Abstract
M.Phil.
This study has been undertaken to determine:
1. the attributes of the competent optometric practitioner as well as
2. the teaching-learning programme to ensure competency.
The teaching-learning transformation in South Africa towards outcomes-based education
and training urges an investigation into the scope of optometry (what does an optometrist
do?) as well as the core curriculum and learning content (what should they be taught?).
The aim of this study was to investigate the attributes of competent optometric practitioners
in South Africa with specific reference to the teaching-learning programme offered by Rand
Afrikaans University (Johannesburg). This study suggested reflective practitioning as an
alternative strategy towards the practicing of optometry. Reflective practice is a special kind
of practice that involves a systematic inquiry into the practice itself, even as the practice is
under way. It requires that the practitioner is open to scrutiny of beliefs, values and
feelings that may be strongly held and about which there is great sensitivity. Thus,
reflective practice is mindful consideration of one's actions.
A study of the scope of optometry was used to compile a profile of a competent optometric
practitioner. This profile is a combination of four main features, namely the competent
optometric practitioner doing (practice management, etc.), the competent optometric
practitioner knowing (technical and scientific skills, etc), the competent optometric
practitioner being (honest and reliable, etc) and finally the competent optometric
practitioner being in the world (flexible and adaptable, etc).
An empirical investigation was performed by means of a structured questionnaire completed
by second, third and final year optometry students at Rand Afrikaans University. The aim of
the questionnaire was in the first instance to determine the respondents' perceived level of
importance of 86 optometric as well as generic competencies. Secondly the questionnaire
aimed to determine the perceived level of efficiency of performance, of these 86
competencies, by the students.
The empirical findings were expected. The respondents made it clear that the list of
competencies were very important in the practicing of optometry. Their involvement in
private practices, community clinics and the Phelophepa healthtrain made their opinions
valid. The implication of these findings would be the extension of the current teachinglearning
programme to include more of these competencies. It was thus rather strange that
these students could rate their perceived level of performance of these competencies as
efficient. The exclusion of most of these competencies in the current teaching-teaming
programme indicated that they could have acquired these skills and knowledge informally or
that they have a vague perception of what the real execution of these competencies implies.
This study recommends a review of the optometric teaching-teaming programme at RAU (as
well as other institutions in SA) thereby placing a greater focus on primary health care. The
review should also include relevant practice-oriented modules and offer greater scope for
specialisation in the various fields that optometry render.