The Optometric Educators?? Role in Public Health Issues

Marshall, Edwin C.

doi:10.1097/00006324-199308000-00011

Optometry and Vision Science

1993

DOI: 10.1097/00006324-199308000-00011

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The Optometric Educators?? Role in Public Health Issues

Edwin C. Marshall

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“…There is a recognized public health educators advocacy group that maintains standardization of public health curriculum across all North American optometry schools and colleges (Association of Schools and Colleges of Optometry, 2019). However, it has long been argued that public health education is the responsibility of all optometric educators across all didactic, lab, and clinical settings (Marshall, 1993). While teaching health promotion in a public health curriculum would have wider challenges such as incorporating social relations, mental health, and marketing aspects (Berkman, 1995;Soames Job, 1988), all public health educators are now faced with the coronavirus disease 2019…”

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confidence: 99%

Case- Versus Lecture-Based Learning in a Public Health Course for OptometryStudents: A Pretest–Posttest Design

Foutch

Awad-Amani

Conner

2020

Pedagogy in Health Promotion

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Optometrists play a vital role in the prevention and management of many eye diseases. The expansion of optometrists’ prescribing and overall medical privileges has placed a burden on the optometric curriculum, limiting hours in professional topics courses such as practice management and public health. While the overall objectives may differ, the pedagogical challenges would be similar in public health training programs. That is, reduced hours and limited contact with students during the current COVID-19 (coronavirus disease 2019) pandemic both place pedagogical demands on the optometric and public health educator alike to meet learning objectives and course outcomes using atypical methods. As the current evidence about problem- or scenario-based versus lecture-based outcomes is equivocal, we randomly assigned half the students in an epidemiology/public health course to a case-based learning (CBL) group using three instructors naïve to problem-based teaching. The other half of the students attended lectures covering the same topics. Performance gains—the differences between the pretest and posttest scores—were compared between the two learning groups. The mean performance gain for the CBL group ( M = 25.5%) was slightly higher than for the lecture-based learning group ( M = 23.6%), but the difference was not statistically significant, t(56) = 0.71, p = .48. Inferences are discussed in the context of the study’s design and limitations. Overall, we believe our results can be extended to public health and health professions programs needing creative methods to reach health promotion learning objectives with limited student contact.

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confidence: 99%

Case- Versus Lecture-Based Learning in a Public Health Course for OptometryStudents: A Pretest–Posttest Design

Foutch

Awad-Amani

Conner

2020

Pedagogy in Health Promotion

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Optometric education at Westville: past, present and future

Mashige¹

2010

African Vision and Eye Health

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This article presents historical information, current activities and future plans with regards to optometric education at the Department of Optometry, Westville campus of the University of Kwa-Zulu-Natal (UKZN) in Durban. The Department, established in 1979 under the political dispensation of apartheid was intended to cater to the needs of Indian students but now admits students of all races. Also, it has been developing in every aspect of optometric education, staffing and facilities. The undergraduate optometric curriculum at the Department has expanded tremendously over the years and there are now master and doctoral programmes. The number of full-time academic staff has increased from four in 1980 to eleven in 2009. The undergraduate student enrolment has increased from twelve in 1980 to one hundred and sixty in 2009. Research activities and publication output have increased over the years. Community engagement activities have been expanded to meet the needs of the community. Also, physical and training facilities have improved over the years to meet the increasing number of students. The content of this article will be of interest to alumni, current and future students and staff of the Department as well as other stakeholders in the optometric profession and education.(S Afr Optom 2010 69(1) 14-20)

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The Optometric Educators?? Role in Public Health Issues

Cited by 2 publications

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Case- Versus Lecture-Based Learning in a Public Health Course for OptometryStudents: A Pretest–Posttest Design

Case- Versus Lecture-Based Learning in a Public Health Course for OptometryStudents: A Pretest–Posttest Design

Optometric education at Westville: past, present and future

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