Impact of COVID-19 on Indian optometrists

Abstract

Purpose: The optometry profession has experienced massive changes amid lockdown in COVID 19 pandemic. This study gauges the impact of COVID-19 on optometry education and practices in India. Methods: The impact of COVID-19 among key stakeholders of Indian optometry that included educators, students, and practitioners was surveyed. The content validity of the survey tool was achieved through a focused group discussion with experts. Results: Of the 1408 responses, 118 were educators, 845 were students and 445 were practitioners. Post COVID-19 lock-down, a high percentage of students (96%) and educators (94%) were now using online mode of education to learn and teach. The blended learning methods were reported to be used by 81% of educators. Practical skills were the most difficult to teach by educators and to learn by students. Almost a third of the students were concerned about their internships and job opportunities amid the pandemic. Practitioners felt confident in performing routine eye examinations with personal protective equipment (PPE). Telemedicine was found to be adopted by 55% of the private practitioners and 49% of the eye hospitals. Conclusion: The COVID-19 pandemic has provided an opportunity to reform Indian optometry education through blended learning methods. Optometry practices changed and adapted instantly to the new hygiene norms that have raised the standard of care provided to patients. Telemedicine emerged as a mode of providing care by optometrists. Overall, all key stakeholders of optometry in India were found to have adapted well to the sudden changes due to COVID 19 pandemic.

Student perceptions of remote versus on‐campus gross anatomy laboratories during COVID‐19

“…In contrast, the study described here emphasizes a different viewpoint to provide additional perspective from the students experiencing the curricular change. Although the faculty experience and curricular delivery logistics impacted by this shift in education cannot be understated, it is relevant to recognize and evaluate the student perspective of the anatomy curricular changes implemented in the time of remote delivery (Kelly, 2020; Sehgal et al, 2021; Shibu, 2021; Iqbal et al, 2022). At KCU, the course format was updated differentially across a single academic year for first‐year students participating in gross anatomy laboratory sessions.…”

“…As students had the opportunity to describe in detail their perceived shortcomings of the provided anatomy software, it provided an opportunity for many students to air their grievances about their remote gross anatomy learning experience, largely sharing that they were missing out on a historical learning experience. sentiments have been expressed by other student populations related to pandemic learning (Kelly, 2020;Sehgal et al, 2021;Shibu, 2021;Iqbal et al, 2022).…”

“…With the global pandemic disrupting the typical delivery model of medical education curricula, it has been critical to reflect and consider the ways in which all persons involved have been affected by this change. Numerous reports have evaluated the changes specific to anatomy education resulting from the campus restrictions and social distancing guidelines, but these have largely been from an educator's perspective (Cuschieri & Calleja Agius, 2020; Herr & Nelson, 2020; Longhurst et al, 2020; Naidoo et al, 2020; Pather et al, 2020; Harmon et al, 2021; Sehgal et al, 2021; Lin et al, 2022). Select reports from students have been shared as well (Lee, 2021; Sehgal et al, 2021), although these have been editorial commentaries and have not assessed student feedback from pandemic teaching.…”

“…Numerous reports have evaluated the changes specific to anatomy education resulting from the campus restrictions and social distancing guidelines, but these have largely been from an educator's perspective (Cuschieri & Calleja Agius, 2020; Herr & Nelson, 2020; Longhurst et al, 2020; Naidoo et al, 2020; Pather et al, 2020; Harmon et al, 2021; Sehgal et al, 2021; Lin et al, 2022). Select reports from students have been shared as well (Lee, 2021; Sehgal et al, 2021), although these have been editorial commentaries and have not assessed student feedback from pandemic teaching. This study highlights the impact of remote and on‐campus pandemic learning from students' perspectives and emphasizes the importance of the proper selection of course materials and supplemental resources.…”

“…Select reports from students have been shared as well (Lee, 2021;Sehgal et al, 2021), although these have been editorial commentaries and have not assessed student feedback from pandemic teaching. This study highlights the impact of remote and on-campus pandemic learning from students' perspectives and emphasizes the importance of the proper selection of course materials and supplemental resources.…”