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The author spent seven months in Britain on sabbatical leave from the Illinois College of Optometry. One purpose of the time away was to learn about the optometric profession and education in the United Kingdom. The result is a view of the profession based on visits to optometric institutions and private practices and discussion with medical and optometric colleagues.
The prevalence of general binocular dysfunction with asthenopia was determined for non-presbyopes at an urban optometry clinic serving municipal workers and their dependents. Of the sample of 119 patients, 42.9% had jobs with heavy desk work demands (primarily secretarial and clerical) and 39.5% were students. The prevalence of symptomatic general binocular dysfunction was 21.0%. Accommodative dysfunctions were the most commonly encountered condition at 16.8%. Symptomatic near esophoria was found in 5.9% of patients and convergence insufficiency in 4.2%. Both vergence dysfunctions overlapped with accommodative dysfunctions.
About 120 years ago the first attempt to determine the quality of treatment was made. Today, in the face of increased consumer awareness, third party payments for optometric care, and the advent of National Health Insurance legislations optometry must prepare itself for quality assurance programs. Specific methods are described along with the steps necessary to accomplish the needs of the profession.
As overview of the future role of specialization in optometry is presented, and topics such as the necessity and desirability of optometric specialties, certification of specialists, referrals to specialists, training of specialists, and the impact of public opinion, governmental programs, expanded use of the optometric auxiliaries, and advances in technology on optometric specialization are examined.
In looking to the future of optometry and ophthalmology, the author identifies four interacting components--the public, optometrists, ophthalmologists, and eye-health-care manpower, including opticians--which he evaluates. The interactions are discussed, and specific recommendations are made to improve relations between the two professions,
Neuro-optometry is evolving as an optometric clinical specialty focusing on neurological dysfunctions of the visual system. Initially, we focused upon abnormalities of ocular movements, and our investigations have now broadened to include static and dynamic measurements of eye movements, accommodation, and the pupil. We feel the clinic serves three fundamental purposes: (1) to provide service to the patient, (2) to perform clinical research, and (3) to broaden the scope of the students' clinical experience. Operation of the clinic, technical methods of measurement, the testing protocol, and examples of interesting clinical recordings are described.
The education and training of optometrists--more appropriately, ophthalmic opticians--in the western countries of the European continent differ in content and amount from that found in English-speaking countries, particularly the U. S. Current curriculum patterns for 12 European countries are presented. Formalized basic education before professional training averages 9.4 academic years; formalized course work, identified with curricula of schools of optics and optometry, averages 2.8 academic years; and required apprenticeship time averages about 2 years.
In recent years, it has become the policy of optometric institutions to expand the scope of the clinical education experience beyond the geographical locale of the parent facility. This article is a presentation of the background and description of one such clinical program organized by the New England College of Optometry with the cooperation of the Department of Ophthalmology Hadassah Hebrew Medical Center, Jerusalem, Israel.
This is a position paper which broadly states the role which, in the author's opinion, optometry should adopt as its goal and the educational environment in which we can best prepare graduates to fulfill that role. The role briefly stated, is that of first contact supplier of vision care and of certain aspects of primary health care. The appropriate educational milieu is held to be the academic health center.
The relationship between refractive error and family history, age of onset and personality was investigated in 189 optometry students. Subjects completed a questionnaire requesting details of their refractive history, type of correction and their family history. Subjects also completed an Eysenck Personality Inventory (EPI). Subjects were categorized as hyperopes, emmetropes or myopes on the basis of their questionnaire responses. No significant relationship was found between refractive group and the prevalence of myopia in parents. Myopic subjects, however, showed a significantly higher prevalence of myopic siblings. Furthermore, late-onset myopes showed a higher prevalence of myopic siblings than early-onset myopes. No significant personality differences were found between the refractive groups.
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