2016_SUNY_Optometry_PRR

Low Vision Instruction: A Proposal Final Draft: January 21, 2015 Approved by Curriculum Committee

Background Prior to the most recent major curricular revision, low vision was covered in a standalone course ( Visual Rehabilitation ) devoted to this topic. The course was 15 hours of lecture and 5 hours of lab. Consistent with the themes of integration of material into existing courses and reduction in the number of small standalone courses, the new curriculum did not include a course on low vision. Rather, this material was to be incorporated into courses on optics, optometric methods and procedures and ocular disease. While this has occurred to some extent, the overall result appears to be unsatisfactory. The strongest evidence for this conclusion comes from exit surveys and performance on examinations administered by the National Board of Examiners in Optometry (NBEO). Analysis Low vision practice is multidisciplinary, drawing from the areas of geometrical and ophthalmic optics, optometric methods and procedures, vision therapy and ocular disease. It is a well ‐ established and distinct specialty area within the practice of optometry. While disseminating the content of low vision instruction into extant courses makes sense from the perspective of integrating the material with related subject matter, it fails to integrate these disparate elements into a model that provides students the confidence to render care in this area. Consolidation of low vision material into a single block of instruction would support this integration. Learning Objectives for a Low Vision Curriculum The low vision curriculum should focus on those services expected to be provided by primary care providers. The emphasis should be on near vision. Graduating students should be able to:  Assess a patient’s prognosis for low vision services

o Functional case history including patient goals o Functional assessment of visual capabilities  Visual acuity

 Visual field (size and central and peripheral scotomas)  Contrast sensitivity (including the impact of glare)  Relationship of functional loss to underlying disease

o Psychological and environmental factors o Access to community services  Determine the required near magnification and most appropriate near magnification device  Educate the patient to use the prescribed magnification device

o Plus lenses in the form of hand held devices, spectacles and adds o Built ‐ in accessibility options for computers, tablets and smartphones

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