Instilling reflective practice – The use of an online portfolio in innovative optometric education Accepted as: e‐poster Paper no. 098

At UCLAN we are breaking the mould and have developed a blended learning MSci optometry programme which is the first blended learning course in optometric education in the UK and the first to use a practice-based online portfolio. Optometry has traditionally been taught as a 3‐year undergraduate programme. Upon successful graduation, students are required to complete a year in practice and meet the General Optical Council's (GOC) “ability to” core competencies. However, a recent study by the GOC found that 76% of students felt unprepared for professional practice with insufficient clinical experience and in response, the GOC is currently undertaking an educational strategic review. To ensure the students receive high-quality clinical experience in the workplace, we have developed an online logbook and portfolio. Students log their experiences, learning points and reflections. The portfolio is closely monitored both by the student's mentor in practice and by academic staff. The content and reflections logged by the students then helps to drive the face to face teaching, small group discussions and clinical experiences provided by the university

Optimising e-portfolio marking strategies

Portfolios are commonly used in healthcare education; they allow students to showcase their experience and learning journey whilst allowing them to demonstrate reflective practice, ethical principles and self-directed learning. The large volume of information contained within portfolios can, however, make them onerous and difficult to mark and present challenges in marking consistency. This study analysed several marking strategies to ascertain the optimal sampling interval to ensure validity, reliability and fairness whilst ensuring time efficient marking. Progression analysis also identified differences across domains: clinical experience, self-directed study and case study discussion plateaued early after 6 months, whereas higher order skills plateaued later at 8 months. The results found that Sampling a portfolio at regular intervals can maintain acceptable levels of validity & reliability (35% - 40%* of the total portfolio), care however must be taken when assessing higher order and “soft skills” skills with more weight given to the later part of the portfolio

The repeatability of colorimetry is precise(ly) as expected

The purpose of the study was to assess the repeatability of clinical assessments with the Intuitive Colorimeter, a repeatability classified as “poor” in a previous study. Patients underwent assessments with the Intuitive Colorimeter in two studies. In each study, one published by Suttle et al1 and the other described herein, assessments were undertaken on two occasions. The studies differ in respect of the models of colorimeter used, the methods employed, the interval between examinations, and the masking of examiners. The repeatability was assessed using the methods currently used in clinical practice, which differ according to examiner. Both studies show a similar repeatability of the assessments. This repeatability is consistent with previous literature. We estimate the standard deviation of u’ and v’ coordinates each to be 0.020 and thereby obtain an estimate of the number of tinted trial lenses necessary when prescribing coloured filters. In patients with visual stress assessment with the Intuitive Colorimeter is repeatable. The minimum number of tints necessary for assessment is estimated to be 77

Evaluation of the effectiveness of the super enhanced single vision Lens 01 (SESL01) in reducing symptoms of computer vision syndrome (CVS): A study protocol for a double-blind, two-arm parallel randomized controlled trial

Background The increased use of digital devices has implications for health and, particularly, the eyes, due to Computer Vision Syndrome (CVS). Millions of individuals of all ages are at risk of CVS, and its prevalence ranges from 25% to 93%. This trial will evaluate the effectiveness of the Super Enhanced Single Vision Lens 01 (SESL01) versus standard single vision lens in reducing symptoms of CVS assessed by the Computer Vision Syndrome Questionnaire (CVS-Q®) scores. Method A double-blind, two-arm parallel randomized controlled trial will be conducted at the University of Central Lancashire, Preston (UK), recruiting students and staff with CVS-Q score ≥ 6. A 1:1 randomization and a sample size of 300 participants will be sufficient to detect a 2-point difference in the CVS-Q score between the intervention and control groups with an alpha of 5%, two-sided, allowing for a dropout of 10%. The control group will use standard single vision lenses, and the intervention group SESL01. The primary outcome to week 14 will be the difference in the CVS-Q score between SESL01 and standard single vision lenses. Secondary outcomes include the percentage of participants with CVS-Q score < 6 (no symptoms) and CVS-Q score ≥ 6 (symptoms) in the SESL01 and the standard single vision group at weeks 6, 10 and 14; the percentage of participants in each group with a total CVS-Q score < 6, 6–12, 13–19, and ≥ 20 at weeks 6, 10 and 14. The primary analysis will be the intention to treat. Discussion Findings may inform decisions about adopting the SESL01 lenses to reduce CVS

Optimising e-portfolio marking strategies to improve validity, reliability, fairness, and time efficiency

cohorts of optometry student portfolios (n=34) were analysed by a researcher who had no prior knowledge of the student’s work using a marking rubric of 10 domains, each marked using a 0-4 scale. Each portfolio consisted of an average 5 entries per week across 2 semesters. The portfolios were marked randomly one week every 3 months and then using progressively shorter intervals until every week had been marked. The progression of marks over time for each domain was also investigated. Based on our student portfolio sample, the most time efficient marking interval that maintained acceptable levels of validity, reliability, fairness was 6 weeks every 3 months. This amounted to 35% of the total portfolio. Care however must be taken when assessing higher order skills with more weight given to the later part of the portfolio

The reliability of colorimetry is precise(ly) as expected.

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Confusion around Certification of Vision Impairment (CVI) and registration processes-are patients falling through the cracks?

BACKGROUND: In the UK, the Certificate of Vision Impairment (CVI) certifies a person as sight impaired (partially sighted) or severely sight impaired (blind). This is completed by ophthalmologists and passed with the patient's consent to their GP, their local authority, and The Royal College of Ophthalmologists Certifications office. Once a person is certified, they can be registered by their local authority which is voluntary but enables the person to access rehabilitation or habitation services, financial concessions, welfare benefits and other services provided by local authorities. METHODS: We conducted semi-structured individual interviews with 17 patients with a diagnosed eye condition, 4 Eye Clinic Liaison Officers (ECLO) and 4 referring optometrists around their experiences around CVI and registration processes. Analysis of themes was conducted with results synthesised in a narrative analysis. RESULTS: Patients reported lack of clarity around the processes of certification and registration, benefits of certification and what happens beyond certification, the type of support that they are entitled to, delays in accessing support. Optometrists appear not to engage with the process much, especially if the patient is being treated by the hospital eye service. CONCLUSION: Vision loss can be a devastating experience for the patient. There is a lack of information and confusion around the process. The lack of a joined-up process between certification and registration needs to be addressed if we are to provide the support that patients deserve in order to improve their quality of life and wellbeing