Pedagogic barriers
Students joining specialist registration courses may have a variety of different educational foundations — some might have studied in different countries , or have taken non-traditional routes into optometry.
Within the same cohort, some learners may bring years of hands-on experience in clinical practice, while others are entering specialist training soon after finishing, or even during, their undergraduate degrees. These varied pathways can lead to differences in foundational knowledge, clinical confidence, learning styles, and expectations of the course. As a result, lecturers may find it difficult to design teaching that meets everyone’s needs, ensuring all students are equally supported and prepared to succeed in their advanced studies. This diversity, while valuable, calls for thoughtful curriculum design and inclusive teaching strategies that can bridge gaps and harness the strengths each learner brings.
Challenges:
- Lack of familiarity with modern learning and assessment approaches
Some learners may be unfamiliar with contemporary teaching methods, such as competency-based assessment, reflective practice, or portfolio learning, which can create anxiety and uncertainty at the outset. - Fear of academic misconduct
There is widespread concern among learners about unintentionally breaching academic rules—especially with the rise of AI tools like ChatGPT—and fears of severe consequences can discourage engagement before the course even begins. - Preparing students for further study
To promote confidence and motivation, learners need clear, supportive guidance on what academic study involves today—so they begin with curiosity rather than fear. - Challenge of remote learning
Online learning environments can feel isolating, especially for those who never get to interact informally with peers or hear from others who have taken similar courses. - Access to the student
Geographic distance, and varying availability can make it difficult to maintain regular contact or provide consistent support to every learner. - Independent learning skills
Many learners are not used to managing their own study schedules or engaging in self-directed learning, which can be a steep adjustment. - Technology literacy and skills
Navigating virtual learning platforms, digital assessments, and online collaboration tools can be challenging for learners with limited experience in using educational technology. - Differences in international educational backgrounds
Learners educated outside the UK may be unfamiliar with British academic expectations, terminology, or standards, which can create barriers to success. - Returning to academia after time away
For those re-entering study after years in clinical practice, the academic environment may feel unfamiliar and intimidating, especially when expectations are not clearly defined. - Understanding academic conventions
Learners may lack awareness of key academic practices such as critical writing, source referencing, or formal communication, requiring tailored support. - Academic integrity
Some students may not fully understand what constitutes academic misconduct (e.g. plagiarism) or how to avoid it, increasing the risk of academic penalties (and fitness to practice procedures) despite good intentions. - Online exams and new assessment formats
Digital assessment methods, such as remote exams or e-portfolios, may be unfamiliar to many learners and require clear instructions and preparation. - Unclear expectations and need for autonomy
Learners often begin without a clear understanding of what will be expected of them, particularly in terms of self-management, initiative, and critical thinking (see SPOKE Project 5 online toolkit to help develop autonomy in student optical professionals). - Authentic and inclusive assessment design
Assessments must be thoughtfully designed to be meaningful and accessible to learners from diverse backgrounds, reducing bias and supporting equity. - Reflection
Reflective writing is a relatively recent addition to optometric and ophthalmic dispensing education, and many experienced professionals struggle to understand or apply it effectively and may feel vulnerable when exposed to feedback.
Suggestions:
Academic conventions - provide learner induction to ensure presentation and information management expectations are clear.
"What helped you?” - gather insights directly from former students to identify which teaching approaches, resources, or supports were most effective. Consider using surveys, focus groups, or testimonials to capture this feedback.
Supervision support - clearly define and model what effective supervision entails, including setting regular check-ins, maintaining open lines of communication, being approachable, and providing constructive, timely feedback. Offer examples of ‘what great looks like’ so supervisors can understand expectations.
Case records - integrate real-life case records into the curriculum to help students connect theory to practice.
Learning development support - ensure students have access to academic development resources, such as workshops on report writing, revision strategies, time management, and critical thinking.
Multiple assessment types - use a variety of assessment formats—such as; practice OSCEs, reflective journals, case presentations, multiple-choice tests, and practical skills assessments, to give students multiple ways to demonstrate their learning and reduce reliance on exams.
Define expectations from the start - set clear academic and professional expectations from day one. Be transparent about attendance policies, assessment criteria, feedback timelines, and professional conduct. Consider including this information in a course induction pack.
Clear, accessible guidance - ensure all course materials, handbooks, and assessments are written in plain language and are easily accessible. Use consistent formatting and structure, and make documents available in accessible formats to support students with additional learning needs.
Development sessions - offer structured development sessions early in the course to help students understand what is required at this level of study. Use real examples of assessments to show the standard expected, and discuss academic integrity, referencing, and how to seek support if needed.
Entrance exam - consider implementing an entrance exam to help leaners (especially those returning to education after a break) to re-engage with study habits. This can also help identify areas of strength and areas where support may be needed, at an early stage.
Templates and examples - to clarify expectations, provide examples of common assessments, such as case reports or reflective accounts and provide learners with templates to help learners understand academic conventions and how to structure reports.
Feedback opportunities - offer regular practical exercises with detailed feedback to build confidence, reinforce learning and identify areas for improvement without the pressure of formal assessment. Use feedback as a tool for improvement and an opportunity to build confidence and provide a safe-space for learners to make mistakes.
Provide training - for course leaders in managing diverse cohorts and adapting teaching approaches to help staff feel more equipped to meet the varied needs of learners.