RESUMO
PURPOSE: The aim of this study was to identify, assess, and reach a consensus on the professional competencies that optometrists must acquire during their undergraduate training at the University of Valladolid. The results obtained may be useful in the revision of the current curriculum. METHODS: A three round Delphi study was carried out with the participation of 116 participants grouped in 7 panels. In the first round, competencies were identified through an open-ended question and their frequency calculated. In the successive 2nd and 3rd rounds, the consensus and stability of each competency was established. RESULTS: A total of 56 professional competencies were identified, with 43 of them (77%) achieving a consensus among participants, of which the highest scores were obtained by the competencies that correspond to health functions of primary visual care. Out of the 13 competencies without consensus, for 11 of them this was due to the significant differences in assessment among the consulted participants; for 8 competencies (14%) response stability was found, while neither consensus nor stability were reached in 5 (9%) of the identified competencies. CONCLUSIONS: The results obtained with this Delphi study provide a set of relevant competencies for updating the curriculum of the university Degree in Optics and Optometry at the University of Valladolid, improving its suitability to current and future professional reality.
Assuntos
Optometristas , Optometria , Humanos , Técnica Delphi , Competência Clínica , CurrículoRESUMO
Purpose: The aim of this study was to identify, assess, and reach a consensus on the professional competencies that optometrists must acquire during their undergraduate training at the University of Valladolid. The results obtained may be useful in the revision of the current curriculum.MethodsA three round Delphi study was carried out with the participation of 116 participants grouped in 7 panels. In the first round, competencies were identified through an open-ended question and their frequency calculated. In the successive 2nd and 3rd rounds, the consensus and stability of each competency was established.ResultsA total of 56 professional competencies were identified, with 43 of them (77%) achieving a consensus among participants, of which the highest scores were obtained by the competencies that correspond to health functions of primary visual care. Out of the 13 competencies without consensus, for 11 of them this was due to the significant differences in assessment among the consulted participants; for 8 competencies (14%) response stability was found, while neither consensus nor stability were reached in 5 (9%) of the identified competencies.ConclusionsThe results obtained with this Delphi study provide a set of relevant competencies for updating the curriculum of the university Degree in Optics and Optometry at the University of Valladolid, improving its suitability to current and future professional reality. (AU)
Assuntos
Humanos , Optometristas/educação , Currículo , Educação em Saúde , Competência Profissional , Estudos de Coortes , EspanhaRESUMO
Los nuevos estudios del Grado en Óptica y Optometría se empezaron a impartir en el año 2009 en la mayoría de las universidades españolas como resultado del proceso de convergencia europeo para armonizar las enseñanzas universitarias dentro del Espacio Europeo de Educación Superior (EEES). Una vez completado el primer ciclo de renovación de estos grados parece oportuno realizar un somero balance de los cambios que esta transformación ha aportado a estos estudios universitarios. El EEES opta por una formación basada en competencias empleando una metodología docente centrada en el alumno y en su aprendizaje, transformando cualitativa y cuantitativamente la formación de ópticos optometristas, que ha pasado de una diplomatura a un grado con 240 ECTS, lo que permite el acceso a programas de posgrado y doctorado. Junto con su inclusión dentro de la Ley de Organización de Profesiones Sanitarias (2003), este cambio representa probablemente la transformación más importante para esta profesión: se incluye por primera vez un listado de competencias para el grado y se destaca su carácter sanitario y la necesidad de incorporar metodologías docentes hasta ahora ajenas a esta titulación, como la realización obligatoria de prácticas externas. Esta transformación, lejos de haber concluido, supone un reto para adaptar los futuros grados a las metodologías docentes adecuadas para la formación de profesiones de la salud, incorporando técnicas como la docencia basada en competencias, research-based teaching, evaluación empleando el examen clínico objetivo estructurado (ECOE), u otras que permitirán garantizar una formación adecuada a los ópticos-optometristas del siglo XXI
Optometry programmes began to teach in 2009 in most of the Spanish universities as a result of European convergence process to harmonize university education within the European Higher Education Area (EHEA). Once completed the fi rst cycle of renewal of these programmes seems appropriate to analyse major changes that this transformation has brought to these university programmes. EHEA proposes a competency-based education using a teaching methodology centered in students and their learning process, transforming qualitatively and quantitatively the Optometrists training, moving from a 3 years-diploma to a 4 years degree with 240 ECTS which allowed access to postgraduate and doctoral levels. Along with inclusion in the Spanish Law of health professions (2003), this change has probably been the most important transformation for this profession; including for the first time the description of the programmes competencies, highlight their health care character and the need to include new teaching methodologies non previously used in these programmes as external placements (now compulsory). This transformation, far from having completed, is a challenge to future improvement in programmes including adequate teaching-methodologies to health-care professions training, involving techniques such as competency-based education, research-based teaching, assess with structured by objective examination (OSCE), or others that will ensure adequate training for 21st century optometrists