced clinical practice within Part V of the degree.  Students will be taught, and encouraged to practice effective communication skills, cultural safety and ethical behaviour.   In addition, students will attain a higher understanding of methodologies used in clinical optometry, enhance case analysis, diagnose and manage disorders of the visual system in a clinical setting.  Didactic teaching, laboratory classes and clinical rotations comprising ‘simulated’ and ‘real’ patients will guide the student on the presentation, differential diagnosis and management options of presenting visual problems or impairments.  

Course Requirements

Restriction: OPTOM 312, 415 To complete this course students must enrol in OPTOM 416 A and B

Course Contacts

Course Director & Course Coordinator: Bhavini Solanki s.bhavini@auckland.ac.nz 

Capabilities Developed in this Course

Capability 1: Disciplinary Knowledge and Practice
Capability 2: Critical Thinking
Capability 3: Solution Seeking
Capability 4: Communication and Engagement
Capability 5: Independence and Integrity
Capability 6: Social and Environmental Responsibilities
Graduate Profile: Bachelor of Optometry

Learning Outcomes

By the end of this course, students will be able to:
  1. Interpret and sequence the eye and vision examination procedures introduced during OPTOM 316 into an efficient and accurate clinical routine within a comprehensive eye examination (Capability 1.1, 1.3, 2.1, 2.2, 3.1, 4.1, 4.2, 5.1, 5.2 and 5.3)
  2. Demonstrate the principles of case analysis in the context of the management of refractive anomalies and pathology of the eye (Capability 1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 5.1 and 5.2)
  3. Demonstrate clinical reasoning and reflective learning skills to work independently through a feedback / action cycle (Capability 1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 4.1, 4.2, 5.1, 5.2, 5.3, 6.1 and 6.2)
  4. Demonstrate and apply effective communication skills and exhibit personal and professional integrity (Capability 3.1, 4.1, 4.2, 5.1, 5.2, 5.3, 6.1 and 6.2)
  5. Discuss the importance of cultural competency in healthcare and demonstrate cultural safety in practice (Capability 1.3, 2.1, 2.2, 3.1, 4.1, 4.2, 5.1, 5.2, 5.3, 6.1 and 6.2)
  6. Recognise family violence in practice and identify sources for referral and support for those who have/are experiencing family violence (Capability 1.3, 2.1, 2.2, 3.1, 4.1, 4.2, 5.1, 5.2, 6.1 and 6.2)
  7. Explain the use of root cause analysis as a tool to analyse adverse events and improve safety and quality in healthcare (Capability 2.1, 2.2, 3.1, 4.1, 4.2, 5.1, 5.2 and 6.1)
  8. Identify and use a variety of advanced investigative techniques used in optometry and interpret their findings (Capability 2.1, 2.2 and 3.1)
  9. Verify, prescribe, fabricate and dispense optical appliances in theory and in practice and appropriately handover patients to the dispensing team (Capability 1.1, 1.2, 1.3, 4.1 and 4.2)
  10. Identify and discuss the principles underlying the design of the visual environment and the external factors that affect the comfort, safety and performance of people working at everyday tasks (Capability 1.1, 1.2, 1.3, 2.1, 2.2 and 3.1)

Assessments

Assessment Type Percentage Classification
Practical Individual Coursework
Workshops Individual Coursework
Test 20% Individual Test
Presentation 30% Individual Coursework
Portfolio 15% Individual Coursework
Final Exam 35% Individual Examination
Assessment Type Learning Outcome Addressed
1 2 3 4 5 6 7 8 9 10
Practical
Workshops
Test
Presentation
Portfolio
Final Exam

Workload Expectations

This course is a double semester 30 point course and students are expected to spend 10 hours per week involved in each 15 point course that they are enrolled in.

For this course, you can expect 2 hours of lectures, 4-8 hours of labs /clinic, 1 hour of reading and thinking about the content and 1 hour of work on assignments and/or test preparation per week.

Delivery Mode

Campus Experience

Attendance is required at scheduled activities including labs/tutorials/clinics to complete & receive credit for components of the course.
Lectures will be available as recordings. Other learning activities including tutorials/labs will not be available as recordings.
The course will include live online events including tutorials.
Attendance on campus is required for the test/exam.
The activities for the course are scheduled as a standard weekly timetable.

Learning Resources

Course materials are made available in the course website located in the University’s learning platform CANVAS which also includes reading lists and lecture recordings (where available).

Student Feedback

At the end of every semester students will be invited to give feedback on the course and teaching through a tool called SET or Qualtrics. The lecturers and course co-ordinators will consider all feedback and respond with summaries and actions.

Your feedback helps teachers to improve the course and its delivery for future students.

Class Representatives in each class can take feedback to the department and faculty staff-student consultative committees.

CLOSING THE LOOP   
Actions taken in response to feedback through SET course evaluations:
 
12.3% of students in the class responded to the set evaluations.  Overall 100% were satisfied with the course.  
Below is a list of activities that were most popular amongst the group: 
- The case analysis sessions were informative encouraging students to troubleshoot, reflect and critically think thus I endeavour to continue with these sessions with some fresh cases :) 
- Pass / Fail criteria for practical assessments/hurdles instead of grades.  I will continue using these standards in the coming year however, a mark (within the reflective portfolio) will be allocated for a first time pass. 
- Catch up weeks of practical sessions.  I am working on scheduling remedial teaching /practise sessions in the coming year to avoid ad hoc timetabling which can be stressful to organise as well as imbalanced. 
- Online lectures & tutorials.  I hope to offer some didactic teaching online in the coming year and use lecture slots for more interactive content to promote further engagement in the task 

Unfortunately this year was a challenging and exhausting year for most however we survived:)  Most students voiced it was an “awful” year however, please be mindful that staff made upmost efforts through online teaching to continue delivering equitable course content to: 
- Satisfy course learning objectives the best way possible considering the circumstances and platform available for teaching 
- Protect students from lagging 
- Enable student engagement 
Yes the above came at a cost i.e. video submissions, oral online assessments, online slideshow assessments – some of which were difficult and frustrating for students to execute but truthfully when I look back - the efforts made by students were momentous considering  activities were modified/expected at short term notice.  Hopefully the coming year is less disruptive and I am able to deliver the course how it was intended.  In saying that and addressing the groups concerns I will be: 
- Reviewing and providing further guidance for the semester two test  
- Ensure consistent feedback amongst students for hurdles 
- Offer/plan more dispensing activities including information 

Digital Resources

Course materials are made available in a learning and collaboration tool called Canvas which also includes reading lists and lecture recordings (where available).

Please remember that the recording of any class on a personal device requires the permission of the instructor.

Academic Integrity

The University of Auckland will not tolerate cheating, or assisting others to cheat, and views cheating in coursework as a serious academic offence. The work that a student submits for grading must be the student's own work, reflecting their learning. Where work from other sources is used, it must be properly acknowledged and referenced. This requirement also applies to sources on the internet. A student's assessed work may be reviewed against online source material using computerised detection mechanisms.

Inclusive Learning

All students are asked to discuss any impairment related requirements privately, face to face and/or in written form with the course coordinator, lecturer or tutor.

Student Disability Services also provides support for students with a wide range of impairments, both visible and invisible, to succeed and excel at the University. For more information and contact details, please visit the Student Disability Services’ website http://disability.auckland.ac.nz

Special Circumstances

If your ability to complete assessed coursework is affected by illness or other personal circumstances outside of your control, contact a member of teaching staff as soon as possible before the assessment is due.

If your personal circumstances significantly affect your performance, or preparation, for an exam or eligible written test, refer to the University’s aegrotat or compassionate consideration page https://www.auckland.ac.nz/en/students/academic-information/exams-and-final-results/during-exams/aegrotat-and-compassionate-consideration.html.

This should be done as soon as possible and no later than seven days after the affected test or exam date.

Learning Continuity

In the event of an unexpected disruption we undertake to maintain the continuity and standard of teaching and learning in all your courses throughout the year. If there are unexpected disruptions the University has contingency plans to ensure that access to your course continues and your assessment is fair, and not compromised. Some adjustments may need to be made in emergencies. You will be kept fully informed by your course co-ordinator, and if disruption occurs you should refer to the University Website for information about how to proceed.

Student Charter and Responsibilities

The Student Charter assumes and acknowledges that students are active participants in the learning process and that they have responsibilities to the institution and the international community of scholars. The University expects that students will act at all times in a way that demonstrates respect for the rights of other students and staff so that the learning environment is both safe and productive. For further information visit Student Charter https://www.auckland.ac.nz/en/students/forms-policies-and-guidelines/student-policies-and-guidelines/student-charter.html.

Disclaimer

Elements of this outline may be subject to change. The latest information about the course will be available for enrolled students in Canvas.

In this course you may be asked to submit your coursework assessments digitally. The University reserves the right to conduct scheduled tests and examinations for this course online or through the use of computers or other electronic devices. Where tests or examinations are conducted online remote invigilation arrangements may be used. The final decision on the completion mode for a test or examination, and remote invigilation arrangements where applicable, will be advised to students at least 10 days prior to the scheduled date of the assessment, or in the case of an examination when the examination timetable is published.

Published on 11/12/2020 02:40 p.m.