Theme: Creating effective AOP trainers
Author: Mallika Devi, Aravind Eye Hospital Coimbatore.
Abstract:
We choose Trainers based on their commitment involvement and dedication in their work. Once the trainee completes training and recruited as an employee the senior trainer checks whether the employee is interested in training people.
Each trainee gets a mentor. Each mentor take a responsibility for their trainee and reports to the senior trainer. Mentor has more role in shaping the trainee allotted to her. If the mentor performs well in guiding the trainee and is interested in moulding them they will be tentatively given coordinating roles for the trainees’ classes.
If their attitude knowledge and skill is appropriate to role model they will be chosen as trainers. This is obvious through the academic performance of 2019 and 2020 results. There are no failures among 23 counsellors. This experimental method motivates not only the trainees but also the trainer. Dedicated involved and focused work always yields better results.
Author: Jinat Ferdousi, Deep Eye Care Foundation.
Abstract:
Introduction:
A competent AOP can enhance and add to the quality of eye care health service. The role of a trainer is to develop competency based skills in a trainee to perform productively and efficiently in the work place. The aim of the study was to assess the effectiveness of the AOP trainers in an ongoing AOP training program and improvement of trainees.
Method:
An evaluation survey was conducted after two months of starting of a year-long AOP training program in Deep Eye Care foundation. As a part of the survey, we assessed the effectiveness of the trainer for the AOP training. A trainee feedback form was given at the end of each class from March to April, 2021. Scoring was done by the trainees after every class to rate the trainer using 5-point rating scale. Trainers attended skill upgrading sessions taken by the senior faculty.
Result:
Total 41 classes were conducted during the study period and total number of Trainer was 13 including Consultants (2), Medical Officers (7), Optometrists (1), Refractionists (2) and Senior MLOP (1). Majority of the trainer (84.6%) got positive feedback for their class. Among all the trainers, highest average score was 5.00 and lowest average score was 3.2, out of 5 point. 15 review sessions were arranged by senior faculty to identify the teaching skills to be upgraded in the trainers.
Conclusion:
A quality improvement is seen in the total service system of the hospital. AOP trainees and trainers have been actively taking part in the evaluation program. Trainer Skill and teaching method is improved, and the quality of the training sessions has developed a very effective two way feedback system.
Author: R.Muthulakshmi, Aravind Eye Hospital
Abstract:
We had been training and developing orthoptists in and outside our country over 18 yrs. Over this period we have modified and evolved our methods of teaching. Our selection process ensures admission of qualified and enthusiastic personnel. An external candidate is usually required to be a graduate in Optometry with minimum 1yr experience. Internal candidates are expected to have zeal in the subject and with minimum 3yrs of training in refraction. A diligent and an elaborate training schedule is prepared taking the trainees areas of interest into account as per the application submitted. The schedule is divided into three parts over 6 months involving theory classes, colloquial language teaching and observation, examination of patients under supervision and finally allowing them to examine cases independently. Trainees are provided with the time table of classes and presentations to ensure prior topic acquaintance. To ensure their contribution to literature, each trainee is allotted a research topic during their training. Additionally, in view of myriad presentation of paediatric age groups with various disorders, orthoptic trainee is also given special training in Low Vision and Contact Lens. Continuous supervision ensures improvement in the trainee’s performance in terms of quality and time taken and duration of examination of a particular case. Most of all we provide training in soft skills like counselling to the parents and pacifying the paediatric age group. At the end of the elaborate training, final exam and skill assessment are mandatory to check the competency of the trainee in all aspects. Above all, we continue to stay in constant touch with our trainees to help them and to clarify their doubts that arises during their early independent evaluation of patients in their work-place. We also discuss complex cases and interesting topics over webinars with international faculty included.
Author: Unnati Vaish, Sitapur Eye Hospital
Abstract:
Introduction:
Qualitative theory & practical teaching is very important in the path to becoming competent decision makers, in students often reflect on their own actions. It is very important that they achieve self-efficacy and remain in their profession. An important area of improvement that has emerged in the research is the strengthening students target and supporting them with realistic hopes. The practice teacher’s role in knowledge-based expertise is considered positive, and the reflection groups in which ophthalmic students interact stimulate reflection and increase professional engagement in practice.
Aim:
To improve the quality teaching of trainees.
Methodology:
The research was cross-sectional, purposive sampling was done in 24 trainees.
VARK assessment
Approach to learning
Send topics outcome to students via electronic media
Choose learning style / Cycle (Blooms taxonomy)
Create proper Learning environment for better understanding
Demonstration
Work sheet distribution & completion (Self-assessment)
On the basis of scoring in check list, discuss missing things by students in groups to save time.
Re- session of practical session
When student achieve minimum target scoring like 60 or 70 %, then they will be free for direct contact to patients depends on severity & side effects of test & give the training to juniors under mentor -mentee concept.
Result:
We took online VARK questionnaire assessment. Maximum score marks got in kinetics (155) & auditory (138). These score reflects multimodal learning. We followed same pattern in teaching bloom taxonomy, videos, mentor –mentee concept.
Discussion:
Mixture of advance & traditional teaching will help in quality learning as well as will be very beneficial for institutes with minimal resources. Educational background is one of the most critical factor that influence the learning style. This necessitates teachers to effectively deliver according to needs of students. These multi Concept model is necessary to keep the attention & motivation of our students.