Ocular Diseases and Diagnostics, 7.5 credits

Degree of Bachelor of Science in Optometry of 180 credits and professional status qualification as optician with contact lens qualification. Or Degree of Bachelor of Science in Nursing of at least 180 credits, professional status qualification as nurse and 60 credits supplementation within eye care.

Knowledge in Swedish and English equivalent Swedish B/ Swedish 3 and English A/ English 6 (with lowest grade Passed).

... SE SKRIVNING i 3OP013

After the course, the student should be able to

Knowledge and understanding
1. demonstrate a broad knowledge of and recognize clinical expressions of eye diseases
2. exhibit extensive knowledge of the disease course and treatment methods for commonly occurring eye conditions
3. demonstrate comprehensive knowledge of evaluating information from techniques such as OCT, visual field measurement, and fundus documentation

Competence and skills
4. identify structural changes and functional abnormalities and relate them to each other
5. apply differential diagnosis based on symptomatology and/or ocular manifestations
6. plan and conduct relevant examinations based on symptomatology and/or ocular manifestations
7. confirm and/or dismiss suspicions of commonly occurring eye diseases

Judgement and approach
8. describe one's own and other professional's roles significance in an interprofessional perspective and translate this into patient care
9. reason about priorities in healthcare and considerations related to the prevalence of the disease, treatment possibilities, and its socio-economic effects.

The course covers diseases of the anterior and posterior segments of the eye with a significant focus on the most common age-related degenerative eye conditions. Students will learn differential diagnosis based on clinical manifestations, the relationship between structure and function, and symptomatology. Results from diagnostic tools are interpreted and evaluated. Emphasis is placed on appropriate management based on the healthcare provider's level of care, including decisions regarding self-monitoring, discharge, or appropriate referral to the relevant care provider.The course provides a good understanding of current treatment methods to facilitate optimal patient care, both before and after contact with healthcare services. Screening as a tool for disease detection is discussed in terms of prevalence, screening methods, treatment options, and societal perspectives. The course's clinical learning activities are largely conducted through collaboration among various healthcare professions, known as interprofessional learning and collaboration (IPLS).

The course is divided into the following four modules:

The course includes self-studies, theoretical overview and clinical training (VIL). The theoretical overview is made through different tuition forms (case methodology, lectures etc). The students are given a possibility to train practical skills but must take a great responsibility themselves.

​Some course elements are compulsory, see heading "Examination".

The course is examined in the following way:

Module 1, Scientific development, examines aim 1-8
a) compulsory written assignments
The module is graded U (Fail) or G (Pass). The grade G requires fulfillment of compulsory course elements, according to instructions.

Module 2, Clinical work part 1, examines aim 4-9
a) continuous examination of clinical proficiencies and patient care during VIL, is graded U or G
The module is graded as examination a, U or G.

Module 3, Clinical work part 2, examines aim 4-9
a) continuous examination of clinical proficiencies and patient care during VIL, is graded U or G
The module is graded as examination a, U or G.

Module 4, Theoretical understanding, examines aim 1-9
a) written examination, is graded U, G or VG (Pass with distinction)
The module is graded as the written examination, U, G or VG.

Course grade
The course is graded U, G or VG.
The grade G on the entire course requires G on module 1, 2, 3 and 4.
The grade VG on the entire course requires G on module 1, 2 and 3, as well as VG on module 4.

Absence from or unfullfillment of compulsory course element
The examiner decides whether, and if so how, absence from or unfulfillment of compulsory course elements can be made up for. Study results cannot be reported until the student has participated in or fulfilled compulsory course elements, or compensated for any absence/ failure to fulfill in accordance with instructions from the examiner. Absence from or unfulfillment of a compulsory course element may imply that the student can not retake the element until the next time the course is offered.

Guidelines in case of failure of VIL/VFU
The examiner may, with immediate effect, interrupt a student's clinical placement (or equivalent) if the student demonstrates such serious deficiencies in knowledge, skills or attitude that patient safety or patient confidence in healthcare is at risk. If a clinical placement is interrupted in this way the student is deemed to have failed that element and to have used up one clinical placement opportunity. In such cases, an individual action plan should be set up stating which activities and tests are required before the student is qualified for a new clinical placement on the course.

Possibility of exception from the course syllabus' regulations on examination
If there are special grounds, or a need for adaptation for a student with a disability, the examiner may decide to deviate from the syllabus's regulations on the examination form, the number of examination opportunities, the possibility of supplementation or exemptions from the compulsory section/s of the course etc. Content and learning outcomes as well as the level of expected knowledge, skills and attitudes may not be changed, removed or reduced.

If the course is cancelled or goes through substantial changes, information about interim regulations will be stated here.

Course evaluation takes place according to guidelines established by Karolinska Institutet.

Teaching in English may occur.