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Comparison of Agreement and Accuracy using Binocular Wavefront Optometer with Autorefractor and Phoropter
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Reflective practice in optometry education.

Rachael Lim1, Brett Vaughan1, Robyn Woodward-Kron1

  • 1Department of Medical Education, University of Melbourne, Melbourne, Australia.

Clinical & Experimental Optometry
|April 8, 2026
PubMed
Summary
This summary is machine-generated.

Teaching reflective practice in optometry is crucial for professional development. Current optometry education implicitly includes reflective activities, but their effectiveness and explicit teaching require further investigation.

Keywords:
Optometry educationreflective practicereview

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Area of Science:

  • Optometry Education
  • Professional Development
  • Pedagogical Methods

Background:

  • Reflective practice is essential for lifelong learning and critical thinking in healthcare professions.
  • Optometrists are increasingly expected to utilize reflection in their professional development.
  • This study investigates the methodologies used to teach reflective practice within optometry programs.

Purpose of the Study:

  • To explore and analyze the teaching methodologies of reflective practice in optometry education.
  • To identify common reflective activities and their integration into curricula.
  • To assess the explicit discussion and evaluation of reflective practice's effectiveness in optometry literature.

Main Methods:

  • A comprehensive scoping review was performed following the Johanna Briggs Institute methodology.
  • Content analysis was employed to examine identified reflective practice methodologies.
  • Six major databases were systematically searched up to November 1, 2023.

Main Results:

  • Out of 3495 initial publications, 37 articles detailed reflective activities in optometry education.
  • Commonly reported activities included focus groups, interviews, portfolios, reflective writing, and in-action reflection prompts.
  • Only eight articles discussed the impact of reflection on student learning, indicating limited evaluation.

Conclusions:

  • Reflective practice is implicitly incorporated but not explicitly addressed or evaluated in optometry education literature.
  • The effectiveness of current reflective practice training in optometry remains under-researched and potentially unrecognized by students.
  • Further research is necessary to enhance the intentional and effective integration of reflective practice training in optometry curricula.