ArticleBMC medical education2025
Pedagogical strategies for specialised coursework postgraduate programmes in optometry: a mixed methods study for South Africa.
Article in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
backgroundHigher Education Institutions (HEI) in South Africa (SA) have no coursework postgraduate programmes to upskill the existing expertise of optometrists in any specialised optometric field. It is currently unknown what would be a suitable strategy for teaching, learning and assessment, should postgraduate educational opportunities be made available in SA. This study aimed to explore pedagogical strategies for developing specialised postgraduate coursework in optometry for South African HEIs.
methodsA concurrent mixed methods study sequentially followed by a modified Delphi survey was conducted from March 2023 to September 2023. Four online focus group discussions (Microsoft Teams) with optometric educators from HEIs in SA was conducted concurrently with an online questionnaire (EvaSys Survey System V.8.2) with conveniently sampled optometric practitioners. After data merging, a Delphi survey with identified education experts was conducted to draw definitive conclusions from disparate findings of the merged data. A 70% consensus target was achieved through a two-round qualitative and quantitative online survey.
resultsIn-person procedural skills development was preferred with online training as a supplementary modality. For content knowledge, online modalities were the option of choice. Optometric practitioners preferred a continuous assessment strategy (72.0%) but remained mostly neutral about the value of summative assessments (38.7%). Optometric educators also preferred continuous assessments but did note that for high stakes assessments, summative assessment should be retained. This notion was endorsed by the Delphi panellists.
conclusionThe pedagogy proposed for postgraduate programmes was underpinned by the Technological Pedagogical and Content Knowledge (TPACK) model. A continuous assessment strategy imbedded in a competency-based education approach would best serve the purpose of coursework programmes within a work-integrated learning system for working professionals. The empirical evidence generated could form part of a broader framework for postgraduate coursework programmes for optometry in SA.
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