Ravid Doron, Rachel Eichler, Vidyut Rajhans
ABSTRACT Purpose Optometry education strives to develop competencies required for reflective practice in its pupils. The forced changes in academia during COVID-19 pandemic, rapid switching to online methods imposed serious challenges on the training of reflective skills. We hypothesize that the synchronous online sessions of case-based reflections are effective in imparting training for reflective practice in optometry students.
Methods A prospective study was done with planned, synchronous, online, small group workshops for case-based reflections through the second year of optometry program during ‘introduction to patient care’ course. The reflective competencies were measured with a modified Groningen Reflection Ability Scale (GRAS) at the beginning and towards conclusion. Data was analysed with Mann-Whitney one tail test and qualitative thematic methods.
Results Total of 104 students participated in the study. The aggregate score showed significant improvement (p<0.05) in students’ reflective ability. A rising trend was seen in each component namely self-reflection, empathetic and communication reflections.
Discussions The results demonstrate that the reflective skills can be developed using virtual patient experiences, case-based reflective practices conducted in synchronous small group workshops in online mode. Students perceived it as useful activity in developing themselves as healthcare professionals.
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