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Rajesh Vagiri,1 Velibanti Sukati,2 Mabitsela Hezekiel Mphasha,3 Nsovo Mayimele,4 Varsha Bangalee,5 Wandisile Grootboom,6 Letlhogonolo Makhele,7 Neelaveni Padayachee8 1Department of Pharmacy, Faculty of Health Sciences, University of Limpopo, Mankweng, Limpopo, 0727, South Africa; 2Department of Optometry, Faculty of Health Sciences, University of Limpopo, Mankweng, Limpopo, 0727, South Africa; 3Department of Public Health, Faculty of Health Sciences, University of Limpopo, Mankweng, Limpopo, 0727, South Africa; 4Department of Pharmaceutical Sciences, Faculty of Science, Tshwane University of Technology, Pretoria, 0001, South Africa; 5Discipline of Pharmaceutical Sciences, School of Health Sciences, University of Kwazulu-Natal, Durban, KwaZulu-Natal, 4000, South Africa; 6Medical School, Nelson Mandela University, Port Elizabeth, 6031, South Africa; 7School of Pharmacy, Sefako Makgatho Health Sciences University, Molotlegi St., Ga-Rankuwa, Pretoria, 0208, South Africa; 8Department of Pharmacy and Pharmacology, School of Therapeutic Sciences, Faculty of Health Sciences, University of Witwatersrand, Johannesburg, Gauteng, 2193, South AfricaCorrespondence: Rajesh Vagiri, Department of Pharmacy, Faculty of Health Sciences, University of Limpopo, Mankweng, Limpopo, 0727, South Africa, Tel +2715 268 4842, Email rajesh.vagiri@ul.ac.zaIntroduction: Anxiety and depression in optometry students are becoming acknowledged as critical concerns, especially given the rigorous demands of their academic curricula. This study aimed to identify the severity of anxiety and depression and their association with socio-demographic, academic, and clinical variables among optometry students in South Africa.Methods: This study was a descriptive, quantitative, and cross-sectional study involving 171 optometry undergraduate students at a university in South Africa. Data was gathered using the Generalized Anxiety Disorder (GAD-7) scale, the Patient Health Questionnaire (PHQ-9), and a questionnaire encompassing socio-demographic, student, and clinical variables. Students who agreed to participate and provided written consent were recruited to participate in this study. The association between socio-demographic, student, and clinical variables with total GAD-7 and PHQ-9 scores was determined using the Mann–Whitney U-test and Kruskal–Wallis test where applicable.Results: More than half of the participants were female (n=63; 63.2%), identified as belonging to the Pedi ethnic group (n=96; 56.1%), single (n=118; 69%), and lived with both parents (n=94; 55.0%). Over half (51.4%; n=88) of the participants reported high levels of anxiety, while two-thirds (n=141; 67.8%) exhibited high levels of depression. Variables such as academic level, receipt of financial bursary, and prior professional psychological support had a significant (p < 0.05) association with total GAD-7 and PHQ-9 scores. Correlation analysis revealed a strong positive correlation between total GAD-7 and PHQ-9 scores (r = 0.77, p < 0.001).Conclusion: Addressing the high levels of anxiety and depression among optometry students necessitates a comprehensive strategy that encompasses the augmentation of mental health resources, fostering resilience, and creating supportive environments. By implementing these strategies, educational institutions can enhance the mental health and well-being of optometry students, ultimately leading to improved academic outcomes and professional readiness.Keywords: anxiety, depression, mental health, optometry students

Purpose: The optometry profession has experienced massive changes amid lockdown in COVID 19 pandemic. This study gauges the impact of COVID-19 on optometry education and practices in India. Methods: The impact of COVID-19 among key stakeholders of Indian optometry that included educators, students, and practitioners was surveyed. The content validity of the survey tool was achieved through a focused group discussion with experts. Results: Of the 1408 responses, 118 were educators, 845 were students and 445 were practitioners. Post COVID-19 lock-down, a high percentage of students (96%) and educators (94%) were now using online mode of education to learn and teach. The blended learning methods were reported to be used by 81% of educators. Practical skills were the most difficult to teach by educators and to learn by students. Almost a third of the students were concerned about their internships and job opportunities amid the pandemic. Practitioners felt confident in performing routine eye examinations with personal protective equipment (PPE). Telemedicine was found to be adopted by 55% of the private practitioners and 49% of the eye hospitals. Conclusion: The COVID-19 pandemic has provided an opportunity to reform Indian optometry education through blended learning methods. Optometry practices changed and adapted instantly to the new hygiene norms that have raised the standard of care provided to patients. Telemedicine emerged as a mode of providing care by optometrists. Overall, all key stakeholders of optometry in India were found to have adapted well to the sudden changes due to COVID 19 pandemic.

Background Access to eye care in rural Nigeria remains limited, as most optometrists work in urban areas. This study explores the factors influencing Nigerian optometry students’ decision to work in rural settings after graduation. Methods A cross-sectional survey was conducted among 400 optometry students from ten accredited Nigerian universities. The students were surveyed on their preferences regarding rural practice and the factors affecting their decisions. Results The majority of respondents (81.3%) were not inclined to establish their first optometric practice in rural areas, with poor living conditions (26.34%) being the most common deterrent. However, a significant proportion (52.8%) expressed willingness to consider establishing subsequent practices in rural areas. Motivation to help the community (56.6%) and the potential to enhance their optometric practice (74.6%) were key drivers for rural practice. Chi-square test revealed that participants’ year of study had a significant influence on their preference to practice in rural areas ( p  < 0.05). However, there was no significant connection between participants’ gender and place of origin, and their preference for rural practice ( p  > 0.05). Conclusion While many students, particularly from urban backgrounds, are reluctant to initiate practice in rural areas after graduation, primarily due to concerns over living conditions. In contrast, students from rural backgrounds show a higher likelihood of considering rural practice, especially within NGOs or the public sector. Hence, such factors should be considered by academic institutions and government bodies when designing policies to address workforce imbalances.

Purpose: To assess the level of knowledge, attitude, and clinical practice of glaucoma among optometry students and optometry practitioners with different years of clinical experience and academic background. Methods: A survey with 20 questions on knowledge, attitude, and practice (KAP) of glaucoma was prepared and self-administered to optometry students and optometry practitioners practicing in an eye hospital/clinic/optical with varied years of clinical experience and education qualification. Results: Among the 558 participants, 57% were optometry practitioners and 43% were students. The knowledge scores among optometry practitioners increased significantly with an increase in the years of clinical experience (P < 0.001). Participants with master's degrees scored higher than participants with bachelor's degrees (P = 0.12). There was no statistically significant difference in knowledge scores based on the type of clinical practice - hospital, private practice, or optical (P = 0.39). Practicing optometrists who performed slit-lamp examination, gonioscopy, IOP measurements, and disc evaluation for the detection of glaucoma had significantly higher knowledge scores than those who did not perform these tests in their practice (P < 0.05). A positive attitude toward glaucoma learning through workshops and hands-on training was reported by optometrists and students. Conclusion: Knowledge about glaucoma was good among optometrists and optometry students and was better among those who handled the diagnostics. All the optometrists had a positive attitude toward enhancing their practice through proper training.

Anxiety and depression in optometry students are becoming acknowledged as critical concerns, especially given the rigorous demands of their academic curricula. This study aimed to identify the severity of anxiety and depression and their association with socio-demographic, academic, and clinical variables among optometry students in South Africa. This study was a descriptive, quantitative, and cross-sectional study involving 171 optometry undergraduate students at a university in South Africa. Data was gathered using the Generalized Anxiety Disorder (GAD-7) scale, the Patient Health Questionnaire (PHQ-9), and a questionnaire encompassing socio-demographic, student, and clinical variables. Students who agreed to participate and provided written consent were recruited to participate in this study. The association between socio-demographic, student, and clinical variables with total GAD-7 and PHQ-9 scores was determined using the Mann-Whitney -test and Kruskal-Wallis test where applicable. More than half of the participants were female (n=63; 63.2%), identified as belonging to ethnic group (n=96; 56.1%), single (n=118; 69%), and lived with both parents (n=94; 55.0%). Over half (51.4%; n=88) of the participants reported high levels of anxiety, while two-thirds (n=141; 67.8%) exhibited high levels of depression. Variables such as academic level, receipt of financial bursary, and prior professional psychological support had a significant ( < 0.05) association with total GAD-7 and PHQ-9 scores. Correlation analysis revealed a strong positive correlation between total GAD-7 and PHQ-9 scores (r = 0.77, < 0.001). Addressing the high levels of anxiety and depression among optometry students necessitates a comprehensive strategy that encompasses the augmentation of mental health resources, fostering resilience, and creating supportive environments. By implementing these strategies, educational institutions can enhance the mental health and well-being of optometry students, ultimately leading to improved academic outcomes and professional readiness.

Background: Public eye care services in South Africa are relatively underdeveloped. This is, in part, due to optometry services historically being private sector-focussed, as well as a lack of ophthalmologists in the country. Optometry students who engage in service learning at public health facilities are well placed to share their perceptions of this service.Aim: To investigate the perceptions and experiences of optometry students regarding public eye care services in South Africa.Setting: Data were collected on the Phelophepa Health Care Train while it was stationed at Musina and Polokwane in 2019.Methods: A qualitative study was conducted using focus group interviews to collect data from South African optometry students. Two focus group sessions were held, with a total sample of 18 representing two different higher education institutions. Interview recordings were transcribed, and data were thematically analysed using interpretive content analysis.Results: Three main themes emerged, namely ‘inability to deliver quality services’, ‘negative perceptions about public eye care services’ and ‘potential to improve public eye care services’. Strengthening infrastructure and human resource capacity were seen as fundamental steps to improving public eye care services in South Africa.Conclusion: Strengthening public eye care services in South Africa is necessary in order to improve the experience-based perceptions of optometry students towards this sector. Addressing eye health system weaknesses through appropriate resourcing will likely contribute to attracting this potential future human resource to the sector, and assist in alleviating the shortage of human resources for eye health within South Africa’s public health service.Contribution: Optometry education and professional practice in South Africa is increasingly adopting a more public health approach. This shift towards strengthening public eye care services and improving human resources capacity for the same is both important and necessary to address unmet eye health needs in the country. However, current gaps and challenges within the public health system may deter new graduates in South Africa from choosing this practice path if the overall challenges of resourcing and capacity to deliver quality services are not addressed.  

Academic motivation enables students to face challenges in their studies and is important for student performance. Academic self-concept refers to students' perceptions of their competencies and ability to learn. The goal of the study was to evaluate academic motivation and self-concept of undergraduate optometry students. We used a mixed methods research design involving a self-administered questionnaire and follow-up semi-structured interviews. Saturated sampling was used to recruit participants. Data were analysed using descriptive and inferential statistics and thematic content analysis. The sample consisted of 166 participants aged between 18 years and 24 years with more females (n = 121) and fourth year students (n = 64). The mean score for extrinsic motivation (4.91 ± 1.42) was larger than the mean scores for intrinsic motivation (4.24 ± 1.48) and amotivation (1.58 ± 1.02). There was no difference in the mean scores for motivation between the different levels of study (p ≥ 0.122) or gender groups (p ≥ 0.100). The mean scores for academic confidence and academic effort were 4.45 ± 0.38 and 4.51 ± 0.69, respectively. The main factors that influenced student motivation were online learning, prospect of graduation, financial independence and support systems. Optometry students have positive perceptions of their academic capabilities and competence, and are motivated to engage in their studies. Students' motivation was influenced by external factors such as higher salaries, prestigious jobs, affluent lifestyle and recognition. Optometry lecturers and curriculum developers should consider academic motivation and self-concept when interacting with students for optimal student well-being.

BACKGROUND: Public eye care services in South Africa are relatively underdeveloped. This is, in part, due to optometry services historically being private sector-focussed, as well as a lack of ophthalmologists in the country. Optometry students who engage in service learning at public health facilities are well placed to share their perceptions of this service. AIM: To investigate the perceptions and experiences of optometry students regarding public eye care services in South Africa. SETTING: Data were collected on the Phelophepa Health Care Train while it was stationed at Musina and Polokwane in 2019. METHODS: A qualitative study was conducted using focus group interviews to collect data from South African optometry students. Two focus group sessions were held, with a total sample of 18 representing two different higher education institutions. Interview recordings were transcribed, and data were thematically analysed using interpretive content analysis. RESULTS: Three main themes emerged, namely 'inability to deliver quality services', 'negative perceptions about public eye care services' and 'potential to improve public eye care services'. Strengthening infrastructure and human resource capacity were seen as fundamental steps to improving public eye care services in South Africa. CONCLUSION: Strengthening public eye care services in South Africa is necessary in order to improve the experience-based perceptions of optometry students towards this sector. Addressing eye health system weaknesses through appropriate resourcing will likely contribute to attracting this potential future human resource to the sector, and assist in alleviating the shortage of human resources for eye health within South Africa's public health service CONTRIBUTION: Optometry education and professional practice in South Africa is increasingly adopting a more public health approach. This shift towards strengthening public eye care services and improving human resources capacity for the same is both important and necessary to address unmet eye health needs in the country. However, current gaps and challenges within the public health system may deter new graduates in South Africa from choosing this practice path if the overall challenges of resourcing and capacity to deliver quality services are not addressed.

The objective of this study was to establish the perceptions, expectations, apprehensions and realities of South Africa optometry students completing their undergraduate studies in 2006. Copies of a questionnaire containing relevant information were distributed to all graduating students at the four Universities offering Optometry. The responses were coded and analyzed. The respondents (N=143), representing 77% of the graduating students included 27.3% males and 72.7% females, aged 20 to 37 years (mean = 23.34 ± 2.75). About a third (32.9%) of the respondents considered opening their own practice as the best way of entering into practice. Also, this mode of practice was considered as providing the greatest fulfilment for their personal (60.8%) and professional (53.8%) goals as well as offering long  term financial security (43.7%). Many (56.6%) have secured employment before graduation. Upon graduation, 43.4% would like to join a franchise.  Many (79.7%) felt that Government was not offering sufficient opportunities for optometrists. The majority, (70.6%) felt that the South African optometry profession is fastly becoming saturated and this was of great concern to many (31.5%). About half, (50.3%) have plans to go overseas to practice and the most common destinations were the UK (36.1%) and Australia (15%).  The mean minimum monthly salary expected as new graduates was between R9 500 and R11 500 in the public and private sectors respectively. On a response scale, the future of optometry in South Africa was scored as 6.59 ± 1.92. Findings in this study may be useful to all stake holders in optometric education in South Africa, as they may reflect the future of the optometry profession in the country.

Background Human resources for eye health are inequitably distributed in most developing countries including Ghana. In spite of this, most eye care workers are concentrated in urban areas to the disadvantage of rural dwellers who need the services of these workers the most. The aim of the study was to investigate factors that will influence Ghanaian Optometry students’ decision to work in rural areas after completion of their training. Method A cross-sectional survey was conducted among Ghanaian optometry undergraduate students. All undergraduate optometry students (first to sixth year) who agreed to take part in the research completed a 37 item questionnaire that explored; demographic characteristics, views about practice choice and possible attractions and incentives to practice in the rural area. Results A total of 333 (87.4%) participants out of 381 Ghanaian optometry students who were registered for the 2015/2016 academic year completed the questionnaire. Rural origin students had the greatest desire to practice in the rural setting when employed by the Government (78.9%) or by NGO (80.3%). Financial incentives (76.6%), scholarship for further studies (76.0%), better living conditions (71.2%) and career ladder jump for rural health workers (71.2%) were the main incentives that influenced the intention of graduate optometrists to practice in the rural areas. Conclusion Rural origin students are more inclined to work in rural areas than urban origin students, a finding which is informative for optometry training schools when managing their admission policies. Financial incentives among other factors will encourage more students to engage in rural optometric practice irrespective of their place of origin.