Fundamentals of Optometry Part 2

OPTO10202 Fundamentals of Optometry Part 2 60 Semester 2 Undergraduate Level 4 William Holmes Unit coordinator Andrew Gridley Unit coordinator Optometry 1 FHEQ level (Framework for Higher Education Qualifications) ' First part HE study/Bachelors ' European Credit Transfer & Accumulation System Rating : 30.0 This unit builds upon the foundational skills and knowledge you've gained, exploring the scientific’ legal and ethical principles of optometry in greater depth. In interactive sessions with your peers, you'll have the chance to put your learning into practice.  You will further enhance your ability to use optometric instruments in preparation for placements where you will see real patients in your second year. This unit builds upon the foundational skills and knowledge you've gained, exploring the scientific’ legal and ethical principles of optometry in greater depth. In interactive sessions with your peers, you'll have the chance to put your learning into practice.  You will further enhance your ability to use optometric instruments in preparation for placements where you will see real patients in your second year. The unit aims to:<ul><li>Foster a sense of community and a supportive learning environment where all learners feel that they belong</li><li>Introduce learners to the key elements of professionalism and begin to explore what it means to be an Optometrist</li><li>Facilitate understanding of fundamental scientific concepts which are core to the practise of clinical optometry (QAA Qualifications Framework)</li><li>Develop the ability to undertake foundational clinical procedures under supervision (QAA Qualifications Framework).</li></ul> Upon completion of this unit learners will be able to:<ol><li>Explain polarisation and use polarisation theory equations</li><li>Describe applications of polarisation and birefringence</li><li>Explain the Fresnel equations for reflectance</li><li>Explain Rayleigh's criterion and resolution</li><li>Discuss diffraction, the airy disc and haloes</li><li>Explain the theories of colour, colour vision and colour vision deficiency</li><li>Discuss thin, thick and Fresnel prisms</li><li>Explain apertures, stops and entrance/exit pupils</li><li>Describe Keplerian and Galilean telescopes</li><li>Discuss total internal reflection and describe clinical and non-clinical applications</li><li>Describe how a microscope works</li><li>Explain lens and spectacle frame materials</li><li>Describe the effect of decentration on spectacle lenses</li><li>Discuss factors that the field of view in ophthalmic lenses</li><li>Outline British Standards that relate to ophthalmic dispensing</li><li>Describe the normal anatomy of the conjunctiva</li><li>Describe the extraocular muscles, the control and processing of eye movements</li><li>Describe the pathway and innervation of cranial nerves II to VI</li><li>Describe the anatomy and blood supply to the bony orbit, skull, brain and meninges</li><li>Describe the production and physiology of the aqueous and vitreous</li><li>Apply knowledge of anatomy to clinical presentations</li><li>Discuss the structure and function of the lateral geniculate nucleus</li><li>Explain the processing of form, colour, depth and motion</li><li>Describe the control of eye movements</li><li>Outline the interplay between vision and the auditory and vestibular systems</li><li>Discuss the cardiovascular, respiratory and urinary systems and recognise their significance for the optometric patient</li><li>Discuss basic concepts in immunology</li><li>Discuss how to conduct a balanced binocular refraction</li><li>Explain how to use Maddox rod, wing and cover test to investigate binocular status</li><li>Explain how to carry out a simple search of an academic literature database</li><li>Describe how to appropriately reference</li><li>Explain the role of the wider healthcare team in clinical management</li><li>Outline what is meant by consent, confidentiality, conflict of interest, whistleblowing, limits of competence, equality and diversity</li><li>Describe the legislation applicable to the practice of optometry</li><li>Describe the different environments in which optometry may be practised</li><li>Outline what is meant by clinical governance</li><li>Describe how an Optometrist delivers NHS funded care and the ethical issues involved in allocating funding</li><li>Outline the role of various UK Optical Bodies</li><li>Describe how culture and ethnicity may affect the delivery of healthcare</li><li>Outline the role of Optometrists in public health</li><li>Recognise AI's diverse applications beyond healthcare, and differentiate machine-learning as a subset of AI, highlighting its capacity to learn from data autonomously</li><li>Explain the data demands of machine learning algorithms and the necessity of using independent data subsets for training/evaluation and recognise diverse NLP applications within and beyond healthcare, including chatbots, virtual assistants, and clinical note dictation</li><li>Discuss high powered lenses and lens thickness</li><li>Describe the structure and physiology of the optic nerve and normal appearance of the optic disc</li><li>Describe the musculature, innervation and blood supply of the eye and adnexa</li><li>Describe the development of ocular anatomy in utero</li><li>Outline basic concepts in pharmacology</li><li>Compare and contrast the light and near pupil reflex pathways</li><li>Give an overview of the visual system and visual pathway, including the midbrain, primary visual cortex and secondary areas</li><li>Explain the ‘what’ and ‘where’ pathways</li><li>Discuss visual perception and perceptual processing.</ Over the course of this unit and Fundamentals of Optometry Part 1 learners will be required to demonstrate that they can be entrusted (level in brackets) with the work listed below by the end of first year. See section on summative assessment for further details of entrustable professional activities (EPAs).<ol><li>Performing a basic slit lamp examination (2)</li><li>Measuring IOP with a non-contact tonometer (2)</li><li>Determining distance refractive error using a retinoscope (2)</li><li>Performing an automated visual fields test (2)</li><li>Focimetering spectacles (2)</li><li>Straightforward spectacle dispensing (2)</li><li>Capturing an ocular image (1)</li><li>Contact Lens Teaching (1)</li><li>Managing a practice diary (1)\</li><li>Using subjective methods to determine distance refraction (3)</li><li>Using subjective methods to determine near refraction (3)</li><li>Taking a case history (1)</li><li>Measuring visual acuity (4)</li><li>Spectacle collection (1)</li><li>Performing a cover test (3)</li><li>Examining the fundus with a Volk lens (2)</li></ol> Upon completion of this unit learners will be able to:<ol><li>Communicate with peers and staff in a professional manner</li><li>Outline how to communicate with patients and other healthcare professionals</li><li>Reflect on and discuss own strengths and development needs</li><li>Work as part of a team and show awareness of methods that can be used to resolve conflict</li><li>Engage with and apply feedback from academic staff and peers</li><li>Explain how to seek help if struggling with a personal or academic issue</li><li>Outline the concepts of variability, sampling and how to test for differences</li><li>Outline how to investigate associations</li><li>Outline how to deal with categorical data, how to compare more than one group and regression  analysis</li><li>Outline how to deal with non-parametric data  </li><li>Present ideas in a succinct and clear way</li><li>Engage in critical analysis of a concept or piece of work.</li></ol> The teaching and learning philosophy for the MSci optometry is learner centred with an emphasis on building knowledge by working as part of a team through considering clinical scenarios. Learning is structured to maximise guided self-directed learning, with team based learning events provided to support greater conceptual understanding of the material. Practical clinical skills are developed alongside clinical scenarios in a supportive environment with an emphasis of learners becoming trusted to carry out clinical activities and make a positive contribution to patient care. Our approach helps students prepare for their future careers by enabling them to develop independence, confidence, resilience and the ability to work as part of a team. We use a range of teaching and learning activities to meet the learning needs of a diverse range of students:<ul><li>Online learning: Learners are presented with a clinical cases along with a suite of resources to facilitate achieving the outcomes associated with it. These may consist of videos, audio, bespoke e-learning packages, factsheets and directed reading.</li><li>Team Based Learning Events: All learning is brought together and consolidated in a day long learning event once every two weeks. Events are led by a team of subject experts who act as specialist facilitators, directing student learning via a range of application exercises which, after a formative assessment of individual understanding, students work through as a team. </li><li>Practical classes: Practical classes occur weekly throughout the first year of study. Learners work in small groups with clinician supervisors who introduce them to the core skills needed to work towards first and second year entrustable professional activities (EPAs). These EPAs are closely aligned with the content of the team based learning.  </li><li>Practise & Simulation: Learners have a weekly opportunity to practise skills they have been introduced to in practical classes, working with each other and in simulations. </li><li>Academic adviser meetings: Learners meet with their named academic adviser twice per semester in formal timetabled meetings. Academic advisers support students with their personal and professional development throughout the MSci optometry course.</li><li>Inter Professional Education: Learners attend an event where they engage with a wide range of other early years healthcare students to follow a patient journey and explore the role of each profession. </li></ul> 0 Other 100% Formative<ul><li>Multiple Choice Questions every 2 weeks</li><li>TBL case-based exercises and application exercises every 2 weeks.</li></ul>Summative<ul><li>Integrated case-based examination at end of academic year, using the same format as TBL exercises. This is a single assessment event which covers Fundamentals of Optometry Parts 1 and 2 (30 credits).</li><li>Completion of reflective portfolio (pass/fail). This is a single decision which covers Fundamentals of Optometry Parts 1 and 2</li><li>Entrustment scores given by clinical supervisors at each undertaking of an EPA which generates a score between 1 and 4 where: 1 = Observation of activity only  2 = Activity performed under direct supervision  3 = Activity performed under reactive supervision  4 = Activity can be performed unsupervised </li><li>Decision on progress from first to second year made by a competence committee who review these entrustment scores along with other key metrics across the whole year such as attendance and performance in formative MCQs For a learner to progress the committee needs to be convinced that entrustments levels specified in the ‘Practical Skills’ section have been reached (30 credits).</li></ul> Formative<ul><li>Immediate feedback on MCQs  Immediate feedback on team based application exercises  Immediate feedback from supervisors on EPAs Periodic meeting and review of all formative assessment from TBL and EPA with academic advisor and year team if needed.</li></ul>Summative<ul><li>Feedback on integrated case based examination following summer exam period Written feedback on reflective portfolio Feedback from the competence committee on decision to progress.</li></ul> N The MSci optometry uses a TBL approach to teaching and learning. As such, learners are required to engage with a number of self-directed learning activities including reading. In year 1, reading material is provided for students by staff but they are encouraged to search for their own additional resources to supplement learning. Directed reading will be from optometry journals, eBooks and clinical resources (e.g. College of Optometrists Guidance, LOCSU resources). As clinical practice is constantly changing, this material will be reviewed each academic year, and then again before each session is delivered, to ensure it remains relevant. 0 0 486 Scheduled activity hours:<ul><li>TBL Events: 32 </li><li>Practical classes: 63</li><li>Practise & Simulation: 18  </li></ul>