Field Monitoring - Israel HAC - 23-11-17 Optometry CUrriculum for Lifelong Learning through ErasmUS
Opening remarks – Dr. Bente Monica Aakre - USN Oculus coordinator Optometry CUrriculum for Lifelong Learning through ErasmUS
Time Topic 10:00-10:05 Opening remarks Schedule 10:05-10:10 Overview 10:10-10:20 Preparation: Self-assessment process European Diploma 10:20-10:30 Development: Results - Gap Analysis 10:30-10:40 Pedagogical Transformation Plan 10:40-11:00 EBP-self assessment+ development 11:00-11:10 Break 11:10-11:35 Portal, OSAT and PLN 11:35-11:40 Dissemination 11:40-11:45 management 11:45-11:50 QA 11:50-12:00 Individual slides on institutional achievement, dissemination and impact
The OCULUS project Accreditation for Create a PLN (Personal Update optometry European Diploma for Learning Network) for curriculum Israel and India according to EBP students and optometrists Schools of Optometry (Evidence Based Practice) Optometry CUrriculum for Lifelong Learning through ErasmUS
WP1 WP2 WP 3 WP4 WP5 Preparation Development Quality Plan Dissimination Management Organogram 1.1. 2.1 3.1 Formation 4.1 5.1 Agreements Benchmarking Development control Dissimination and handbook Phase 1 PTP comittee campain 1.2 2.2 4.2 3.2 Quality 5.2 Governors' Benchmarking Development to Dissimination indicators board Phase 2 meet DipE via Journals 2.3 3.3 4.3 5.3 Control and Development Develepment Dissimination monitoring EBP Quality control via meetings 3.4 4.4 2.4 Workshops 5.4 Implementation Dissimination TTT Communication quality control via WCO 4.5 National 5.5 Financial 2.5 Piloting in Conference report and Israel India auditing 4.6 National 2.6 Piloting in Conference India Israel 2.7 4.7 Development Dissimination Portal via assosiations 2,8 4.8 CM4 Development Norway PLN 4.9 Sustainability 4.10 Handbook Optometry CUrriculum for best practices Lifelong Learning through ErasmUS
OCULUS Consortium Flowchart Novel Educational DipE Accreditation Technology Oct/2016 Oct/2016 Modules Enhanced Learning CM1 Barcelona, Nov. 2016 Benchmark 1 Creation of Educational Creation of OCULUS Comparison of curricula at Dec/2016 Dec/2016 Modules *(EDU on EBP) Portal (CCC) Dec. 2016 HEI to European Diploma EDU PLN (DipE) Dissemination, Management, QA Pedagogic Transformation Plan (PTP) Starts with Workshop for development a, Workshop to teach Deliverables and Schedule consortium members EBP + DipE PTP Dev London June 2017 DipE EDU Development of Pedagogic Resources for PTP Configuring PLN (for CM2 India DipE Pilot and Experiments Sept. Dec/2017 Dec/2017 2017 PLN TTT at HEI in Israel and India for Teachers Jan-April 2018 EDU PLN DipE Piloting at HEI in Israel and India, Aug. 2018-Aug. 2019 Dec/2018 Dec/2018 CM3 EDU PLN DipE Israel Jan 2019 Dissemination and National conf for Sustainability of Results disseminati and Impact on Israel EDU PLN DipE CM4 Benchmark 2 National conf for Utrecht? dissemination Oct/2019 Oct/2019 India
WP1.1 Preparation Optometry CUrriculum for Lifelong Learning through ErasmUS
European Diploma Self Assessment process Oct. 2017 Feb. 2017 July 2017 BIU gets ECOO site visit HAC gets benchmark from benchmark from ECOO ECOO HAC - Phase 1: Revision Self-Assessment BIU – no Document revision June 2017 November 2016 Dec. 2016 Sept. 2017 PTP workshop Submission of SA to CM1 Barcelona CM2 ECOO London Mentor Assignment India March 2017 Re-submission of SA to ECOO Optometry CUrriculum for Lifelong Learning through ErasmUS
Self-Assessment Process: Preparation European Diploma Self-assessment document: Knowledge based competencies and clinical/practical competencies Optometry CUrriculum for Lifelong Learning through ErasmUS
Self-Assessment Process: Preparation • Current format is Word File • Division of subjects into sub-topics does not reflect our curriculum • The format does not cover needs for periodical assessment, and process control (data entry, data validation, information unification ) • Stage 1 : Oculus (HAC) created an Excel file • Stage 2: Oculus (Sapir) is creating an online tool: OSAT Optometry CUrriculum for Lifelong Learning through ErasmUS
Stage 1: Changes to Self-assessment document: Knowledge base • Every sub-topic is addressed individually • Courses are linked to syllabi • Lecturer’s names added and linked to CV Optometry CUrriculum for Lifelong Learning through ErasmUS
Changes to Self-assessment document: Clinical base • Clinical competencies divided between labs and clinics • Patients divided into number examined by student and number where student is assessed Optometry CUrriculum for Lifelong Learning through ErasmUS
Best Practice for Self Assessment: • Mentoring from a previously accredited School of Optometry • Preliminary visit from ECOO • Appoint faculty member responsible for each section: knowledge and clinical/practical • Patient logbook eg Meditrek essential for clinical competencies • When in doubt: ASK! Optometry CUrriculum for Lifelong Learning through ErasmUS
Results of Self-assessment process at HAC: • Invaluable tool for curriculum review • Quality assurance and quality control • Knowledge competencies: very few gaps • Clinical competencies: several gaps - pathology, diagnostics and low vision • Feedback from ECOO has already led to changes in curriculum Optometry CUrriculum for Lifelong Learning through ErasmUS
The European Council of Optometry and Optics Gap Analysis Based on Self-Assessment and preliminary visits Optometry CUrriculum for Lifelong Learning through ErasmUS
Part A Optical Technology Knowledge based Clinical/Practical competencies 1. Optics SATISFACTORY 2. Optical Applicances SOME WEAKNESSES INADEQUATE Israel India Competency Areas Hadassah Bar Ilan Chitkara Hyderabad Manipal Subject 1: Geometrical Optics Subject 2: Physical Optics Subject 3: Visual Optics Subject 5: Optical Appliances Subject 6: Occupational Optics Subject 5: Optical appliances Subject 6: Occupational Optics Optometry CUrriculum for Lifelong Learning through ErasmUS
Part B Management of visual problems Knowledge based Clinical/Practical competencies 1. Refraction 2. Binocular Vision SATISFACTORY 3. Contact Lenses 4. Visual Perception SOME WEAKNESSES Israel India INADEQUATE Competency Areas Hadassah Bar Ilan Chitkara Hyderabad Manipal Subject 4: Visual Perception Subject 7: Vision and Ageing Subject 8: Refraction Subject 9: Low Vision Subject 10: Ocular Motility and Binocular Vision Subject 11: Contact Lenses Subject 12: Investigative Techniques Subject 13: Paediatric Optometry Subject 14: Refractive Surgery Subject 8: Refraction Subject 9: Low Vision Subject 10: Ocular Motility and Binocular Vision Subject 11: Contact Lenses Subject 12: Investigative Techniques Subject 13: Paediatric Optometry Optometry CUrriculum for Lifelong Learning through ErasmUS
Part C General health Knowledge based and ocular abnormalities Clinical/Practical competencies SATISFACTORY 1. Biology 2. Ocular Biology 3. Ocular Abnormality SOME WEAKNESSES INADEQUATE Israel India Competency Areas Hadassah Bar Ilan Chitkara Hyderabad Manipal Subject 12: Investigative Techniques Subject 15: Anatomy and Histology Subject 16: Neuroscience Subject 17: General Physiology and Biochemistry Subject 18: Microbiology and Immunology Subject 19: General Pharmacology Subject 20: Pathology and General Medical disorders Subject 21: Epidemiology and Biostatistics Subject 22: Ocular Anatomy and Physiology Subject 23: Ocular Pharmacology Subject 24: Abnormal Ocular Conditions Subject 12: Investigative Techniques Subject 14: Refractive Surgery Subject 24: Abnormal Ocular Conditions Optometry CUrriculum for Lifelong Learning through ErasmUS
WP2.1&2.3 Development – pedagogical transformation plan and resources Optometry CUrriculum for Lifelong Learning through ErasmUS
Feb. 2017 ECOO site visit Phase 1: Preliminary PTP TTT workshop PTP resource Self-Assessment Development Development Document Sept. 2017 Jan. 2018 June 2017 November 2016 Dec. 2016 CM2 – India TTT workshops PTP workshop CM1 Barcelona Submission of SA to Development of TTT Israel ECOO London Mentor Assignment workshops PTP finalized Optometry CUrriculum for Lifelong Learning through ErasmUS
Gaps – in general • Knowledge base – very few easy to fill • Clinical base 1. Lack of appropriate patients 2. Lack of skills 3. Legal constraints Optometry CUrriculum for Lifelong Learning through ErasmUS
Clinical Gaps 1 GAP Proposal for closure/Site Comments from ECOO/ visit/ Pedagogy committee Oculus team Use of diagnostic Recruit OMD to work in Acceptable solution. pharmaceuticals clinics. Rotate students Diagnostics must include in clinic through these clinics. mydriatics, cycloplegia, localin. Students do not need to insert pharmecitical drops. Can practice on Saline drops. OMD in clinics. Send 4 th Pediatric Patients year students to MCHC for dry cycloplegic exam for screening Low vision Sending students to Acceptable solution, discussed Michaelson not sufficient – ways of recruiting patients requires case management. Open a Low Vision Clinic once a week like in Bar Ilan
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