Teaching the Balancing Act: Integrating Patient And Professional Agendas in Optometry

Authors

Marlee M. Spafford, University of Waterloo
Lorelei Lingard, University of Toronto
Catherine F. Schryer, University of Waterloo
Patricia K. Hrynchak, University of Waterloo

Document Type

Article

Publication Date

Fall 2005

Journal

Optometric Education

Volume

31

Issue

1

First Page

21

Last Page

27

Abstract

PURPOSE: We observed novice case presentations to identify the opportunities optometry students have to learn about balancing patient and professional agendas.

METHODS: Eight optometry students and 6 faculty optometrists were audio-recorded during 31 case presentations. Four students and 4 optometrists from the field observations were interviewed. We analyzed the data using a grounded theory method.

RESULTS: Students encountered patient and professional agendas that were both compatible (these instances typically involved appointment purpose and treatment options) and incompatible (these instances typically involved patient consent and 'guideline adherence).

CONCLUSIONS: Ideally through explicit instruction, optometrists facilitated the student's ability to negotiate these tensions by articulating the logic behind their actions.

Notes

Dr. Lorelei Lingard is currently a faculty member at The University of Western Ontario.