A scoping review of the literature on teaching and learning in optometry education

Abstract

Introduction: Optometry is one of the health sciences professions that focuses on eye health. Optometrists examine, diagnosis and manage a range of eye disease and disorders of the eye and visual system. Aim: The primary objective of this study is to provide a comprehensive and detailed overview of the existing evidence and to map out the assessment approaches, teaching values, and learning techniques that are used for optometry education in both under- qualified students and post- qualification optometrists. Methods: The search was conducted across multiple databases, including Medline, Embase, Scopus, CINAHL, Web of Science, Cochrane Library, and PubMeb, following the JBI methodology guideline. Using keywords such as “Optometry”, “learning”, “teaching”, and “assessment”. A data extraction tool included authors’ name, year of publication, country, research question, types of evidence, participants' characteristics, investigations, outcome measures, and author limitations.

Results: Ninety-two articles were included for data analysis. Through this analysis, a diverse range of studies, that compared different teaching strategies. These strategies included lecture-based methods, simulation-based approaches, interactive methods, and assessing the influence of e-learning in optometry education. The outcome measures included exam scores, clinical examination, students' perspectives, and feedback. Conclusions: This scoping review has addressed the research question “What evidence exists that reports the different teaching, learning, and assessment methods in optometry?”. The unexpectedly huge number of literatures identified in this scoping review on teaching, learning, and assessment methods in optometry reflects importance of the educational research within the optometry field.