The need for programs to update faculty training in ocular disease treatment is discussed, with emphasis placed on clinical experience and continuing education. (MSE)

A workshop to improve clinical optometry teachers' instructional abilities focuses on teachers' problem-solving skills and aims at reviewing basic clinical instruction concepts, introducing students to communication skills, introducing participants to an action-oriented model of clinical teaching, and providing opportunities to practice the…

The status of faculty evaluation in optometric education and techniques contributing significantly to teaching quality are reviewed. Institutions are encouraged to provide incentives for faculty development with a favorable organizational climate and time. (MSE)

Describes development and design of the Comprehensive Clinical Performance Grid for Student Evaluation, created to address concerns about what constitutes a competent practitioner and to provide a useful and consistent student-evaluation tool for clinical optometric education. Development challenges are also discussed, including staff training and…

A survey of chief academic officers and faculty (n=27) in 16 schools of optometry found that, since 1986, there has been a 75% increase in institutions requiring coursework in geriatric optometry and an 83% increase in those offering continuing professional education in this field. However, 67% of faculty report no formal training. Three faculty…

A national conference of colleges of optometry focused on planning for optometric curricular reform and faculty development. Issues addressed included changes needed to meet entry-level professional needs, available resources, changes in optometry practice, and optometry's role in health care reform. Task forces worked together to develop a…

To address current deficiencies in the system for training optometry faculty, it is recommended that sabbatical leaves be increased, interinstitutional sharing of faculty be formalized, summer workshops in teaching methodology be modeled after successful programs, and longer-term strategies be developed by the profession. (MSE)

Types of faculty development efforts are examined, including three categories: individual initiatives (reflection, teaching scripts, self-directed learning); formal programs (mentors, teaching rounds, workshops, advanced education, sabbaticals); and organizational change efforts. Programs at the Southern College of Optometry are highlighted. (MSE)

A University of Missouri-St. Louis program combines a two-year optometric residency with a master of science degree in gerontology to prepare clinicians as teachers of geriatric optometry. The interdisciplinary program's components include optometric care of elderly patients, supervised student teaching, and coursework in geriatrics. (Author/MSE)

A New England College of Optometry (Massachusetts) faculty development program for clinical preceptors provides a forum for administration and clinical faculty to address problems in clinical education and to increase communication between affiliated faculty, program coordinators, and students. The on-site conferences have demonstrated significant…

Report of a four-day workshop on optometric clinical education for clinical administration and faculty is presented. The workshop addressed the following four issues: (1) the objectives of present and future clinical education in the light of public needs and professional responsibilities; (2) the nature, types, setting, and extent of clinical…

A survey of 35 Illinois College of Optometry faculty investigated perceived barriers to scholarly activity, including time management, communication skills, knowledge of research design and statistics, computer literacy, institutional support, use of human or material resources, and library resource skills. A majority felt their skills were…

A proposed optometric faculty evaluation and development program for clinical teachers involves five stages: (1) evaluation by self, peers, and students; (2) evaluation of faculty performance change over time; (3) improvement of evaluation techniques through staged encounters; (4) videotaping of real-life teacher encounters; and (5) group…

An Illinois College of Optometry faculty development project focuses on improvement of classroom teaching methods. Topics that have been addressed to date include improving lecture skills, a lecture teaching lab, case-based laboratories, promoting student problem-solving in clinical situations, effective feedback and supervision, and the student…

Problem-based learning is an approach to structuring the curriculum which involves confronting students with problems from practice which provide a stimulus for learning. However, there are many possible forms that a curriculum and process for teaching and learning might take and still be compatible with this definition. This book explores these…