SPOKE: Sector Partnership for Optical Knowledge and Education

The case study explains how technology was harnessed in order to deliver hybrid learning in the context of prescribing for optometrists:

Using an outcome-based approach to facilitate optometrists’ learning in the context of prescribing and to help identify progression routes (Gosling and Moon 2002), Moodle, the University’s online learning environment, has played a key role in supporting students’ learning in text-based modalities (Principles of Therapeutics), or visual and/or audio modalities (Principles of Prescribing/Independent Prescribing). Asynchronous learning (learning that does not occur in the same place or at the same time) using lecture notes and pre-recorded material are used as pre-learning material so students can independently study pre-recorded lectures or published articles and complete reflective work before attending the sessions (McLaughlin et al 2016).   For prescribing, these topics include anatomy and physiology, immunology, pharmacology, microbiology and differential diagnosis of eye disease.    MS Teams/Zoom has supported synchronous teaching (learning that takes place with participants all engaging in the material in real time in different places) in small, specialised groups ensuring evidence-based, problem led teaching in the areas of primary eye care or glaucoma.  Jisc (2020) identified that students prefer online tutorials and seminars in small groups – when learning is activity focused, communities can be built and smaller group sizes encourage greater interaction with teaching staff and peers, leading to greater engagement with learning (Arzt 2011). 

Outcome 1. Person Centred Care ☐

Outcome 2. Communication ☐

Outcome 3. Clinical Care ☐

Outcome 4. Ethics and Standards  ☐

Outcome 5. Risk ☐

Outcome 6. Leadership and Management ☐

Outcome 7. Lifelong Learning ☐         

Scaffolding/Student experience & engagement ☒