WORK-BASED LEARNING MODEL TO DEVELOP SELF-DIRECTED LEARNERS IN OPTOMETRY EDUCATION

This paper evaluated the effectiveness of the work-based learning (WBL) model to develop self-directed learning skills in optometry education. WBL model was introduced to Year 2 Diploma in Optometry students at Singapore Polytechnic. Fully integrated workplace learning was incorporated, where students were exposed to “real patients” (members of public) with various eye conditions. Students learned to merge theory with practice, knowledge with experience during their hands-on clinical training sessions at the Singapore Polytechnic Optometry Centre (SPOC). Content of four core optometry modules, self-directed learning skills and professional dispositions were integrated and delivered through flipped learning, in-class activities/discussions and clinical training sessions. Hands-on optometric examination skills were imparted through clinical training by following patients from each of the major clinical disciplines, across different venues of care under supervision (integrated clerkship). Through interaction with peers and public patients, students also develop their generic employability skills. Development of self-directed learning skills and professional dispositions were based on self-reporting by the students and observation by adjunct lecturers who were independent third party observers. Students take on an active role in this model since most activities of learning were student-led and faculty- or supervisor-guided. WBL model was shown to be a faculty- and resource-intensive model which worked better with smaller cohort size particularly for practical oriented modules and during clinical training. The learning points from WBL model can be adopted for similar resource-intensive engineering courses.