Paediatric Optometry

This subject has the following teaching availabilities in 2011:

The time spent each week will vary according the tasks that are to be completed in a particular week.

The following is a guide to an approximate breakdown:
Reading (books, articles, on-line material) 4- 5 hrs/wk
Self Reflective Study, including integration of content into clinical practice 6 - 8 hrs/wk
Online Contribution 3 hrs/wk
Assignments and Assessment Preparation 2 - 3 hrs/wk

Estimated total time commitment of around 200 hrs/semester.

Expected level of knowledge is that of a 4 year Optometry qualification.

For the purposes of considering requests for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Students Experiencing Academic Disadvantage Policy, academic requirements for this subject are articulated in the Subject Description, Subject Objectives, Generic Skills and Assessment Requirements for this entry.

The University is dedicated to provide support to those with special requirements. Further details on the disability support scheme can be found at the Disability Liaison Unit website: http://www.services.unimelb.edu.au/disability/

This subject covers central issues within the field of paediatric optometry, with the aim of developing each student's capacity for highly evolved communication and co-management with other professionals involved in paediatric assessment and care. A range of areas will be covered, encompassing the developmental, visual, medical and educational issues relevant to paediatric optometry. Specific areas covered will include diseases and disorders such as amblyopia, comitant strabismus, ametropia, and disorders of refraction, accomodation and vergence.

By introducing optometrists to a wide range of modern and classical literature, the course fosters a deeper, evidence-based understanding of central themes, thereby providing a solid context against which to evaluate emerging issues relevant to world’s best practice of paediatric optometry.

On completion of the subject enrolled optometrists will:

have a knowledge of the principal theories of childhood development, normal learning processes and visual development
have a capacity for critical appraisal of literature relating to paediatric visual disorders
have the ability to take a thorough paediatric history which encompasses the relevant developmental, visual, medical and educational issues
be familiar with the explanatory models of the accommodative-vergence system, the genesis of ametropia, the disorders of refraction, accommodation and vergence, and the assessment and management of these disorders
be familiar with the aetiology, clinical presentation and treatment of amblyopia, comitant strabismus and commonly presenting incomitant strabismus
have a knowledge of the epidemiology of eye disease in children, the assessment techniques available for examining visual function of children of all ages and an understanding varied management concepts of paediatric vision disorders
be familiar with the disorders of visual information processing, the means of their assessment and management, and have a balanced appreciation of the literature relating visual functioning and visual disorders to learning
have a capacity for highly evolved communication and co-management with other professionals involved in paediatric assessment and care.

Critical Appraisal of Literature, 2,000 words, due early semester - 15%
Case Study Report + Peer review, 2,500 words, due mid semester - 30%
Case Study Report + Peer review, 2,500 words, due end semester - 30%
Portfolio, due end of exam period - 20%
Ongoing online contribution - 5%

Enrolled optometrists will be directed to research articles, review chapters and articles and case studies, both published and online.

This subject is not available as a breadth subject.

On completion of this subject the student should:

have improved capacity to evaluate and synthesise a range of professional and scientific literature associated with the knowledge and skills in the area being studied;
be able to articulate knowledge and understanding in a written presentation;
have developed an understanding of the value of advanced knowledge and improved technology to both a professional and wider community;
have an appreciation of the design, conduct, analysis and reporting of research;
have developed a high level of analytic and problem solving skill;
have developed a flexibility of approach to enable better response to a background of rapidly changing information;
have confidence to broaden scope of knowledge by consulting professional and scientific literature from fields that overlap and enhance professional practice;
have the confidence to call upon peers to discuss and confer when needed;
have developed capacity to manage competing demands on time and enhanced capacity for self-directed work;
have and understanding of the area being studied in an international context;