Effectiveness of online learning in improving optometry student's reflective abilities

Purpose Optometry education strives to develop competencies required for reflective practice in its pupils. The forced changes in academia during COVID-19 pandemic, rapid switching to online methods imposed serious challenges on the training of reflective skills. We hypothesize that the synchronous online sessions of case-based reflections are effective in imparting training for reflective practice in optometry students. Methods A prospective study was done with planned, synchronous, online, small group workshops for case-based reflections through the second year of optometry program during ‘introduction to patient care’ course. The reflective competencies were measured with a modified Groningen Reflection Ability Scale (GRAS) at the beginning and towards conclusion. Data was analysed with Mann-Whitney one tail test and qualitative thematic methods. Results Total of 104 students participated in the study. The aggregate score showed significant improvement (p<0.05) in students’ reflective ability. A rising trend was seen in each component namely self-reflection, empathetic and communication reflections. Discussions The results demonstrate that the reflective skills can be developed using virtual patient experiences, case-based reflective practices conducted in synchronous small group workshops in online mode. Students perceived it as useful activity in developing themselves as healthcare professionals. (AU)

Comparing the directional effect of number calling on the developmental eye movement test results in Hebrew-speaking children.

PURPOSE: To evaluate the directional effect of number calling on the developmental eye movement (DEM) test in Hebrew-speaking children who read from right (R) to left (L). Previously, the DEM has been studied in nine languages, all read from L to R and has never been tested on Hebrew speakers. METHODS: Healthy Hebrew-speaking children, aged 6-13 years were divided into two age groups (6-9, 10-13 years). Children had near visual acuity of 0.00 logMAR or better, no strabismus, stereoacuity ≤100 s of arc and near point of convergence ≤6 cm. The DEM test was performed twice, from R to L and L to R, randomly. Comparisons between age groups for horizontal and vertical reading speed and ratio between reading directions were analysed, as well as the correlation between age and directionality. RESULTS: A total of 92 children were included; 48 and 44 in the 6-9 and 10-13 year age groups, respectively. The mean vertical and horizontal time for both directions (R to L and L to R) in the younger group was significantly slower than the older group (p < 0.001). The older children showed no significant difference in the horizontal time reading from L to R and R to L. However, the younger children read more quickly in their native direction (R-L; 71.5 ± 25.9 s) compared with L-R (76.0 ± 31.4 s, p = 0.01). In both directions, the ratio was significantly higher in the younger age group. A negative correlation was demonstrated between age and reading ratio (p = 0.001). CONCLUSIONS: A clear directional preference of R to L was found in children under 10 years of age. We suggest administering the test from R to L in young Hebrew-speaking children. These results may also apply to young Arab- and Persian-speaking children who also read from R to L.

Effectiveness of online learning in improving optometry student's reflective abilities.

PURPOSE: Optometry education strives to develop competencies required for reflective practice in its pupils. The forced changes in academia during COVID-19 pandemic, rapid switching to online methods imposed serious challenges on the training of reflective skills. We hypothesize that the synchronous online sessions of case-based reflections are effective in imparting training for reflective practice in optometry students. METHODS: A prospective study was done with planned, synchronous, online, small group workshops for case-based reflections through the second year of optometry program during 'introduction to patient care' course. The reflective competencies were measured with a modified Groningen Reflection Ability Scale (GRAS) at the beginning and towards conclusion. Data was analysed with Mann-Whitney one tail test and qualitative thematic methods. RESULTS: Total of 104 students participated in the study. The aggregate score showed significant improvement (p<0.05) in students' reflective ability. A rising trend was seen in each component namely self-reflection, empathetic and communication reflections. DISCUSSIONS: The results demonstrate that the reflective skills can be developed using virtual patient experiences, case-based reflective practices conducted in synchronous small group workshops in online mode. Students perceived it as useful activity in developing themselves as healthcare professionals.

OculoMotor Assessment Tool: Children Compared with Adults.

Purpose: To provide additional normative data for the OculoMotor Assessment Tool (OMAT) for horizontal and vertical saccades and vergence jumps and to compare the results of children to adults. Methods: Participants with visual acuity of logMAR ≥0.0 (6/6) and Randot stereopsis of at least 250 sec of arc without binocular disorders were recruited. Horizontal and vertical saccades, near point of convergence (NPC), accommodation and vergence jumps were evaluated using the OMAT. Means and standard deviations were reported for all parameters in children and adults. Results: A total of 52 participants (ages 9-34, mean age 17.5 ± 7.2 years) participated in this study. Statistically significant differences were found for horizontal and vertical saccades with lower mean results in children, aged 9-18 (111.5 ± 20.9 and 112.5 ± 22.7, respectively) compared to adults, aged 19-34 (131.6 ± 23.9 and 126.2 ± 24.2, respectively) (P = 0.002 and 0.04, respectively). The mean of the last 30 seconds of both horizontal and vertical saccades were statistically significantly lower in the children's group (52.5 ± 10.6 and 52.1 ± 11.3, respectively) compared to the adults (63.2 ± 10.2 and 59.3 ± 13.4, respectively) (P = 0.001 and 0.04, respectively). The normative values for horizontal and vertical saccades were 119.6 ± 23.9 and 118.1 ± 24.1 saccades per minute, respectively. NPC break and recovery were 2.3 ± 2.3cm and 3.0 ± 3.3cm, respectively. The vergence jumps assessment was 79.3 ± 21.19 movements per minute. Conclusion: Normative values for the OMAT test were found in this study for children and adults. Assessment of endurance found children norms significantly lower for horizontal and vertical saccades compared to adults.