National Commission for Allied and Healthcare

Professions
COMPETENCY BASED CURRICULUM
for

“OPTOMETRY”

As per the NCAHP Act -2021

APPROVED SYLLABUS
2025

Ministry of Health & Family Welfare

 Contents

Contributors to drafting and review 5

List of Abbreviations 6
Chapter 1: Introduction to the Handbook 10
Who is an Allied and Healthcare Professional? 10
Scope and need for allied and healthcare professionals in the Indian healthcare
system 11
Learning goals and objectives for allied and healthcare professionals 12
Introduction of salient elements in allied and healthcare education 17
Competency-based curriculum 17
Credit hours 18
Integrated structure of the curriculum 19
Introduction of foundation course in the curriculum 19
Learning methodologies 20
Assessment methods 22
Chapter 2: Methodology of curriculum development 23
Chapter 3: Background of the profession 27
Statement of Philosophy– Why this profession holds so much importance 27
About Optometry 28
Recognition of Title and qualification 28
Levels of careers in clinic and Industry 35
Levels of careers in Academics and Research 36
Definition of Optometrist 39
Education of the Optometry 40
Entry requirements 40
Course duration 41
Exit exam/Licensure exam 42
Teaching faculty and infrastructure 42
Chapter 4: Curriculum 45
Background 45
Bachelor of Optometry 47
Introduction 47
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 Eligibility for admission 48
Provision for Lateral Entry 49
Duration of the course 49
Medium of instruction 49
Attendance 50
Assessment 50
Curriculum Outline 52
Skills based outcomes and monitorable indicators for Optometrist 170
UG Log book 171
Curriculum mapping & Credit Management 179
Research project guidelines 187
Internship guidelines 187
Master of Optometry 189
Eligibility for admission: 189
Duration of the course 189
Medium of instruction 189
Attendance 189
Curriculum Outline 191
Assessment 194
PG Log book 234
Credits & Assessment outline 237
Skills based outcomes and monitorable indicators for Optometrist 241
PhD guidelines 246
Chapter 5: Competency Standards for Entry Level into the Profession of
Optometry in India 254
Indian Entry Level Optometry Competency Skill Standard (IELOCS) 254
Indian Masters Level Optometry Competency Standard (IMLOCS) 304
Chapter 6: Job Description for all levels 337
Minimum Standard Requirement 341
Library details 351
References 352

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 CONTRIBUTORS TO DRAFTING AND REVIEW

OPTOMETRY TASKFORCE

1. Dr.Venkataramana Kalikivayi PhD, Professor & Head of the Department, Ahalia

School of Optometry & Research Centre, Palakkad, Kerala, India. Interim
Commission Member in ICAHP, MOHFW, Govt.of India.
2. Dr.Aditya Goyal B.Opt, PhD. Principal, Sankara College of Optometry, Bangalore.
Karnataka, India.
Interim Commission Member in ICAHP, MOHFW, Govt.of India.
3. Dr.R Krishna Kumar Ph.D, Advisor, Optometry services, Sankara Nethralaya,
Chennai, Tamil Nadu, India.
4. Dr. Prema K Chande Ph.D. Professor & Head of the Department, Lotus College of
Optometry, Lotus Eye Hospital, Juhu, Mumbai. Maharashtra, India.
5. Dr.Shrikant R. Bharadwaj PhD, Scientist and Network Associate Director, Brien
Holden Institute of Optometry and Vision Sciences, L V Prasad Eye Institute,
Hyderabad, Telengana.
6. Dr. Kamal Pant PhD, Associate Professor and Head, Department of Optometry,
Faculty of Paramedical Sciences, Uttar Pradesh University of Medical Sciences,
Saifai (Etawah). U.P, India.
7. Optom. Amit Jagannath Shinde M.Optom, Professor, In-charge, Bharati Vidyapeeth
Deemed to Be University, School of Optometry, Pune, Maharashtra, India.
8. Optom. Sneha Aggarwal M.Optom, Senior Optometrist, Dr. R. P. Centre for
Ophthalmic Sciences, All India Institute of Medical Sciences (AIIMS), New Delhi.
India.
9. Mr.Jayanta Bhattacharjee M. Optom, Ast Professor, Vidyasagar College of
Optometry and Vision Science, West Bengal, Kolkata.

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 List of Abbreviations
AHP Allied and Healthcare Professional
AED Automated External Defibrillator
ANSI American National Standard Institute
AYUSH Ayurveda, Yoga and Naturopathy, Unani, Siddha and
Homoeopathy
BOptom Bachelor of Optometry
BLS Basic Life Support
BMW Bio Medical Waste
BSc Bachelor of Science
BSV Binocular Single Vision
BVM Bag-Valve-Masks
C Credit
CR Challenge rating
CE Continuing Education
CATS Credit Accumulation and Transfer System
CbD Case-based Discussion
CBSE Central Board of Secondary Education
CEX Mini Case Evaluation Exercise
CHC Community Health Centre
CL Contact Lenses
CLC Circle of Least Confusion
CMOC Common Minimum Optometry Curriculum
COPD Chronic Obstructive Pulmonary Disease
CPR Cardiopulmonary Resuscitation
CPU Central Processing Unit
DH District Hospital
DOPs Direct Observation of Procedures

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 EBV Epstein-Barr Virus
ECG Electro Cardio Gram
ECHO Echocardiography
ECTS European Credit Transfer System
EEG Electroencephalogram
EMG Electromyography
EOG Electrooculogram
ERG Electroretinogram
ESI Employees' State Insurance
FAQ Frequently Asked Questions
FDA Food and Drug Administration
GSE Gullstrand‟s Schematic Eye
HBV Hepatitis B Virus
HIV Human Immunodeficiency Virus
HPV Human Papilloma Virus
HSSC Healthcare Sector Skill Council
HVID Horizontal Visible Iris Diameter
IA Internal Assessment
ICAHP Interim Commission for Allied & Healthcare Professions
ICT Information & Communication Technology
ICU Intensive Care Unit
IELOCS Indian Entry Level Optometry Competency Skill Standard
ILO International Labour Organization
IPD Inter-pupillary distance
KPI Key Performance Indicator
JCC Jackson Cross-Cylinder
JCI Joint Commission International
L Lecture
LAN Local Area Network

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 LPS Levator Palpebrae Superioris
M Optom Master of Optometry
MLC Medico Legal Case
MoHFW Ministry of Health and Family Welfare
MS Microsoft
MSc Master of Science
MSR Minimum Standard Requirement
MTF Modulation Transfer Function
NAAC National Assessment and Accreditation Council
National Accreditation Board for Hospitals & Healthcare
NABH
Providers
NCRC National Curricula Review Committee
NCAHP National Commission for Allied & Healthcare Professions
NIAHS National Initiative for Allied and Healthcare Sciences
NITBUT Non-Invasive Tear Break-Up Time
NPCB National Programme for Control of Blindness
OSCE Objective Structured Clinical Examination
OSLER Objective Structured Long Examination Record
OSPE Objective Structured Practical Examination
P Practical
PBCT Prism Bar Cover Test
PFT Pulmonary Function Test
PHC Primary Health Centre
PhD Doctor of Philosophy
PPE Personal protective equipment
RAPD Relative Afferent Pupillary Defect
RGP Rigid Gas Permeable
ROPLAS Regurgitation On Pressure over Lacrimal Sac
SCA Sudden Cardiac Arrest

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 SCL Soft Contact Lenses
SDH Sub District Hospital
SMP Simultaneous macular perception
SN Staff Nurse
STD Sexually Transmitted Diseases
T Theory
TBUT Tear breakup time
TSU Technical Support Unit
UE University Examination
UHC Universal Health Coverage
UV Ultra Violet
VEP Visual Evoked Potential
WAN Wide Area Network
WCA Workmen's Compensation Act
WHO World Health Organization
WWW World Wide Web

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Chapter 1
Introduction to the
Handbook
Chapter 1: Introduction to the Handbook

The report „From Paramedics to Allied Health Professionals: Landscaping the Journey
and Way Forward‟ that was published in 2012, marked the variance in education and
training practices for the allied and healthcare courses offered by institutions across the
country. This prompted the Ministry of Health and Family Welfare to envisage the
creation of national guidelines for education and career pathways of allied and healthcare
professionals, with a structured curriculum based on skills and competencies. Thus, this
handbook has been designed to familiarize universities, colleges, healthcare providers as
well as educators offering allied and healthcare courses with these national standards.
Individually, created for different professional groups of allied and healthcare, this
handbook aims to reduce the variation in education by having a standardized curriculum,
career pathways, nomenclature and other details for each profession. The change from a
purely didactic approach will create better skilled professionals and improve the quality of
overall patient care. Based on the recommendations of the NCAHP Act this handbook can
also guide the thousands of young adults who choose healthcare as a profession on the
appropriate course of action to enable them to be skilled allied and healthcare
professionals of the future

Who is an Allied and Healthcare Professional?

The Ministry of Health and Family Welfare, accepted in its entirety the definition of an
allied and healthcare professional based on the afore-mentioned report, though the same
has evolved after multiple consultations and the recommended definition is now as
follows-
„Allied and healthcare professionals (AHPs) includes individuals involved with the delivery of health or
healthcare related services, with qualification and competence in therapeutic, diagnostic, curative,
preventive and/or rehabilitative interventions. They work in multidisciplinary health teams in varied
healthcare settings including doctors (physicians and specialist), nurses and public health officials to
promote, protect, treat and/or manage a person(„s) physical, mental, social, emotional, environmental
health and holistic well-being.‟

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 The National Commission for Allied and Healthcare Professions Act, 2021 (The
NCAHP Act 2021) was passed by Rajya Sabha on March 16, 2021, and by Lok Sabha
on March 24, 2021. The Government notified it in the Gazette of India on March 28,
2021, after it received the assent of the President. The Act provides for “regulation
and maintenance of standards of education and services by allied and healthcare
professionals, assessment of institutions, maintenance of a Central Register and State
Register” of professionals.

NCAHP Act is to provide for regulation and maintenance of standards of education

and services by allied and healthcare professionals, assessment of institutions,
maintenance of a Central Register and State Register and creation of a system to
improve access, research and development and adoption of latest scientific
advancement and for matters connected therewith or incidental thereto.

Scope and need for allied and healthcare professionals in the Indian
healthcare system

The quality of medical care has improved tremendously in the last few decades due to the
advances in technology, thus creating fresh challenges in the field of healthcare. It is now
widely recognized that health service delivery is a team effort involving both clinicians
and non-clinicians, and is not the sole duty of physicians and nurses.1 Professionals that
can competently handle sophisticated machinery, advanced protocols and interpret reports
and analyze results are now in high demand globally. In fact, diagnosis is now so
dependent on technology, that allied and healthcare professionals (AHPs) are vital to
diagnosis and successful management

As the Indian government aims for Universal Health Coverage, the lack of skilled human
resource may prove to be the biggest impediment in its path to achieve targeted goals. The
benefits of having AHPs in the healthcare system are still unexplored in India. Although
an enormous amount of evidence suggests that the benefits of AHPs range from
improving access to healthcare services to significant reduction in the cost of care, the
Indian healthcare system still revolves around the doctor-centric approach leading to long
waiting lists and delayed treatments.. The privatization of healthcare has also led to an
ever-increasing out-of-pocket expenditure by the population. However, many examples
assert the need of skilled allied and healthcare professionals in the system, such as in the
case of stroke survivors, it is the support of AHPs that significantly enhance their
rehabilitation and long term treatment ensures return to normal life. AHPs also play a
significant role to reduce chronic workforce shortages and improve patient access in a
range of locations and special care for patients who struggle mentally and emotionally in
the current challenging environment and require mental health support; and help them
return to well-being.2 Children with communication difficulties, the elderly, cancer
patients, patients with long term conditions such as diabetes people with vision problems
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and amputees; the list of people and potential patients who benefit from AHPs is
indefinite.
Thus, Allied health professionals are capable of providing a broad range of diagnostic,
technical, therapeutic and direct health services to improve the health and wellbeing of the
consumers they support. The breadth and scope of the allied and healthcare practice varies
from one end to another, including areas of work listed below:
● Across the age span of human development from neonate to old age;
● With patients having complex and challenging problems resulting from
systemic illnesses such as in the case of diabetes, cardiac abnormalities/conditions and
elderly care to name a few;
● Towards health promotion and disease prevention, as well as assessment,
management and evaluation of interventions and protocols for treatment;
● In a broad range of settings from a patient's home to community, primary care
centers, to tertiary care settings; and
● With an understanding of the healthcare issues associated with diverse socio-
economies and cultural norms within the society
● To provide management and rehabilitative therapies to patients/individuals where
non-surgical treatments are indicated or advocated.

Learning goals and objectives for allied and healthcare professionals

The handbook has been designed with a focus on performance-based outcomes pertaining
to different levels. The learning goals and objectives of the undergraduate and graduate
education program will be based on the performance expectations. They will be
articulated as learning goals (why we teach this) and learning objectives (what the
students will learn). Using the framework, students will learn to integrate their
knowledge, skills and abilities in a hands-on manner in a professional healthcare setting.
These learning goals are divided into nine key areas, though the degree of required
involvement may differ across various levels of qualification and professional cadres:
1. Clinical care
2. Communication
3. Membership of a multidisciplinary health team
4. Ethics and accountability at all levels (clinical, professional, personal and social)
5. Commitment to professional excellence
6. Leadership and mentorship
7. Social accountability and responsibility
8. Scientific attitude and scholarship (only at higher level- PhD)
9. Lifelong learning

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 1. Clinical Care

Using a patient/family-centered approach and best evidence, each student will organize
and implement the prescribed preventive, investigative and management plans; and will
offer appropriate follow-up services. Program objectives should enable the students to:
● Apply the principles of basic science and evidence-based practice
● Use relevant investigations as needed
● Identify the indications for basic procedures and perform them in an appropriate
manner.
● Provide care to patients – efficiently and in a cost-effective way – in a range of
settings, and maintain foremost the interests of individual patients.
● Identify the influence of biological, psychosocial, economic, and spiritual factors on
patients‟ well-being and act in an appropriate manner.
● Incorporate strategies for health promotion and disease prevention with their patients.

2. Communication
The student will learn how to communicate with patients/clients, care-givers, other health
professionals and other members of the community effectively and appropriately.
Communication is a fundamental requirement in the provision of health care services.
Program objectives should enable the students to:
● Provide sufficient information to ensure that the patient/client can participate as
actively as possible and respond appropriately to the information
● Clearly discuss the diagnosis and options with the patient, and negotiate appropriate
treatment plans in a sensitive manner that is in the patient‟s and society‟s best interests
● Explain the proposed healthcare service – its nature, purpose, possible positive and
adverse consequences, its limitations, and reasonable alternatives wherever they exist
● Use effective communication skills to gather data and share information including
attentive listening, open-ended inquiry, empathy and clarification to ensure understanding
● Appropriately communicate with, and provide relevant information to, other
stakeholders including members of the healthcare team
● Use communication effectively and flexibly in a manner that is appropriate for the
reader or listener
● Explore and consider the influence that the patient‟s ideas, beliefs and expectations
have during interactions with them, along with varying factors such as age, ethnicity,
culture and socioeconomic background

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 ● Develop efficient techniques for all forms of written and verbal communication
including accurate and timely record keeping
● Assess their own communication skills, develop self-awareness and be able to
improve their relationships with others
● Possess skills to counsel for lifestyle changes and advocate health promotion.

3. Membership of a multidisciplinary health team

The student will put a high value on effective communication within the team, including
transparency about aims, decisions, uncertainty and mistakes. Team-based health care is
the provision of health services to individuals, families, and/or their communities by at
least two health providers who work collaboratively to accomplish shared goals within
and across settings to achieve coordinated, high quality care. Program objectives will aim
at making the students being able to:
● Recognize, clearly articulate, understand and support shared goals in the team that
reflect patient and family priorities
● Possess distinct roles within the team; to have clear expectations for each member‟s
functions, responsibilities, and accountabilities, which in turn optimizes the team‟s
efficiency and makes it possible for them to use division of labor advantageously, and
accomplish more than the sum of its parts
● Develop mutual trust within the team to create strong norms of reciprocity and
greater opportunities for shared achievement
● Communicate effectively so that the team prioritizes and continuously refines its
communication channels creating an environment of general and specific understanding
● Recognize measurable processes and outcomes, so that the individual and team can
agree on and implement reliable and timely feedback on successes and failures in both the
team‟s functioning and the achievement of their goals. These can then be used to track
and improve performance immediately and over time.

4. Ethics and accountability

Students will understand core concepts of clinical ethics and law so that they may apply
these to their practice as physicians. Program objectives should enable the students to:
● Describe and apply the basic concepts of clinical ethics to actual cases and situations
● Recognize the need to make health care resources available to patients fairly,
equitably and without bias, discrimination or undue influence
● Demonstrate an understanding and application of basic legal concepts to the practice

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● Employ professional accountability for the initiation, maintenance and termination of
patient-provider relationships
● Demonstrate respect for each patient's individual rights of autonomy, privacy, and
confidentiality

5. Commitment to professional excellence

The student will execute professionalism to reflect in his/her thought and action a range of
attributes and characteristics that include technical competence, appearance, image,
confidence level, empathy, compassion, understanding, patience, manners, verbal and
non-verbal communication, an anti-discriminatory and non-judgmental attitude, and
appropriate physical contact to ensure safe, effective and expected delivery of healthcare.
Program objectives will aim at making the students being able to:
● Demonstrate distinctive, meritorious and high quality practice that leads to excellence
and that depicts commitment to competence, standards, ethical principles and values,
within the legal boundaries of practice
● Demonstrate the quality of being answerable for all actions and omissions to all,
including service users, peers, employers, standard-setting/regulatory bodies or oneself
● Demonstrate humanity in the course of everyday practice by virtue of having respect
(and dignity), compassion, empathy, honour and integrity
● Ensure that self-interest does not influence actions or omissions, and demonstrate
regards for service-users and colleagues

6. Leadership and mentorship

The student must take on a leadership role where needed in order to ensure clinical
productivity and patient satisfaction. They must be able to respond in an autonomous and
confident manner to planned and uncertain situations, and should be able to manage
themselves and others effectively. They must create and maximize opportunities for the
improvement of the health seeking experience and delivery of healthcare services.
Program objectives should enable the students to:
● Act as agents of change and be leaders in quality improvement and service
development, so that they contribute and enhance people‟s wellbeing and their healthcare
experience
● Systematically evaluate care; ensure the use of these findings to help improve
people‟s experience and care outcomes, and to shape clinical treatment protocols and
services
● Identify priorities and effectively manage time and resources to ensure the
maintenance or enhancement of the quality of care

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 ● Recognize and be self-aware of the effect their own values, principles and
assumptions may have on their practice. They must take charge of their own personal and
professional development and should learn from experience (through supervision,
feedback, reflection and evaluation)
● Facilitate themselves and others in the development of their competence, by using a
range of professional and personal development skills
● Work independently and in teams. They must be able to take a leadership role to
coordinate, delegate and supervise care safely, manage risk and remain accountable for
the care given; actively involve and respect others‟ contributions to integrated person-
centered care; yet work in an effective manner across professional and agency boundaries.
They must know when and how to communicate with patients and refer them to other
professionals and agencies, to respect the choices of service users and others, to promote
shared decision-making, to deliver positive outcomes, and to coordinate smooth and
effective transition within and between services and agencies.

7. Social Accountability and Responsibility

The students will recognize that allied and healthcare professionals need to be advocates
within the health care system, to judiciously manage resources and to acknowledge their
social accountability. They have a mandate to serve the community, region and the nation
and will hence direct all research and service activities towards addressing their priority
health concerns. Program objectives should enable the students to:
● Demonstrate knowledge of the determinants of health at local, regional and national
levels and respond to the population needs
● Establish and promote innovative practice patterns by providing evidence-based care
and testing new models of practice that will translate the results of research into practice,
and thus meet individual and community needs in a more effective manner
● Develop a shared vision of an evolving and sustainable health care system for the
future by working in collaboration with and reinforcing partnerships with other
stakeholders, including academic health centres, governments, communities and other
relevant professional and non-professional organizations
● Advocate for the services and resources needed for optimal patient care

8. Scientific attitude and Scholarship

The student will utilize sound scientific and/or scholarly principles during interactions
with patients and peers, educational endeavors, research activities and in all other aspects
of their professional lives. Program objectives should enable the students to:

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 ● Engage in ongoing self-assessment and structure their continuing professional
education to address the specific needs of the population
● Practice evidence-based by applying principles of scientific methods
● Take responsibility for their educational experiences
● Acquire basic skills such as presentation skills, giving feedback, patient education
and the design and dissemination of research knowledge; for their application to teaching
encounters

9. Lifelong learning
The student should be committed to continuous improvement in skills and knowledge
while harnessing modern tools and technology. Program objectives will aim at making the
students being able to:
● Perform objective self-assessments of their knowledge and skills; learn and refine
existing skills; and acquire new skills
● Apply newly gained knowledge or skills to patient care
● Enhance their personal and professional growth and learning by constant
introspection and utilizing experiences
● Search (including through electronic means), and critically evaluate medical literature
to enable its application to patient care
● Develop a research question and be familiar with basic, clinical and translational
research in its application to patient care
● Identify and select an appropriate, professionally rewarding and personally fulfilling
career pathway

Introduction of salient elements in Allied and Healthcare education

Competency-based curriculum

A significant skill gap has been observed in the professionals offering healthcare services
irrespective of the hierarchy and level of responsibility in the healthcare settings. The
large variation in the quality of services is due to the diverse methodologies opted for
healthcare education and the difference in expectations from a graduate after completion
of a course and at work. What one is expected „to perform‟ at work is assumed to be
learned during the course, however, the course design focuses on what one is expected „to
know‟. The competency-based curriculum thus connects the dots between the „know
what‟ and „do how‟.

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 The efficiency and effectiveness of any educational programme largely depends on the
curriculum design that is being followed. With emerging medical and scientific
knowledge, educators have realized that learning is no more limited to memorizing
specific lists of facts and data; in fact, by the time the professional aims to practice in the
healthcare setting, the acquired knowledge may stand outdated. Thus, competency-based
education is the answer; a curricular concept designed to provide the skills that
professionals need. A competency-based program is a mix of skills and competencies
based on individual or population needs (such as clinical knowledge, patient care, or
communications approaches), which is then developed to teach relevant content across a
range of courses and settings. While the traditional system of education focuses on
objectives, content, teacher-centric approach and summative evaluation; competency-
based education has a focus on competencies, outcomes, performance and
accomplishments. In such a case, teaching activities are learner-centered, and evaluation
is continuous and formative in structure. The competency-based credentials depend on the
demonstration of a defined set of competencies which enables a professional to achieve
targeted goals. Competency frameworks comprise of a clearly articulated statement of a
person‟s abilities on the completion of the credential, which allows students, employers,
and other stakeholders to set their expectations appropriately.

Considering the need of the present and future healthcare delivery system, the curriculum
design depicted in this handbook thus will be based on skills and competencies.

Credit hours
Globally, a need exists for the use of a fully convertible credit-based system that can be
accepted at other universities. It has now become imperative to offer flexible curricular
choices and provide learners mobility due to the popularity of initiatives such as „twinning
programmes‟, „joint degrees‟ and „study abroad‟ programmes.

In order to ensure global acceptability of the graduates, the current curriculum structure is
divided into smaller sections with focus on hours of studying which can be converted into
credit hours as per the international norms followed by various other countries.

More importantly the allied and health care professions are now defined for its
qualification of the degree in terms of completion or coverage of academic hours. The
definition of the allied health and health care professional as per the NCAHP Act is
provided below:

“Allied Health Professional” includes an associate, technician or technologist who is

trained to perform any technical and practical task to support diagnosis and treatment of
illness, disease, injury or impairment, and to support implementation of any healthcare
treatment and referral plan recommended by a medical, nursing or any other healthcare
professional, and who has obtained any qualification of diploma or degree under this Act,
the duration of which shall not be less than two thousand hours spread over a period of
two years to four years divided into specific semesters;
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 “Healthcare Professional” includes a scientist, therapist or other professional who
studies, advises, researches, supervises or provides preventive, curative, rehabilitative,
therapeutic or promotional health services and who has obtained any qualification of
degree under this Act, the duration of which shall not be less than three thousand six
hundred hours spread over a period of three years to six years divided into specific
semesters.

Integrated structure of the curriculum

Vertical integration, in its truest sense, is the interweaving of teaching clinical skills and
knowledge into the basic science years and, reinforcing and continuing to teach the
applications of basic science concepts during the clinical years. (Many efforts called
„vertical integration‟ include only the first half of the process).
Horizontal integration is the identification of concepts or skills, especially those that are
clinically relevant, that cut across (for example, the basic sciences), and then putting these
to use as an integrated focus for presentations, clinical examples, and course materials.
e.g. Integration of some of the basic science courses around organ systems, e.g., human
anatomy, physiology, pathology; or incorporating ethics, legal issues, finance, political
issues, humanities, culture and computer skills into different aspects of a course like the
Clinical Continuum.
The aim of an integrated curriculum is to lead students to a level of scientific fluency that
is beyond mere fact and concept acquisition, by the use of a common language of medical
science, with which they can begin to think creatively about medical problems.
This new curriculum has been structured in a way such that it facilitates horizontal and
vertical integration between disciplines; and bridges the gaps between both theory &
practice, and between hospital-based practice and community practice. The amount of
time devoted to basic and laboratory sciences (integrated with their clinical relevance)
would be the maximum in the first year, progressively decreasing in the second through
the final years of the training, making clinical exposure and learning more dominant.3
However it may differ from course to course depending on the professional group.

Introduction of foundation course in the curriculum

The foundation course for allied and healthcare professions is an immersive programme
designed to impart the required knowledge, skills and confidence for seamless transition to
the second semester of a professional allied and healthcare course. Post admission, the
foundation course is designed for a period of 6 months to prepare a student to study the
respective allied and healthcare course effectively and to understand the basics of
healthcare system. This aims to orient the student to national health systems and the basics
of public health, medical ethics, medical terminologies, communication skills, basic life
support, computer learning, infection prevention and control, environmental issues and
disaster management, as well as orientation to the community with focus on issues such as
gender sensitivity, disability, human rights, civil rights etc.

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 Though the flexibility to the course designers have been provided in terms of – modifying
the required numbers of hours for each foundation subject and appropriate placement of the
subject across various semesters.

Learning methodologies
With a focus on self-directed learning, the curriculum will include a foundation course that
focuses on communication, basic clinical skills and professionalism; and will incorporate
clinical training from the first year itself. It is recommended that the primary care level
should have sufficient clinical exposure integrated with the learning of basic and laboratory
sciences. There should also be an emphasis on the introduction of case scenarios for
classroom discussion/case-based learning.
Healthcare education and training is the backbone of an efficient healthcare system and
India's education infrastructure is yet to gain from the ongoing international technological
revolution. The report „From Paramedics to Allied Health: Landscaping the Journey and
way ahead‟, indicates that teaching and learning of clinical skills occur at the patient‟s
bedside or other clinical areas such as laboratories, augmented by didactic teaching in
classrooms and lecture theatres. In addition to keeping up with the pace of technological
advancement, there has been a paradigm shift to outcome-based education with the
adoption of effective assessment patterns. However, the demand for demonstration of
competence in institutions where it is currently limited needs to be promoted. The report
also mentions some of the allied and healthcare schools in India that have instituted clinical
skill centres, laboratories and high-fidelity simulation laboratories to enhance the practice
and training for allied and healthcare students and professionals. The report reiterates the
fact that simulation is the replication of part or all of a clinical encounter through the use of
mannequins, computer-assisted resources and simulated patients. The use of simulators
addresses many issues such as suboptimal use of resources and equipment, by adequately
training the manpower on newer technologies, limitations for imparting practical training in
real-life scenarios, and ineffective skills assessment methods among others. The table
mentioned below lists various modes of teaching and learning opportunities that harness
advanced tools and technologies.

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“Curriculum of Optometry (Intellectual Property of the National Commission for Allied and Healthcare Professions, Ministry
of Health and Family Welfare).”
 Table 1 Clinical learning opportunities imparted through the use of
advanced techniques1
,

Teaching
Learning opportunity examples
modality
Teach and assess in selected clinical scenarios
Practice soft skills
Patients
Practice physical examination
Receive feedback on performance
Mannequins Perform acquired techniques
Practice basic procedural skills
Apply basic science understanding to clinical
problem solving
Simulators Practice teamwork and leadership
Perform cardiac and pulmonary care skills
Apply basic science understanding to clinical
problem solving
Task under
As specific to Optometry related course
trainers

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“Curriculum of Optometry (Intellectual Property of the National Commission for Allied and Healthcare Professions, Ministry
of Health and Family Welfare).”
Assessment methods
Traditional assessment of students consists of the yearly system of assessments. In most
institutions, assessments consist of internal and external assessments, and a theory
examination at the end of the year or semester. This basically assesses knowledge instead
of assessing skills or competencies. In competency-based training, the evaluation of the
students is based on the performance of the skills as per their competencies. Hence, all the
three attributes – knowledge, skills, and attitudes – are assessed as required for the
particular competency. Several new methods and tools are now readily accessible, the use
of which requires special training. Some of these are given below:
● Objective Structured Clinical Examination(OSCE), Objective Structured Practical
Examination (OSPE), Objective Structured Long Examination Record(OSLER)
● Mini Case Evaluation Exercise(CEX)
● Case-based discussion(CBD)
● Direct observation of procedures(DOPs)
● Portfolio
● Multi-source feedback
● Patient satisfaction questionnaire

An objective structured clinical examination (OSCE) is used these days in a number of

allied and healthcare courses, e.g. Optometry, Physiotherapy, and Radiography. It tests
the performance and competence in communication, clinical examination, and medical
procedures/prescriptions. In physiotherapy, orthotics, and occupational therapy, it tests
exercise prescription, joint mobilization/manipulation techniques; and in radiography it
tests radiographic positioning, radiographic image evaluation, and interpretation of
results. The basic essential elements consist of functional analysis of the occupational
roles, translation of these roles (“competencies”) into outcomes, and assessment of
trainees' progress in these outcomes on the basis of demonstrated performance. Progress is
defined solely by the competencies achieved and not the underlying processes or time
served in formal educational settings. Most methods use predetermined, agreed
assessment criteria (such as observation check-lists or rating scales for scoring) to
emphasize on frequent assessment of learning outcomes. Hence, it is imperative for
teachers to be aware of these developments and they should suitably adopt them in the
allied and healthcare education system.

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of Health and Family Welfare).”
Chapter 2
Methodology of Curriculum
Development
Chapter 2: Methodology of curriculum development

With the release of the report „From Paramedics to Allied Health: Landscaping the
journey and the way ahead‟, the Ministry of Health and Family Welfare prioritized the
key recommendations and concerns raised by various allied and healthcare professionals
groups and experts as indicated in the report. One of the major recommendations in the
report was the need for standardization of curriculum and pedagogic requirements for the
major allied and healthcare professional courses.

Following the NCAHP Act and aligning with the provisions for the regulation and
maintenance of standards of education and services by allied and healthcare professionals,
the need for uniform standard curriculum and up gradation of the curriculum according to
the current needs of the country is sought. Considering the standards of the professions
from across countries and referring to the changes in the curricula across international and
national reputed universities and institutions, this curriculum including a comprehensive
and globally acceptable set of educational standards based on a skills and competencies
approach was arrived at. Opinions of key members of the profession were also sought.
Steps undertaken in the curricula review process –
The common minimum optometry curriculum (CMOC) was first released in the year 2010
and the same was approved and uploaded in the Ministry of Health and family Welfare,
Government of India in the year 2016 and available in the public domain for the
institutions and universities to follow.

A meeting was convened on 21.03.2023 with the Interim Commission subject experts
followed by a series of meetings with experts from across the country from 22.03.2023 to
25.03.2023 to revise the existing model curricula of Optometry. Several issues were
discussed pertaining to the courses running in the country including nomenclature issues,
lack of practical exposure, mushrooming of institutions, and lack of educational standards
among several others.

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“Curriculum of Optometry (Intellectual Property of the National Commission for Allied and Healthcare Professions, Ministry
of Health and Family Welfare).”
 All the experts deliberated on the issues and a consensus was attained on the following
thematic areas.
1. Minimum curricula guidelines are to be designedfor Optometry profession.
● Curricula should be patient-centric andfuturistic.

● Must include the latest advancement intechnology.

● Should be aligned with global standards andallow global mobility

2. All programs should be delivered in full-time mode and no institution should deliver
any part-time or distance program in the healthcaresciences.

3. Curricula must consider:

 Definition of the profession
 Entry criteria to the profession
 Entry qualification to the profession- Bachelor level programs desired in the profession
other than entry qualification
 Nomenclature of the qualifications
 Duration of each level of the program with the duration of the internship.
 Must-have competencies at the end of each level and competencies must drive the
curriculum content.
● Program evaluation framework/ assessment atthe end of each program
● Number of desired faculty (with hierarchy/ designation) and defined minimum
qualifications for each level of the program
● Batch size and student and faculty ratios
● Details of reference books, journals and desirable and essential equipment must also be
considered.
4. A pre-determined credit-based system is to be followed for Optometry that ensure a basic
minimum competency in essentialsubjects:
● Credits and the number of hours must beallocated to each subject.
● While lateral entry and bridge programs can bedevised for existing professionals for entry,
multiple exits may not be implemented.

5. Common entrance mechanism to be consideredfor Optometry programs:

● Universities can consider a common entrance exam along with 50% in 10+2 science
(Biology and/or Mathematics as per the requirement of the professions) or equivalent or
University/State entrance examination for admissions in the allied and healthcare
programs.

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“Curriculum of Optometry (Intellectual Property of the National Commission for Allied and Healthcare Professions, Ministry
of Health and Family Welfare).”
● Remedial Biology/ Mathematics is to be considered if knowledge is desired in the
domain and the entry criteria allow students without qualifying the same subjects in 10+2
or equivalent.
6. The medium of teaching should be „English‟
● Students from other boards without English as a compulsory subject may be encouraged to
pick English as an elective from available resources on Swayam and similar platforms.
● The completion of the course will not lead to any university course credit (non-university
course).
7. Competency framework (including performance criteria and related knowledge, skill
and behaviors)to be included in each level of the program.
● Competencies should be measurable andaligned with assessments.
● Foundations Courses – may be spread across the length of the program and weightage to
the content/ number of hours/ credits may vary as per the requirement of individual
professions.
● Soft skills and communication to be focused.
8. All programs must have a mandatory internship
● The length of the internship will be determined by the extent of competencies to be
attained by the candidate after the program.
● Clinical programs can also mandate rotatory internships to increase the level of clinical
exposure to the students
● Teaching institutions should be accountable for ensuring the internship of the students in
the affiliated hospital, as it is part of the academic program.
 Standalone institutions must have a MoU with either a medical college or hospital or
healthcare facility as per the guidelines (desired number of OPD etc.) defined in the
curriculum to ensure practical exposure to the students.
 MoU to also define the clinical supervision of the students -institutional staff or clinical
preceptors can be considered.
● Stipend of reasonable amount must be paid for internship students.
● Internships cannot be reflected as work experience as those are part of the academic
program.
● Studentship or observership must also be in built into the curriculum.
 Simulation and skill labs can be used for practicing skills specific to the program if
available in the initial years of observership/ studentship.
 Some hours in every semester can be considered for seminars/workshops on new
developments/ technologies.

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“Curriculum of Optometry (Intellectual Property of the National Commission for Allied and Healthcare Professions, Ministry
of Health and Family Welfare).”
● If the clinical facility is not within the same campus, transportation should be provided to
the students and interns.
● All practical skills must be supervised and recorded in a digital Logbook and skills to be
evaluated after the completion of the internship.
9. Masters program should be promoted to develop specialization in the field and generate
trained faculty in the field
● All Master programs must focus on research and engage with industry partners to promote
innovation and development in the field
● Industry experts can be engaged as guest faculty/ conduct seminars under the framework
of programs.
10. It was agreed upon that an exit examination (including testing of skills and competencies)
can be potentially conducted by a third-party agency or organization as eventually
identified by the ICAHP/ NCAHP. This can also evolve as a licensure examination for
Optometry professionals.
An update from the existing CMOC was done with the support of the new taskforce
members. The Ministry has appointed new members of the task force from various
regions of India to ensure wide geographic representation, catering to diverse needs across
the nation. Feedback on amendments to the syllabus scheme, including program duration,
incorporation of recent developments in courses, alterations in course positioning and
credit distribution, was solicited from task force members and institutional
representatives. Meetings were convened multiple times, totaling approximately 12 to 15
sessions, each lasting 2 to 3 hours, resulting in a cumulative effort of 30 to 40 hours to
finalize the curriculum. Additionally, input was sought on assessment methods and
faculty requirements, with relevant updates made to textbooks. Competencies pertaining
to knowledge, skills, and attitudes were delineated for both undergraduate and
postgraduate programs. Following the submission of the curriculum by the task force to
the Ministry, it was made available to the public for feedback. A total of 94 opinions were
received, which were subsequently forwarded by the Ministry to the task force for their
review. Following public feedback, task force members extensively deliberated on each
aspect over 7 to 8 meetings, spanning approximately 20 to 25 hours. Subsequently, after
thorough examination and discussion, the new curriculum was formulated.

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“Curriculum of Optometry (Intellectual Property of the National Commission for Allied and Healthcare Professions, Ministry
of Health and Family Welfare).”
Chapter 3
Background of the
profession
Chapter 3: Background of the profession
Statement of Philosophy– Why this profession holds so much importance
An estimated 456 million people of India‟s population of 1.12 billion people require
vision correction (spectacles, contact lenses or refractive surgery) to be able to see and
function for learning, work and life in general. Twenty six million people are blind or
vision impaired due to eye disease. A further 133 million people, including 11 million
children, are blind or vision impaired simply from lack of an eye examination and an
appropriate pair of glasses (uncorrected refractive error).4
Blindness and vision impairment place a significant economic burden on families,
communities and society at large – due to lost productivity, as well as the cost of
education and rehabilitation. About 85% of all vision impairment and 75% of blindness
globally could be avoided, prevented or cured if the appropriately trained personnel and
care facilities existed.
The World Health Organization and the International Agency for the Prevention of
Blindness (IAPB) launched Vision 2020: The Right to Sight” in 1999 to prevent
blindness. While acknowledging progress in the last decade to combat blindness, IAPB
proposed “2030 In Sight” to ending avoidable blindness across various countries.5 There
are currently 1.1 billion people living with vision impairment worldwide but without
access to services. Appropriate interventions are required to tackle this enormous burden,
which otherwise will rise to 1.8 billion people by 2050.
“World Report on Vision” released by the World Health Organization calls for unified
efforts in bringing down blindness and vision impairment through „integrated people
centered eye care‟ that would target „universal health coverage and march towards
achieving the third Sustainable Development Goal: Health and Wellbeing for all. 4
IAPB proposed through its action plan document on „2030 In Sight‟ about the ways in
which plans need to be geared to achieve the goals of eye health and making eye health a
priority through three important steps, “Elevate”, “Integrate” and “Activate”.5

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“Curriculum of Optometry (Intellectual Property of the National Commission for Allied and Healthcare Professions, Ministry
of Health and Family Welfare).”
The two key areas that were launched by the World Health Organisation during World
Sight Day 2022 were the eREC and eCSC. i.e. effective Refractive Error Coverage and
effective Cataract Surgical Coverage.6 The contributions of optometrists in the eREC
needs no mention. It is important that optometrists are pivotal in tackling the huge
demand of refractive errors and the vision impairment caused by the uncorrected
refractive errors. Strategic efforts are important to tackle the huge burden and also impart
professional refractive services to all. In this process it is important that optometrists
would be able to provide comprehensive services rather than just refractive services alone.

About Optometry
Optometry means a health care profession that is autonomous and concerned especially
with examining the eye for defects and faults of refraction, with prescribing correctional
lenses, eye exercises and/or visual rehabilitation care for visually impaired, with
diagnosing diseases of the eye, and with treating such diseases or referring them for
treatment.
Optometry as a profession has the primary public health responsibility for eliminating
uncorrected refractive error (the leading cause of vision impairment globally). As
primary eye care practitioners, optometrists have a vital role in detecting potentially
serious eye diseases such as cataract, glaucoma and Diabetic retinopathy, age-related
maculopathy, as well as general health conditions such as hypertension and diabetes,
which means optometrists can also help alleviate the burden of other causes of blindness
through diagnosis, referral and in some cases co-management. Optometry can and should
play a leading role in eye care provision at the primary level, and can also contribute at
secondary and tertiary levels where possible, working with ophthalmologists and other
eye care providers towards the unified goal of combating blindness.

Recognition of Title and qualification7

The recommended title for this group of professionals stands as the „Optometrist‟.
Optometrists can choose several paths in their professional career. As other healthcare
professionals, besides independent practice, they can choose academic or corporate
careers in the growing eye and vision care industry.

Career Advancement Scheme (CAS)

In the academic path, career advancement scheme has been clearly laid down by NCAHP.
Irrespective of the paths chosen, at entry level with a basic Bachelor of Optometry degree
job openings may be available, but to grow in the profession, years of experience, coupled
with post-graduation degrees may provide better opportunities. Academic performance
indicators as per the NCAHP recommendations, key performance indicators as per the
private sector may be followed.

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“Curriculum of Optometry (Intellectual Property of the National Commission for Allied and Healthcare Professions, Ministry
of Health and Family Welfare).”
As per the scope of Optometry practice, the job sectors are divided into the following
areas:
A. Corporate sector
B. Independent practice
C. Work for an optical chain or under an optical store
D. Public health
E. Industries/companies
F. Eye care hospitals & institutions
G. Education sector
H. Scientific research
I. Basic research and integrated professional areas

A. Corporate Sector: Optometrists are employed as professional service people under

various lens manufacturing companies as well as contact lens companies. Some
pharmaceuticals and surgical instrument companies (eye related) also employ them.
Depending on performance there is a career path for the professional service staff and
some optometrists have also risen to regional heads (Asia-pacific head).

B. Independent practice: As per the current practice standards and the NCAHP Act
2021, Optometrist can upon graduation open their independent clinics. Optometrists can
also independently provide Tele consultation.

C. Work for optical outlet / store: The work environment and the responsibilities for
working in an outlet / store would be similar to that of an independent practitioner.

D. Public Health: Optometrist as health care provider, may involve in epidemiological

studies and collaborate with NGOs in service delivery of health care.

E. Sports: Optometrists may access and train in sports vision along with other
professionals. The science of helping sportsmen reach peak levels of performance through
the enhancement of visual systems.

F. Industries/ Companies: Optometrists involve in pre-employment vision screening,

periodic eye check-up for employees, set vision standards for various occupations, help in
occupational health professional in developing eye safety policy of the company, advise
on appropriate eye safety wear and can-do awareness campaign among the employees
especially on the usage of eye safety wear and protection. Optometrist also gives Vision
related Fitness certificate for all occupations.

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of Health and Family Welfare).”
 Clinical/ Industry Eligibility and Eligibility and Annual
Public experience for experience for performance
(Professional
Health direct promotion appraisal
services/
recruitment
marketing)
Optometrist Assistant Clinical : B Clinical:
Manager Optom or Proficiency
Professional equivalent CR, HOD
Services appraisal/year
, Achieving
Industry: B recommended
Optom CE credits

Industry:
Review by
immediate
supervisor,
country lead,
and HR
guideline
based on
achievement
against
predefined
KPIs
Consultant Manager Clinical: B Clinical: Five Clinical:
Optometrist Professional Optom, M years of Proficiency
Services Optom experience as CR, Self-
optometrist, appraisal,
HOD /
Completion
Principal
of additional
appraisal/year
degree
Achieving
recommende
d CE credits,
completion of
fellowships,
conference
presentations

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“Curriculum of Optometry (Intellectual Property of the National Commission for Allied and Healthcare Professions, Ministry
of Health and Family Welfare).”
 Industry: Optom Industry: Industry:
Grad with 3-5 Achievement Review by
yrs experience of KPIs immediate
supervisor,
country lead,
and HR
guideline
based on
achievement
against
predefined
KPIs
Consultant Senior / Area Clinical: Five Clinical: Five Clinical:
Optometrist Manager years of clinical years of Proficiency
(Senior Professional experience with experience as CR, HOD
scale)/ Services M Optom Consultant appraisal/
Superintend optometrist. year,
ent M Optom is Achieving
Optometrist
necessary for recommende
promotion to d CE credits,
Consultant completion of
optometrist fellowships,
conference
presentations
Industry:
Review by
Industry: immediate
Industry: Optom
Achievement supervisor,
Grad with 5-10
of KPIs country lead,
yrs experience
and HR
Additional guideline
business / based on
marketing skills achievement
against
predefined
KPIs

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“Curriculum of Optometry (Intellectual Property of the National Commission for Allied and Healthcare Professions, Ministry
of Health and Family Welfare).”
Senior Associate Clinical: Eight Clinical: Five Clinical:
Consultant Director, years of years of Proficiency
Optometrist Professional experience with experience as CR, HOD
Services M Optom Superintende appraisal/year
(country) nt , Achieving
Optometrist/ recommende
Consultant d CE credits,
Optometrist completion of
(Senior fellowships,
scale)
conference
Or presentations
Completion
of additional
degree in
optometry or Industry:
relevant Review by
health Country lead,
discipline Asia Region
Industry: PG like public Prof Services
Optometry with health/ Lead and
12+ yrs psychology
experience etc.
Relevant HR guideline
business / based on
corporate skills achievement
Industry: against
Achievement predefined
of KPIs KPIs for that
year
Chief Associate Clinical: Fifteen Clinical: Five Clinical:
Optometrist Director years of years of Proficiency
Professional experience with experience as CR, HOD
Services M Opt Senior appraisal/year
(group of Consultant , Achieving
countries) Optometrist. recommende
Completion d CE credits,
of additional completion of
or degree in
fellowships,
optometry or conference
relevant presentations
health
discipline

32 | P a g e
“Curriculum of Optometry (Intellectual Property of the National Commission for Allied and Healthcare Professions, Ministry
of Health and Family Welfare).”
 like public Industry:
health/ Review by
psychology Country lead,
etc. Asia Region
Prof Services
Lead and HR
Industry: PG
guideline
Optometry with
Industry: based on
Relevant Achievement achievement
business / cross of KPIs against
sector project predefined
experience KPIs for that
year
Head of Director Clinical: Clinical: Five Clinical:
Optometry Professional Twenty years of years of Judgement on
Services experience with experience as all aspects of
(country OR M Opt or M Chief Optometry
group of Phil Optometry Consultant and Protocol
countries) Optometrist development
or on treatment
delivery and
Completion
quality
of additional
assurance
degree in
optometry or
relevant Industry:
health Review by
discipline Country lead,
like public Asia Region
health/ Prof Services
Industry: PG psychology Lead and HR
Optometry with etc. guideline
Relevant based on
industry / cross achievement
Industry:
sector project against
Achievement
experience predefined
of KPIs
KPIs for that
year

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“Curriculum of Optometry (Intellectual Property of the National Commission for Allied and Healthcare Professions, Ministry
of Health and Family Welfare).”
Director- Vice Clinical: Clinical: Five Clinical:
Optometry President, Twenty years of years of Judgement on
Professional experience with experience as all aspects of
Services M Opt Director Optometry
and Protocol
development
Industry: PG Industry: on treatment
Optometry with Leadership delivery and
and quality
relevant
successful assurance
industry / cross
career across
sector project
different
experience
industries in
Eye care

G. Eye Care Hospitals & Institutions: Optometrist play an important role to decrease the
OPD patient burden on ophthalmic surgeons by providing primary eye care services such
as comprehensive eye examination to detect, diagnose and co-manage. Optometrists
working in hospitals and institutions offer services similar to independent practice, as
mentioned above. In addition, acts as clinical trainer, researcher, scientist, administrator,
clinical head or other suitable role as demanded.

H. Educational Sector: In educational sector, Optometrists employed as an

academic/research/administrative faculty depending on experience and qualification as
per the NCAHP guidelines. In educational sector, School of Optometry is headed by this
recognised profession only.

I. Research & Development: Research areas in optometry are quite vast ranging from
optics, contact lenses, binocular vision, glaucoma, retinal diagnostics, public health, low
vision to primary eye, health care and related areas. Optometrists involve themselves in
vision science research, not restricted with any specific areas.

J. Tele-health: Optometrists develop various digital applications/solutions for eye/vision

care needs.

K. Transformational/Translational research: Optometrists with higher degree may

involve in transformational research wherein the scientific discoveries arise from
laboratory, clinical or population studies lead into clinical applications to reduce disease
incidence, morbidity and mortality

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of Health and Family Welfare).”
 A: Levels for careers in Clinic and Industry:

Clinical category: Job Description at various levels

 Comprehensive eye examinations.
 Being a part of Specialty optometry clinics, Clinical Training for B Optom.
 Clinical Training for B Optom, Handling specialty Clinics Independently.
 Clinical Training for M Optom, Handling specialty Clinics Independently.
 Residency training for fellows and M Optom, Handling specialty Clinics Independently.
 Residency training for fellows and M Optom, Residency management.
 Independent management of an optometry clinic (Initiating and implementing a
clinic/specialty clinic)

Industry career – can be grouped into 2 categories based on patient facing / ECP facing
role
A. Retail industry (service to patient / customer) = Optical chains along with
optical business division
B. Product manufacturers (Corporate company to Eye Care Professional)

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“Curriculum of Optometry (Intellectual Property of the National Commission for Allied and Healthcare Professions, Ministry
of Health and Family Welfare).”
B: Levels for careers in Academics and Research:

Academic Eligibility and experience Eligibility and experience

requirement (on Direct requirement (on Promotion as
recruitment) per NCAHP -CAS-Career
Advancement Scheme)
Clinical B Optom or equivalent with a N.A
Instructor minimum clinical experience
of 2 years

Assistant Bachelor‟s Degree in N.A.

Professor- Optometry (B.Optom),
I Master‟s Degree in Optometry
(M.Optom) with at least 55%
marks (or an equivalent grade
in a point scale wherever the
grading system is followed)
from a recognized University.
Assistant N.A. M.Optom degree with 3 years‟
Professor- experience as Assistant
II Professor-I
(Senior
Scale)
Assistant N.A. 3 years‟ experience as Assistant
Professor- Professor-II
III
(Selection
Grade)
Associate Essential: A Master‟s Degree 2 years experience as Assistant
Professor in Optometry (M.Optom) with Professor-III (Selection Grade)
eight years‟ experience as
Assistant Professor.
Desirable:
i) Higher Qualification, such as
Ph.D. degree in any discipline
of Optometry recognised by
the NCAHP UGC, and
published work of high
standard in peer-reviewed
journals.

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“Curriculum of Optometry (Intellectual Property of the National Commission for Allied and Healthcare Professions, Ministry
of Health and Family Welfare).”
Professor Essential: Master‟s Degree in 8 years experience as Associate
Optometry (M.Optom), with Professor
thirteen years experience.
Desirable:
i) Higher Qualification like Ph.
D. in any subject of Optometry
recognised by NCAHP, and
ii) Published work of high
standard in peer –reviewed
journals.
Senior N.A. 5 years‟ experience as Professor
Professor
Dean Essential: Master‟s Degree in 7 years‟ experience as Senior
Optometry (M.Optom) with Professor
twenty eight years total
experience, including five
years‟ experience as Professor
(Optometry).
Note:
i) Senior-most Professor shall
be designated as the Principal
/Dean.
ii) Desirable: Higher
qualification like Ph.D. in any
subject of Optometry
recognized by the NCAHP
and published work of high
standard in peer reviewed
journals.

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“Curriculum of Optometry (Intellectual Property of the National Commission for Allied and Healthcare Professions, Ministry
of Health and Family Welfare).”
Academic Levels for Direct Recruitment
C: Levels for careers in Research
Research Eligibility and experience for Eligibility and
Direct recruitment* experience for
promotion*
Scientist –B B Optom or equivalent with a N.A.
minimum clinical experience of
2 years

Scientist -C/Scientist B Optom, M Optom

N.A.
Scientist -D/ Scientist Five years of experience as Five years of
Scientist-C/Scientist. experience as
Scientist-C /Scientist

Scientist –E/ Scientist/ Five years of experience as Five years of

Sr. Scientist Scientist -D/ Scientist experience as
Scientist -D/ Scientist

Scientist –F/ Scientist/ Fifteen years of experience as Five years of

Sr. Scientist Scientist D/ Scientist experience as
Scientist E/ Scientist/
Sr. Scientist
PhD is mandatory for Scientist -
F/ Scientist/ Sr. Scientist
Scientist –G/ Research Fifteen years of experience as Five years of
Head/ Principal Scientist experience as
Scientist Scientist F/ Scientist/
Sr. Scientist

Additional Director 20 years of experience as Two years of

General Scientist experience as the
Scientist –G/
Research Head/
Principal Scientist

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“Curriculum of Optometry (Intellectual Property of the National Commission for Allied and Healthcare Professions, Ministry
of Health and Family Welfare).”
1.4 Responsibilities of an optometrist: (Reference: Indian Entry Level Optometry
Competency Skills document as stated in Chapter 5 below)
1. Keep patients‟ eye, vision and general health as first priority
2. Respect the rights and dignity of patients regarding their health care decisions
3. Advise the patients whenever consultation with, or referral to, another optometrist or other
healthcare professional as appropriate
4. Ensure confidentiality and privacy of patients‟ health and other personal information
5. Strive to ensure that all people have access to eye and vision care
6. Advance professional knowledge and skills
7. Maintain practice in accordance with professional health care standards
8. Promote ethical and cordial relationships with all members of the health care community
9. Uphold the dignity, honour and integrity of the optometric profession

1.4.1 Roles and Responsibilities :

1.4.1.1.1 OPTOMETRY

1. Examination, prescribing, management, and dispensing of various optical aids –

spectacles, contact lens, low vision aids/assistive devices – for people of all age groups.
2. Diagnosis, management/co-management of ocular and related systemic
diseases/conditions for people of all age groups.
3. Diagnosis and management of Non Strabismic/strabismic binocular vision anomalies
through non-invasive procedures.
4. Eye care services at community level – examples: school screening, cataract screening,
glaucoma screening, diabetic retinopathy screening, occupational optometry, Doorstep
eye care.
5. Optometric/ Genetic counselling on eye care of patients with partial sight, including
colour blindness and hereditary eye diseases.
6. Public education on eye care, ocular hygiene, nutrition and environmental effects on eye.
7. Examination and visual rehabilitation of patients with low vision and profound visual
impairment.)

Definition of Optometrist

“Optometrists are primary health care practitioners of the eye and visual system who
provide comprehensive eye and vision care, which includes refraction and dispensing,
detection/diagnosis and co-management of disease in the eye and the rehabilitation of
conditions of the visual system”
Optometrist also means a person having-
i. Graduate degree in optometry obtained after the completion of a full time on campus
course of 5 years which includes supervised clinical training from any university
recognized by the University Grants Commission established under the University Grants
Commission Act 1956; or
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of Health and Family Welfare).”
ii. Post graduate degree in optometry after completion of a full time on campus course of
two years and /or PhD in the same.
iii. Diploma in Optometry will be encouraged to upgrade to degree through lateral entry
courses till an accepted timeline. After this period they will not be designated as
Optometrist. The program will be phased out thereafter.
According to International standard classification of Occupations ( ISCO -08, Volume I,
International Labour Office, Geneva, 2012, Page 13,14 ), optometry is classified under
occupations ( Major Group : Professionals(2); Sub Major Group : Health
Professionals(22); Minor Group : Other Health professionals (226) ; Unit Group :
Optometrist ( ISC code-2267))at Skill Level 4 typically involving the performance of
tasks that require complex problem-solving, decision making and creatively based on an
extensive body of theoretical and factual knowledge in a specialised field. Such skill are
usually obtained as the result of study at a higher educational institution for a period of 3-
6 years leading to the award of a first degree or higher qualification (ISCED-97 Level 5a
or higher)

Education of the Optometry

When developing any education programme it is necessary that programme planning
should be outcome-based, meeting local and national manpower requirements, personal
satisfaction and career potential for the professionals with supporting pathway in the
development of the profession. One of the major changes is the shift from a focus based
on traditional theoretical knowledge and skills to competency based education and
training. Optimal education/training requires that the student is able to integrate
knowledge, skills and attitude in order to be able to perform a professional act adequately
in a given situation.

Thus, the following curriculum aims to focus on skills and competencies based approach
for learning and are designed accordingly. The curriculum is prescriptive and is designed
with an aim to standardize the content across the nation. As stated above the focus of the
profession is to create qualified and skill manpower in the field of Optometry through the
following levels of higher education –
1. Bachelor of Optometry (B. Optom)
2. Master of Optometry (M. Optom)
3. PhD

Entry requirements
As per the NCAHP guidelines it is recommended that the students entering the Optometry
programme at under graduate level should have completed the recognized secondary
school studies as the qualification stipulated for B. Optom is 10+2 with Sciences
(Biology/Mathematics) or equivalent from a recognized university or board with 50%
marks in Physics, Chemistry, Biology/Mathematics which will provide the foundation for
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of Health and Family Welfare).”
 and prepare them for higher education studies. The student should have minimum 17
years of age as on 31st December of the admission year.
Students entering the Optometry programme at post graduate level should have completed
the Bachelor of Optometry in a regular full time on campus mode with a minimum of
60% marks from a recognised university.
Students entering the PhD program should be as per the NCAHP regulations.
Candidates who have completed diploma in optometry (after completion of 10+2 with
science) or its equivalent can also join the undergraduate course. They would be eligible
to join in 2nd year of optometry if the numbers of hours are in line with the bachelor‟s
program of first year. The total education therefore would be (2 year diploma + 3 year of
undergraduate studies). The final year of the program (lateral entry) would be internship.

Nomenclature
Nomenclature of both under graduate and postgraduate programs should be uniform
across the country. The nomenclature for the undergraduate program is “Bachelor of
Optometry” (B.Optom), whereas for a postgraduate program is “Master of Optometry”
(M.Optom).

Course duration
It is recommended that any programme developed from this curriculum should have a
minimum of the following duration to qualify as an a professional course in optometry -
 5 year programme (including 1 year of clinical training /internship)- Bachelor‟s degree
level
 2 year programme- Master‟s degree level
 PhD in relevant discipline (Optometry) should be in accordance with NCAHP regulations
(Minimum standards and procedures for award of PhD degrees). Shodhganga theses
repository/registration is also mandatory.

The emphasis initially should be on the academic content establishing a strong scientific
basis and in the latter year on the application of theory to clinical/reflective practice. In
Bachelor degree programme minimum one year should be devoted to clinical practice and
this should be on a continuum of rotation from theory to practice over the programme.
The aim of the 5 year degree programme is to enable the development of the Optometrist
as a key member of the eye care team and to enable him/her to execute basic
assessment/planning/delivery of eye care services.
With the change in the disease dynamics and multifold increase in the cases needing eye
care treatment, it is imperative that a well-structured programme of postgraduate
education is also encouraged so as to enhance research capacity within the country to
widen the scope of clinical practice for the profession. Thus, a master‟s degree
programme is recommended with minimum of two years of education in specialized
field of Optometry.

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The post graduate students can contribute significantly in research and academics. PhD
plays a significant role in the academics / research systems. The current curriculum has
indicated prescriptive guidelines for the career and qualification map.

Exit exam / Licensure exam:

There shall be a third party exit / licensure exam at the end of the Internship (5th year) for
Bachelor‟s program. The exit examination, or licensure examination, serves as a requisite
assessment for clinical practice eligibility. While the university may confer a degree
completion certificate, it is contingent upon the successful clearance of the exit
examination for clinical practice privileges within India. Additional criteria and
regulations governing the exit examination are in accordance with the guidelines
established by the National Commission for Academic and Health Professions (NCAHP).

Teaching faculty and infrastructure

The importance of providing an adequate learning environment for the students cannot be
over emphasized. Both the physical infrastructure and the teaching staff must be adequate.

Teaching areas should facilitate different teaching methods. Where students may share
didactic lectures with other disciplines large lecture theatres may be appropriate, but
smaller teaching areas should also be provided for tutorial and problem/case-based
learning approaches. In all venues where students are placed the health and safety
standards must be adhered to.

It is recommended that a faculty and student ratio of 1:10 and 1:3 to be followed for the
undergraduate program and post-graduate programs respectively. The teaching load will
be based on the norms set by the National and State Councils for the designated post.

Faculty development programs should be provided by the institute and undertaken by the
faculty mandatorily on a regular basis.

Job availability
As per ILO documentation, employers worldwide are looking for job applicants who not
only have technical skills that can be applied in the workplace, but who also can
communicate effectively, including with customers; can work in teams, with good
interpersonal skills; can solve problems; have good ICT skills; are willing and able to
learn; and are flexible in their approach to work. Graduates can expect to be employed in
hospitals and private practices as Optometrist. A career in research, following the
completion of a higher degree such as a PhD, is an option chosen by some graduates.
Also, graduates are eligible for employment overseas where their qualifications, training
and experience are highly regarded. With further experience, graduates may also be
employed by equipment manufacturers and development specialists.

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Graduates have good employment prospects, and will enter a field in which the demand
for professionals has increased in recent years and will keep on increasing due to chronic
conditions.

Job Opportunities: The job sectors for optometrist can be divided into the following
areas:
1. Corporate sector
2. Private practice
3. Work for an optical chain or under an optical store
4. Public health
5. Industries/companies
6. Eye care hospitals & institutions
7. Education sector
8. Scientific research
9. Basic research and integrated professional areas

Corporate Sector:

Optometrists are employed as professional service people under various lens

manufacturing companies as well as contact lens companies. Some pharmaceuticals and
surgical instrument companies (eye related) also employ them. Depending on
performance there is a career path for the professional service staff and some optometrist
have also risen to regional heads (Asia-pacific head).

Private practice:
Optometrist upon graduation can open their optometry clinic with/without optical store.
Currently many optometrists are practicing in their own clinic.

Work for optical chain:

The work environment and the responsibilities for working in a chain would be similar to
that of a private practitioner.

Public Health:
Optometrist can also enter into the public health domain as health care providers. They
could be involved in epidemiological studies, in primary health centres (PHC) and in
SHC. Optometrists can collaborate with NGO in service delivery of health care.

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Industries/ Companies:
Optometrist can involve in pre-employment vision screening, periodic eye check-up for
employees, set vision standards for various occupations, help in occupational health
professional in developing eye safety policy of the company, advise on appropriate eye
safety wear and can do awareness campaign among the employees especially on the usage
of eye safety wear and protection.

Eye Care Hospitals &Institutions:

Optometrists can provide vision care services like prescribing glasses, contact lens,
provide comprehensive low vision care services, advice on vision therapy etc. They can
also provide extended role in various eye clinics like managing diagnostic services and
co-manage patients in an eye care institutional set up or a hospital set up. Optometrist
also acts as clinical trainer, researchers, administrators and clinical heads.

Educational Sector:
Optometrists can be employed as faculty depending on experience and qualification.
Optometrists also can head optometry schools or college. Academics can also be
combined with clinical practice.

Research:
Research areas in optometry are quiet vast ranging from optics, contact lenses, binocular
vision, glaucoma, retinal diagnostics, public health, low vision to primary eye and health
care. Optometrists can involve himself in vision science researches, not restricted with
any specific areas.

Translational research:
Vision scientists/ optometrists with higher degree can involve in transformational research
wherein the scientific discoveries arises from laboratory, clinical or population studies
lead into clinical applications to reduce disease incidence, morbidity and mortality.

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Chapter 4
Curriculum of Optometry
courses
Chapter 4: Curriculum
Background
Human resource development for eye care is a crucial factor which will determine the
success of the IAPB recommended vision of „2030 In Sight‟. Given the enormous
numbers of people in India who are blind and vision impaired as a result of uncorrected
refractive error and other avoidable causes, the time is right for India to regulate the
profession of optometry, and increase the numbers of skilled eye care providers who can
provide vision care to the people at all levels and in all areas of the country.
The academic development of optometry in India is a crucial part of the development of
effective vision care and blindness prevention system in India. Optometry in India could,
over the next decade, become capable of combating its huge blindness and impaired
vision problem by travelling down the academic, professional and legislative pathway to
become an effective health care profession.
The aims of the recommended curriculum are to produce Optometrist who are-
- Technically and clinically competent;
- Understand the theoretical basis for evidence based practice;
- Independently competent in vision care as defined;
- Effective members of the multidisciplinary team;
- Prepared to participate in or initiate research into practice;
- Can work according to registration requirements on the respective continents.

All aspects of Optometry have been considered in the development of this curriculum
together with the identification of the roles expected for different levels of Optometrist
based on their qualification and experience. The need for connecting the dots between the
education and employment practices has been the road map for devising this curriculum.
Foundation course has also been designed to bring all the students at the same level of
understanding with respect to basic healthcare related norms before the start of a career in
a healthcare professional course. The foundation course is mandatory for all the allied and
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 healthcare professional courses, given that if it has been done at least at one level of
qualification. For example-if a diploma holder has completed the foundation course and is
willing to pursue the degree course, the candidate will directly get entry for next semester,
however a pre- qualifier skill test will have to be satisfactorily completed, if not, then the
candidate will have to undergo the first semester of foundation course again.

It is recommended that any program developed from this curriculum adhere to the
following minimum duration to qualify as an entry-level professional in Optometry:

 A 5-year program, inclusive of a one-year internship, at the Bachelor‟s degree level.

Initially, the emphasis should be on academic content to establish a robust scientific

foundation, with a later focus on the application of theory to clinical and reflective
practice. Clinical postings should commence from the second year onwards in the
Bachelor‟s degree program, following a continuum from theory to practical clinical
experiences throughout the program.

The aim of the five-year degree program is to foster the development of Optometry
professionals as independent healthcare practitioners and integral members of healthcare
teams matching “International standards”. This includes the ability to perform
advanced diagnosis, prepare, plan, deliver, and prescribe Optometry services, as well as
ensure quality assurance.

Given the evolving disease dynamics and increased demand for Optometry services, it is
imperative to encourage well-structured postgraduate education programs. These
programs aim to enhance research capacity domestically and expand the scope of clinical
practice within the profession. Consequently, a Master‟s degree program is recommended,
with a minimum duration of two years focusing on specialized fields of Optometry.
Postgraduate students are expected to make significant contributions to research and
academia.

Furthermore, recognizing the significant role of PhD holders in the academic system of
Optometry, guidelines for PhD programs are also suggested in this curriculum.

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 4.1 Bachelor of Optometry
Introduction:

Learning Objectives: At the completion of this course, the student should -

1. Be able to develop skills to provide comprehensive eye examination.

a. To acquire knowledge on ocular structures, its functions and pathological changes
b. To carryout ophthalmic investigations
c. To impart knowledge with regard to common eye diseases
d. To impart knowledge on treatment modalities from the perspective of counselling
e. To acquire knowledge about the referral guidelines for ocular and systemic conditions
2. Be able to correct refractive error and provide spectacle prescription
3. Be able to fit, evaluate, prescribe and dispense contact lenses for refractive correction
and other ocular conditions
4. Be able to assess the low vision and provide comprehensive low vision care
5. Be able to have adequate knowledge to develop skill in manufacturing of spectacle
lenses, contact lenses and low vision devices.
6. Be able to do complete binocular vision assessment, manage non-strabismic
binocular vision anomalies and refer condition which warrants surgery
7. Be able to assess the visual demands for various occupations and match it to the
visual capabilities. Also be able to advice on eye safety wear for various occupations.
8. Have knowledge and skill for early detection of various ocular conditions and
pathologies –Refractive error, Strabismus, Cataract, Diabetic retinopathy, Glaucoma etc.
9. Have knowledge regarding organizations of eye banks and preservation of ocular
tissues.
10. Have knowledge on sensory substitution and other rehabilitation measures for totally
visually challenged.
11. Have knowledge of counselling on visual/ocular hygiene, nutritional and
environmental modifications

Expectation from the future graduates in the providing patient care.

1. Optometrist will work independently or in conjunction with other eye/health care

professionals.
2. The optometrist will be knowledgeable, skilful and analytical in diagnosis, treatment
planning, management of visual defects & impairments and in co-managements of ocular
conditions.
3. The optometrist can work in hospitals (both private and public sectors), optical
outlets and/or work as independent practitioner

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4. The course will lead to a basic degree in optometry, which is considered as the
minimum essential for statutory registration of optometrists in countries where optometry
has been brought under legislation.
5. Undertake public health optometry projects and vision screening eye camps in
schools, colleges, urban slums, rural areas and also practice occupational optometry in
industries.
6. Public education on ocular hygiene and related nutritional and environmental
counselling.
7. Offer a helping hand and or efficiently manage and successfully run any ophthalmic
clinic, optometry department in hospitals, optical shops, and offer product expertise in
ophthalmic industry & trade.

Eligibility for admission:

Selection procedure:

1. He/she has passed the Higher Secondary (10+2) or equivalent examination

recognized by any Indian University or a duly constituted Board with pass marks (50%
marks) in physics, chemistry, biology/mathematics. Admission is done based on the
NEET exam / equivalent exam conducted by the Government of India (for both UG and
PG programs) followed by a counselling session.

OR

Diploma in Optometry after completing 12th class/ 10 +2 of CBSE or equivalent with

minimum aggregate of 50% marks in physics, chemistry and biology/mathematics
provided the candidate has passed in each subject separately. (Timelines for upgrading
will be until 5 years from the date of approval of the current curriculum).

2. Candidates who have studied abroad and have passed the equivalent qualification as
determined by the Association of Indian Universities will form the guideline to determine
the eligibility and must have passed in the subjects: Physics, Chemistry,
Biology/Mathematics and English up to 12th Standard level with pass marks (equivalence
to) 50% in physics, chemistry, biology/mathematics

3. Candidates who have passed the Senior Secondary school Examination of National
Open School with a minimum of 5 subjects with any of the following group subjects with
pass marks of 50% in physics, chemistry, biology/mathematics
a. English, Physics, Chemistry, Botany, Zoology
b. English, Physics, Chemistry, Biology/Mathematics and any other language

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4. He/she has attained the age of 17 years as on 31 December of the year of admission.
st

5. He/she has to furnish at the time of submission of application form, a certificate of

Physical fitness from a registered medical practitioner and two references from persons
other than relatives testifying to satisfactory general character.
a. During subsequent counselling (s) the seat will be allotted as per the merit of the
candidate depending on the availability of seats on that particular day.
b. Candidate who fails to attend the Medical Examination on the notified date(s) will
forfeit the claim for admission and placement in the waiting list except permitted by the
competent authority under special circumstances.
c. The name of the student(s) who remain(s) absent from classes for more than 15 days
at a stretch after joining the said course will be struck off from the college rolls without
giving any notice.

Provision of Lateral Entry:

Lateral entry to second year of undergraduate optometry programme for candidates who
have passed
diploma in Optometry/ vision technician/ophthalmic assistant programs from the
Government Boards and recognized by State/Central University, fulfilling the conditions
specified and these students are eligible to take admission on lateral entry system only
if the related subjects have been studied at diploma level with appropriate transfer of
credits.

Duration of the course

The B Optom undergraduate degree program is of five years duration (4+1) including one
year of compulsory internship.

Duration of the course: 5 (4+1) years or 10 (8+2) semesters.

Total hours –6000 (didactics+ practical +internship)
Semesters - An academic year consists of two semesters
Odd Semester: June/July to November/December
Even Semester: November/December to April/May

Medium of instruction:

English shall be the medium of instruction for all the subjects of study and for
examination of the course.

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Principal/Head of the Institute

In an affiliated college, Principal or Head of the institute must be an Optometrist. In a

University set up, HOD must be an Optometrist. Dean must belong to Allied and
Healthcare professions as mentioned in the NCAHP Act.

Attendance:

A candidate has to secure minimum-

1. 75% attendance in theoretical
2. 80% in Skills training (practical and clinical training) for qualifying to appear for the
examination.

Assessment:

Assessments should be completed by the academic staff, based on the compilation of the
student‟s theoretical & clinical performance throughout the training programme. To
achieve this, all assessment forms and feedback should be included and evaluated.

Competency Standards
Classification Units of Competency Skills at Entry level for optometrists

1. Communication Skills
2. Professional Conduct
3. Patient Examination and management.
4. Optical Dispensing
5. Documentation

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 Bachelor of Optometry [5 year program]
Proposed Scheme
Year Semester Hours
1 1 450
1 2 450
2 3 450
2 4 450
3 5 450
3 6 450
4 7 450
4 8 450
5 9 1200
5 10 1200
Total 6000

Credit details:
One credit implies one hour lecture per week or two hours of laboratory/practical per
week or two hours of clinics per week or two hours of Research project per week
A semester is considered to have 15 weeks. For example,
1 credit course = 15 hours of lectures per semester
3 credits course = 45 hours of lectures per semester
0.5 credit course = 15 hours of practical/laboratory.

CL CP L P

3 0.5 45 15

CL: Credit for Lecture

CP: Credit for Practicals
L: Hours for Lecture
P: Hours for Practicals

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 Curriculum Outline
First Semester

Hours/semester
Sl. No. Course Titles

Lecture Practicals Total

BOP101 General Anatomy 45 15 60
BOP102 General Physiology 45 15 60
BOP103 General Biochemistry 45 15 60
BOP104 Physical Optics 45 15 60
Mathematics & Geometrical
BOP105 45 15 60
Optics-I
BOP106 Introduction to Optometry# 30 0 30
BOP107 Nutrition# 15 0 15
BOP108 Communication# 15 60 45
BOP109 Clinical Optometry I 0 30 60
TOTAL 285 165 450
# Non-university exams

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 Second Semester

Hours/semester
Sl. No. Course Titles

Lecture Practicals Total

BOP201 General Pharmacology 45 0 45
BOP202 General Pathology 30 0 30
Ocular and related
BOP203 45 15 60
neuroanatomy
Ocular and related
BOP204 45 30 75
neurophysiology
BOP205 Ocular Biochemistry 45 30 75
BOP206 Geometrical Optics-II 45 30 75
BOP207 Basics of Computers# 0 30 30
BOP208 Clinical Optometry-II 0 60 60
TOTAL 255 195 450
# Non-university exams

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 Third Semester

Hours per semester

Sl. No. Course Titles
Lecture Practicals Total
General and Ocular
BOP301 45 15 60
Microbiology
BOP302 Ocular Pharmacology 45 0 45
BOP303 Visual optics –I 45 30 75
BOP304 Optometric optics 45 30 75
BOP305 Ocular Disease –I 45 0 45
Indian Medicine and
BOP306 30 0 30
Telemedicine#
BOP307 Clinical Optometry-III 0 120 120
TOTAL 255 195 450
# Non-university exams

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 Fourth Semester

Hours per semester

Sl. No. Course Titles
Lecture Practicals Total
BOP401 Optometric Instruments 45 15 60
Clinical examination of
BOP402 15 60 75
visual system
Visual perception and
BOP403 30 15 45
psychophysics
BOP404 Visual Optics- II 45 30 75
BOP405 Ocular Disease –II 45 0 45
Behavioral Health
BOP406 15 0 15
Psychology#
Introduction to Quality &
BOP407 15 0 15
Patient safety#
BOP408 Clinical Optometry-IV 120 120
TOTAL 210 240 450
# Non-university exams

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 Fifth Semester

Hours per semester

Sl. No. Course Titles
Lecture Practicals Total
BOP501 Systemic Disease 30 0 30
BOP502 Dispensing Optics 30 30 60
BOP503 Geriatric Optometry 45 0 45
BOP504 Paediatric Optometry 45 15 60
Diagnostics and
BOP505 therapeutics of Anterior 60 15 75
Segment diseases
BOP506 Innovation and technology# 15 15 30
BOP507 Clinical Optometry V 30 120 150
TOTAL 255 195 450
# Non-university exams

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 Sixth Semester

Hours per semester

Sl. No. Course Titles
Lecture Practicals Total
BOP601 Contact lens –I 30 30 60
Low Vision care and
BOP602 30 30 60
Rehabilitation
BOP603 Binocular Vision- I 30 30 60
Diagnostics and
BOP604 therapeutics of Posterior 60 15 75
segment diseases
Optometry and
BOP605 Multidisciplinary aspects of 15 0 15
Health#
Research Methodology &
BOP606 30 0 30
Biostatistics#
BOP607 Clinical Optometry VI 30 120 150
TOTAL 225 225 450
# Non-university exams

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Seventh Semester

Hours per semester

Sl. No. Course Titles
Lecture Practicals Total
BOP701 Contact Lens –II 30 30 60
BOP702 Binocular Vision –II 30 30 60
Public Health &
BOP703 30 0 30
Epidemiology
Law and Professional
BOP704 15 0 15
ethics-Optometry. #
BOP705 Community eye health# 45 45
BOP706 Clinical Optometry VII 30 120 150
BOP707 Research Project – I # 0 90 90
TOTAL 135 315 450
# Non-university exams

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Eighth Semester

Hours per semester

Sl. No. Course Titles
Lecture Practicals Total
BOP801 Occupational optometry 30 15 45
BOP802 Practice Management 30 0 30
Community eye health and
BOP803 15 60 75
Tele-optometry#
BOP804 Data science for healthcare# 15 15 30
BOP805 Clinical Optometry VIII 30 120 150
BOP806 Research Project – II 0 120 120
TOTAL 120 330 450
# Non-university exams

Ninth and tenth Semester (Considering 24 weeks per semester)

Sl. No. Course Titles Hours per semester

Lecture Practicals Total

BOP901 B Optom Internship -I 45 1155 1200

BOP1001 B Optom Internship -II 45 1155 1200
2400
# Non-university exams
 An appropriate nominal amount shall be paid as stipend for the intern students. This should
be revised periodically.

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First Semester

GENERAL ANATOMY CL CP L P

INSTRUCTOR IN CHARGE: MD Anatomy, 3 0.5 45 15

M Sc Anatomy or M Optom with experience in
handling Anatomy.
COURSE DESCRIPTION: General anatomy deals with the entire human anatomy with
emphasis on different tissues, blood vessels, glands, nerves and the entire central nervous
system in particular.
OBJECTIVES: At the end of the semester, the student should be able to:
1. Comprehend the normal disposition, inter-relationships, gross, functional and applied
anatomy of various structures in the human body.
2. Identify the microscopic structures of various tissues, and organs in the human body
and correlate the structure with the functions.
3. Comprehend the basic structure and connections between the various parts of the
central nervous system so as to analyze the integrative and regulative functions on the
organs and systems.

TEXT BOOKS:-
1. B.D. CHAURASIA: Handbook of General Anatomy, 2nd Ed., CBS Publishers and
Distributors, New Delhi - 110 032.
2. Inderbir Singh‟s text book of Anatomy -3 volumes 7th Edition

REFERENCE BOOKS:-
1. PETER L. WILLIAMS AND ROGER WARWICK: - Gray's Anatomy - Descriptive
and Applied, 36th Ed., 1980, Churchill Livingstone.
2. T.S. RANGANATHAN: Text book of Human Anatomy, 1982, S. Chand & Co., New
Delhi 110 055.
3. INDERBIR SINGH: Human Embryology, 3rd Ed., Macmillan India, 1981.
4. R. KANAGASUNTHARAM, P. SIVANANDA-SINGHAM & A.
KRISHNAMURTI: Anatomy- Regional, Functional, & Clinical, P.G. Publisher,
Singapore 1987.

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PREREQUISITES: Higher secondary level biology or remedial biology

COURSE PLAN:

Unit Topic Hours

Introduction to Human Anatomy:

Anatomy: Definition and its relevance in medicine and
1 optometry 9
Planes of the body, relationship of structures, organ system
Skeletal System

Tissues of the Body: Epithelium, connective tissue, bone and

cartilage, Embryology, histology, different types of each of
them, types of cells, cellular differentiation and arrangements
2 in different tissues 9
Muscles: Different types of muscles, their functional
differentiation, their relationship with different structures,
their neural supply

Blood vessels: Differentiation between arteries and veins,

embryology, histology of both arteries and veins, Functional
differences between the two, anatomical differences at
3 different locations 9

Lymphatic system: Embryology, functions, relationship with

blood vessels and organs

Skin and appendages: Embryology, anatomical differences in

different areas, functional and protective variations,
4 innervations, relationship with muscles and nerves 9
Glands: Embryology, different types of glands (exocrine and
endocrine), functional differences, neural control of glands

Nervous system: Parts of Nervous system, cell types of

nervous system, Blood-brain barrier, Reflex arc, Peripheral
Nerves, Spinal nerves, Nerve fibers, Autonomic Nervous
5 system 9
Brain and Cranial nerves: Major parts of Brain, Protective
coverings of the Brain, Cerebrospinal Fluid, Brain stem,
Cerebellum, Diencephalon, Cerebrum, Cranial nerves

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PRACTICAL: Practical demonstration of each organ using specimen. If specimen for
certain organs are not available, then videos can be shown to make the student understand
the anatomic structures.

CL CP L P
GENERAL PHYSIOLOGY
3 0.5 45 15
INSTRUCTOR IN CHARGE: MD Physiology,
MSc Physiology or M Optom with experience in
handling Physiology

COURSE DESCRIPTION: General physiology deals with the entire human anatomy
with emphasis on different organ systems, their physiological functions with special
emphasis on blood and neurophysiology.

OBJECTIVES: At the end of the course the student will be able to: • Explain the normal
functioning of various organ systems of the body and their interactions. • Elucidate the
physiological aspects of normal growth and development. • Describe the physiological
response and adaptations to environmental stresses. • Know the physiological principles
underlying pathogenesis of disease.

TEXT BOOKS: -
1. Human physiology - C C Chatterjee 14th edition 2 volumes
2. Essentials of human physiology - K Sembulimgam 8th edition

REFERENCE BOOKS:-
1. A C Guyton: Text book of Medical Physiology, 8th edition, saunders company,
Japan,
2. G J Tortora, B Derrickson: Principles of anatomy & physiology,11th edition, Harper
& Row Publishers, New York
3. John Wiley & Sons Inc, New Jersey, 2007

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PREREQUISITES: Higher secondary level biology or remedial biology

COURSE PLAN:

Unit Topics Hours

Cell structure & organization

Tissue organization, Epithelium, Connective tissue –Collagen
1 fibers –Elastic fibers –Areolar fibers, Cartilage –Bone, 7
Contractile tissue –striated –skeletal –cardiac –non striated –plain
–myoepithelial, General principles of cell physiology, Physiology
of skeletal muscle

Blood:
Composition, Volume measurement & variations, Plasma
proteins –classification & functions, Red blood cells –
development, morphology & measurements –functions &
dysfunctions., White blood cells –development –classification,
2 morphology –functions & dysfunctions, Platelets –morphology – 9
development, functions & dysfunctions, Clotting –factors –
mechanism –anti- coagulants dysfunctions, Blood grouping –
classification –importance in transfusion, Rh factor &
incompatibility, Suspension stability, Osmotic stability, Reticulo
endothelial system: Spleen,lymphatic tissue, Thymus, bone
marrow, immune system, cellular, Humoral, Autoimmune system

Digestion:
General arrangement, functions & regulations: Salivary digestion,
Gastric digestion, Pancreatic digestion, Intestinal digestion, Liver
& bile, Absorption,

3 Motility, Deglutition, Vomiting-Defecation-Functions of large 9

intestine-Neurohumoral regulations of alimentary functions
Excretion: Body fluids –distribution, measurement & exchange,
Kidney –structure of nephron –mechanism of urine formation –
composition of the urine and abnormal constituents –urinary
bladder & micturition

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 Endocrines: Hormone mechanism –negative feed backs –tropic
action –permissive action –cellular action, hypothalamic
regulation, hormones, actions, regulations: Thyroid , Adrenal
cortex, Adrenal medulla, Parathyroid, Islets of pancreas,
Miscellaneous, Common clinical disorders
4 Reproduction: Male reproductive system –control & regulation , 10
Female reproductive system –uterus –ovaries –menstrual cycle –
regulation –pregnancy & delivery –breast –family planning
Respiration: Mechanics of respiration –pulmonary function tests
–transport of respiratory gases- neural and chemical regulation of
respiration –hypoxia, cyanosis, dyspnoea–asphyxia.

Circulation: General principles

Heart: myocardium –innervation –transmission of cardiac
impulse- Events during cardiac cycle –cardiac output. Peripheral
circulation: peripheral resistances –arterial blood pressure –
measurements –factors regulation variations –capillary circulation
–venous circulation. Special circulation: coronary cerebral –
miscellaneous
5 10
Nervous system: Neuron –Conduction of impulse –synapse –
receptor, Sensory organization –pathways and perception,
Reflexes –cerebral cortex –functions, Thalamus –Basal ganglia,
Cerebellum., Hypothalamus, Autonomic nervous system –motor
control of movements, posture and equilibrium, conditioned
reflex, eye hand co-ordination, Special senses –(Elementary)
Olfaction –Taste –Hearing

PRACTICAL*:
1. Blood test: Microscope, Haemocytometer, Blood, RBC count, Hb, WBC count,
Differential Count, Haematocrit demonstration, ESR, Blood group & Rh. type, Bleeding
time and clotting time
2. Digestion: Test salivary digestions
3. Excretion: Examination of Urine, Specific gravity, Albumin, Sugar, Microscopic
examination for cells and cysts
4. Endocrinology and Reproduction: Dry experiments in the form of cases showing
different endocrine disorders.
5. Respiratory System: Clinical examination of respiratory system, Spirometry, Breath
holding test

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6. Cardio Vascular System: Clinical examination of circulatory system, Measurement of
blood pressure and pulse rate, Effect of exercise on blood pressure and pulse rate
7. Central Nervous System: Sensory system, Motor system, Cranial system, Superficial
and deep reflexes

*Videos can be shown to make the student understand the functions

CL CP L P

GENERAL BIOCHEMISTRY 3 0.5 45 15

INSTRUCTOR IN CHARGE: Ph D or MD in biochemistry with adequate exposure to

the profession of optometry or M Optom with experience in handling Biochemistry

COURSE DESCRIPTION: This course will be taught in two consecutive semesters.

General Biochemistry deals with the biochemical nature of carbohydrates, proteins,
minerals, vitamins, lipids etc. A detailed study of these, emphasizing on their chemical
composition and their role in metabolism is the required aim of this course.

OBJECTIVES: At the end of the course, the student should be able to: demonstrate his
knowledge and understanding on:
1. Structure, function and interrelationship of biomolecules and consequences of
deviation from normal.
2. Integration of the various aspects of metabolism, and their regulatory pathways.
3. Principles of various conventional and specialized laboratory investigations and
instrumentation, analysis and interpretation of a given data.

TEXT BOOK:
1. Essentials of biochemistry - Shivananda Nayak 3rd edition

2. Textbook of biochemistry for medical students - D M Vasudevan 8th edition

REFERENCE BOOKS:
1. S. Ramakrishnan, K G Prasannan and R Rajan: Text book of Medical Biochemistry,
Orient Longman, Madras, 1990
2. D.R. Whikehart: Biochemistry of the Eye, 2ndedition, Butterworth Heinemann,
Pennsylvania, 2003

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 PREREQUISITES: Higher secondary level chemistry with good knowledge of organic
chemistry.

COURSE PLAN

Topics
Unit Hours

Amino acids - classification, symbols, structures and properties -

Proteins – primary structure, secondary structure, tertiary structure
and quaternary structure - examples with biological functions
Carbohydrates - classification, structure and functions of mono-, di-
1 9
, oligo- and polysaccharides - Glycoconjugates - proteoglycans,
glycoproteins and glycolipids
Lipids - structure and functions of fatty acids, triacylglycerols,
phospholipids and glycolipids

Enzyme nomenclature - derivation of Michaelis-Menten equation,

significance and its limitations, Lineweaver-Burk equation and its
plot - factors affecting the rate of enzymatic reactions - enzyme
regulation - covalent modification, allosteric modification, positive
2 and negative co-operativity - enzyme inhibition - reversible and 9
irreversible inhibitions. Mechanism of enzyme catalysis - proximity
effect, general acid-base reaction, electrostatic interaction, etc., that
recurs in enzyme reactions; mechanism of action of chymotrypsin,
lysozyme, ribonuclease-A and carboxypeptidase

3 Carbohydrate metabolism - glycolysis (aerobic and anaerobic), 9

feeder pathways of glycolysis, gluconeogenesis, glycogenolysis,
glycogenesis, pyruvate oxidation, TCA cycle, glyoxylate cycle and
pentose phosphate pathway - pathway, control and energetics
Nucleic acids metabolism - Purines and Pyrimidines- synthesis,
degradation and its control

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 Amino acids metabolism - transamination, oxidative deamination,
urea cycle, breakdown of amino acids leading to pyruvate, acetyl
4 CoA, α-ketoglutarate and succinyl CoA – lipids metabolism - fatty 9
acids, phospholipids and cholesterol - synthesis, degradation and its
control

Electron transport chain and its complexes; oxidative

phosphorylation: chemiosmotic theory; proton motive force, ATP
5 9
synthesis - rotational catalysis; uncouplers of oxidative
phosphorylation; control of ATP production

PRACTICALS

 Estimation of amino acid by Formol titration

 Estimation of starch by Anthrone method
 Estimation of protein by Lowry‟s method from germinating seeds
 Estimation of cholesterol by Zak‟s method
 Estimation of amino acid by Ninhydrin method from germinating seeds
 Estimation of ascorbic acid
 Estimation of Urea by DAM-TSC method
 Determination of enzyme activity – AST
 Determination of enzyme activity – ALT
 Identification of amino acids by descending paper chromatography
 Identification of sugars by TLC
 Demonstration
 Estimation of blood cholesterol
 Estimation of alkaline phosphatase.
 Salivary amylase (effect of PH, etc)

CL CP L P

PHYSICAL OPTICS 3 0.5 45 15

INSTRUCTOR IN CHARGE: A post-graduate,
preferably a Ph D, in physics, with adequate exposure to the profession of optometry as
evidenced by previous teaching experience or publications in optometry
journals/magazines Or M Optom/ Ph D in Optometry with experience in handling Optics

COURSE DESCRIPTION: This course will be taught in one semester. Physical Optics is the
study of light, its properties and its interaction with matter. Specifically, the phenomena of
interference, diffraction, polarization and scattering will be dealt with in detail.

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 OBJECTIVES: The objective of this course is to equip the students with a thorough
knowledge of properties of light. At the end of this course, students will be able to predict the
distribution of light under various conditions.

TEXT BOOK: Keating NM. P, Geometric, Physical and Visual Optics, Butterworth-
Heinemann, Massachusetts, USA, 2002.

REFERENCE BOOKS:
1. Pedrotti L. S, Pedrotti Sr. F. L, Optics and Vision, Prentice Hall, New Jersey, USA, 1998.
2. Keating NM. P, Geometric, Physical and Visual Optics, Butterworth- Heinemann,
Massachusetts, USA, 2002.

3.

PREREQUISITES: Higher secondary level mathematics and physics.

COURSE PLAN

Unit Topics Hours

1 Nature of light –light as electromagnetic oscillation –wave 9

equation; ideas of sinusoidal oscillations –simple harmonic
oscillation; transverse nature of oscillation; concepts of
frequency, wavelength, amplitude and phase.
Sources of light; Electromagnetic Spectrum, Radiometry; solid
angle; radiometric units; photopic and scotopic luminous
efficiency and efficacy curves; photometric units. Inverse square
law of photometry; Lambert‟s law. Other units of light
measurement; retinal illumination; Trolands

2 INTERFERENCE: Interference of Light – Principle of Super 9

Position - Coherence, Coherent, sources, Constructive
interference, Destructive interference - Young‟s double slit
Experiment– band width – Colors of Thin Films – Newton‟s
Rings – Determination of Wavelength – Air wedge -
Determination of diameter of a thin wire by air wedge
Michelson‟s Interferometer and its Applications.

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 3 DIFFRACTION: Fresnel's Diffraction – Zone Plate and a Convex 9
Lens – Diffraction at Circular aperture, Opaque circular disc,
Straight edge and Narrow wire -. Fraunhofer's Diffraction –
Diffraction at a Slit, Circular Aperture and Disc – Theory of
Plane Transmission Grating. Resolution of Images – Rayleigh‟s
Criterion – Resolving Power of Telescope, Microscopes, Prisms
and Grating.. Scattering; Raleigh‟s scattering; Tyndall effect.

4 POLARIZATION: Double Refraction – Brewster‟s Law – Nicol 9

Prism –- polarizer and analyzer - Huygens Explanation of double
refraction – Elliptically & Circularly polarized light – Quarter
Wave and Half Wave Plates - Polaroids and their uses -Optical
Activity –Fresnel‟s Explanation – Bi quartz Polarimeter –
Determination of Specific Rotatory Power using Half Shade
Polarimeter. Fluorescence and Phosphorescence- Introduction to
Fluorescence and Phosphorescence, Applications of Fluorescence

5 LASERS: Introduction –Basic Principle of LASER – 9

spontaneous and stimulated emission, Coherence –Population
Inversion – Different Types of Pumping –Systems –
characteristics of LASER . Types of Laser: He-Ne Laser – Nd-
YAG laser – CO2Laser – Semiconductor Laser - 3-D Profiling
Using Lasers – Applications of Laser in Field of Medicine –
ophthalmic applications.

PRACTICALS

The practical to be done include the following:

 Determination of Refractive Index of the given Liquid – Newton‟s Ring

 Refractive Index of Hollow Prism
 Small Angle Prism
 Resolving Power of Prism
 Polarimeter - Specific Rotation
 Diffraction using Single Slit and Double Slit - determine its width.
 Determination of Wavelength of He-Ne - Laser Grating
 Michelson‟s Interferometer - determine the wavelength
 Circular Aperture - Airy disk, dependence of disk diameter on aperture size
 Verification of Malus‟ Law using a polarizer – analyzer combination
 Thickness of thin glass plate Michelson‟sInterferometer
 Photometry of Images: Verification of Inverse Square Law; Effect of aperture size on
image illuminance
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 CL CP L P
MATHEMATICS & GEOMETRICAL OPTICS-I
3 0.5 45 15
INSTRUCTOR IN CHARGE:

Mathematics: A post-graduate, preferably a PhD, in mathematics, with adequate exposure

to the profession of optometry as evidenced by previous teaching experience or publications
in optometry journals/magazines OR M Optom/Ph D in Optometry with experience in
handling mathematics and optics

Geometrical optics: A post-graduate, preferably a Ph D, in physics, with adequate exposure

to the profession of optometry as evidenced by previous teaching experience or publications
in optometry journals/magazines OR An optometrist with a post-graduate degree, preferably
a Ph D OR An optometrist with an undergraduate degree
COURSE DESCRIPTION:

Mathematics deals with the basics that are necessary for understanding the concepts of
vision. Geometric Optics is the study of light and its behavior as it propagates in a variety of
media. Specifically, the phenomena of reflection and refraction of light at boundaries
between media and subsequent image formation will be dealt with in detail. Reflections at
plane and spherical surfaces and refractions at plane, spherical, cylindrical and toric surfaces
will be studied in this course. Attention will be given to the system of surfaces and/or lenses
and their imaging properties. The effect of aperture stops on the quality of images, such as
blur and aberrations, depth of field and depth of focus, will also be studied
OBJECTIVE:

The objective of the mathematics units is to introduce the basic principles of mathematics
involved in optometry, optics and other applied diagnostic divisions of optometry. The
objective of the geometric optics units is to equip the students with a thorough knowledge of
mirrors and lenses. At the end of this course, students will be able to predict the basic
properties of the images formed on the retina by the optics of the eye.

TEXT BOOK:
1. Pedrotti L. S, Pedrotti Sr. F. L, Optics and Vision, Prentice Hall, New Jersey, USA,
1998.
2. B. S. Grewal, Higher Engineering Mathematics, 43/e, Khanna Publishers, 2014.

REFERENCE BOOKS:
1. Loshin D. S. The Geometric Optics Workbook, Butterworth-Heinemann, Boston, USA,
1991.

2. Schwartz S. H. Geometrical and Visual Optics: A Clinical Introduction, McGraw-Hill, New

York, USA, 2002.

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Course plan:

Unit Topic Hours

1 Trigonometry: Complex numbers, DeMoivre‟s Theorem and 9

important deductions, Trigonometric and exponential forms of
complex numbers and applications. Expansion of sinq, cosq and
tanq in terms of q. Algebra: Combinations; Binomial theorem for
any index

2 Definition of scalars, vectors and matrices. Addition and 9

subtraction of vectors and matrices; vector norm and matrix
determinants. Dot and cross products; angle between vectors.
Multiplication of two matrices. Inverse of matrices; solution of
simultaneous linear equations using matrices. Concepts of groups,
rings and vector spaces. Definition of linearity and applications

3 Wavefronts–spherical, elliptical and plane; Curvature and 9

vergence; rays; convergence and divergence in terms of rays and
vergence; vergence at a distance. Refractive index; its dependence
on wavelength. Fermat‟s and Huygen‟s Principle –Derivation of
laws of reflection and refraction (Snell‟s law) from these principles

4 Plane mirrors –height of the mirror; rotation of the mirror, 9

Reflection by a spherical mirror –paraxial approximation; sign
convention; derivation of vergence equation, Imaging by concave
mirror, convex mirror, Reflectivity; transmissivity; Snell‟s Law,
Refraction at a plane surface, Glass slab; displacement without
deviation; displacement without dispersion

5 Thick prisms; angle of prism; deviation produced by a prism; 9

refractive index of the prism, angular dispersion; dispersive power;
Abbe‟s number, Definition of crown and flint glasses; materials of
high refractive index, Thin prism –definition; definition of Prism
diopter; deviation produced by a thin prism; it dependence on
refractive index

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PRACTICALS
 Thick Prism – determination of prism angle and dispersive power; calculation of the
refractive index
 Thin Prism – measurement of deviation; calculation of the prism dioptre
 Fresnel‟s Biprism - determine the wavelength of a monochromatic light source
 Refractive Index of Solid Prism
 Image formation by spherical mirrors.

CL CP L P
INTRODUCTION TO OPTOMETRY
2 0 30 0
INSTRUCTOR IN CHARGE: M Optom in
Optometry with experience in teaching basic or core optometry courses.

COURSE DESCRIPTION: This course aims to orient the students with basic concepts
of optometry, highlighting its role and importance in comprehensive ocular evaluation

OBJECTIVES:
1. This course provides the students with basic knowledge on optometry, its disciplines,
and its importance in enabling comprehensive ocular evaluation
2. The course introduces the various roles that optometrists can play in terms of clinical,
community, academic and research services and how different courses in the curriculum
enable them towards achieving this objective

TEXT BOOK: J. Boyd Eskridge, John F. Amos, Jimmy D. Bartlett, Clinical Procedures
in Optometry

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COURSE PLAN:

Unit Topic Hours

1 Introduction to optometry, Definition, Rights and 10

Responsibilities
Integration of basic sciences and support courses to
Optometry
Role of optometry in comprehensive eye care.

2 Introduction to Primary eye care, Blindness, Vision 10

impairment, Refractive errors, common ocular diseases
like cataract, diabetic retinopathy, glaucoma
Disciplines in Optometry: Binocular vision, Contact
lens, Low vision care, Occupational optometry and
Sports Optometry etc.

3 Background of the profession: Allied and Health care 10

Profession, Systems and streams of different professions
and the position of optometry
Evolution of optometry in India
Global practice trends of optometry
What does it take to become a healthcare professional?

CL CP L P

NUTRITION 1 0 15 0

INSTRUCTOR IN CHARGE: Nutritionist with

Masters/ Doctorate

COURSE DESCRIPTION: This course covers the basic aspects of Nutrition for good
health. It also includes nutrients and nutrient derivatives relevant to ocular health,
nutrition deficiency and ocular disease, Nutrition and ocular aging, and contraindications,
adverse reactions and ocular nutritional supplements.

OBJECTIVES: At the end of the course student would have gained the knowledge of the
following: Balanced diet. • Protein, carbohydrates, vitamins, Minerals, carotenoids and
eye. • Nutrition and Ocular aging • Adverse effects of ocular nutritional supplements.

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TEXT BOOK:
1. Textbook on nutrition and dietetics - Clement I 1st edition.

REFERENCE BOOKS:
1. M Swaminathan: Hand book of Food and Nutrition, fifth edition, Bangalore printing
& publishing Co.Ltd, Bangalore, 2004
2. C Gopalan, BV Rama Sastri, SC Balasubramanian: Nutritive Value of Indian Foods,
National Institute of Nutrition, ICMR, Hyderabad,2004

PREREQUISITES: Nil

COURSE PLAN

Unit Topic Hours

1 Introduction: Food groups, RDA, Balanced diet, diet planning. 5

Assessment of nutritional status. Energy: Units of energy,
Measurements of energy and value of food, Energy expenditure.
Total energy/calorie requirement for different age groups and
diseases. Satiety value, Energy imbalance- obesity, starvation.
Limitations of the daily food guide. Nutrients and Nutrient
derivatives relevant to ocular health: Proteins, Lipids,
carbohydrates, vitamins, minerals and trace elements,
carotenoids, oxidative stress and the eye.

2 Nutrition deficiency and ocular disease: Vitamin A deficiency, 5

Vitamin C deficiency and ocular disease, Vitamin E deficiency,
retinitis pigmentosa.

3 Nutrition and Ocular Senescence: Nutrition and malnutrition in 5

older people, Dry eye disorders, Glaucoma, Cataract, and Age-
related macular degeneration. Contraindications, adverse
reactions and ocular nutritional supplements.
Recent Advance in research into nutrition related eye health:
Age related eye disease study (AREDS), Carotenoids in Age
related eye disease study (CAREDS),

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 CL CP L P
COMMUNICATION
1 2 15 60
INSTRUCTOR IN CHARGE PhD/ Masters in
the field of communication preferable.

COURSE DESCRIPTION: This course deals with essential functional English aspects
and nuances of the communication skills essential for the health care professionals.

OBJECTIVES:
1. This course trains the students in oral presentations, expository writing, logical
organization and structural support.
2. By acquiring skills in the use of communication techniques the students will be able
to express better, grow personally and professionally, develop poise and confidence and
achieve success.

TEXT BOOK:
1. Graham Lock, Functional English Grammar: Introduction to second Language
Teachers. Cambridge University Press, New York, 1996.
2. Gwen Van Servellen. Communication for Health care professionals: Concepts,
practice and evidence, Jones & Bartlett Publications, USA, 2009

REFERENCE BOOKS: Faculty may decide.

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 PREREQUISITES: Basic English-speaking writing comprehension skills

COURSE PLAN

Unit Topics Hours

1 Vocabulary, Synonyms, Antonyms, Prefix and Suffix, 5

Homonyms, Analogies and Portmanteau words, Active,
Passive, Direct and Indirect speech, Prepositions, Conjunctions
and Euphemisms. Letter Writing, Email, Essay, Articles,
Memos, one word substitutes, note making and
Comprehension, Summary writing, Creative writing,
newspaper reading. Importance of speaking efficiently, Voice
culture, Preparation of speech. Secrets of good delivery,
Audience psychology, handling

2 Communication process, Elements of communication, Barriers 5

of communication and how to overcome them. Nuances for
communicating with patients and their attenders in hospitals.

3 Listening Process, Barriers to Listening, Types of Listening, 5

Importance of listening, Good and persuasive listening,
Characteristics of a good listener. Efficient and fast reading,
Awareness of existing reading habits, Tested techniques for
improving speed, Improving concentration and comprehension
through systematic study. Basics of non-verbal communication
, Rapport building skills using neuro- linguistic programming
(NLP)

PRACTICALS

 Listening comprehension
 Listening and Note-taking
 Training in Listening
 Professional speaking
 Audience Analysis
 Organizing a speech
 Delivering a speech: Presentation Strategies
 Interview Techniques
 Group Discussion
 Professional writing
 Trans-coding -- from verbal to visual & from visual to verbal
 Editing, Proof reading, Referencing
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 Proposals
 User manual and Product description
 Reports – feasibility, market survey, project
 Conference paper/journal article writing in IMRAD Format
 Memos and E-mails
 Advertisement Writing
 Scenarios in Optometric Practice (Role play)
 As Clinician
 As Patient
 As Parent/ attendant
 Non-verbal communication

CL CP L P
CLINICAL OPTOMETRY I
0 1 0 30
INSTRUCTOR IN CHARGE: M Optom with
experience in teaching basic or core optometry courses

COURSE DESCRIPTION: This course deals with introducing the students to the
optometric clinical rotations in a clinic or a hospital.

OBJECTIVES:

The objective is to introduce the student to the working of a clinic/ hospital

To introduce different departments in a hospital/ non-optometry services in a clinic

TEXT BOOK: Faculty to decide

REFERENCE BOOKS: Relevant Hospital Administrative Manuals (Faculty may

decide)

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COURSE PLAN

Practicals:

1. Observe the basic operations of the optometry clinic while interacting with the team
members involved in providing optimal care to patients.

2. Setting up of an optometric work up room

3. Introduction to relevant terminologies, equipment and techniques used for treatment.

4. Tour the hospital and get to know other departments in a tertiary eye care hospital and
provide a report on the observation

5. Coverage on the process of the clinic/ hospital, creating and maintaining medical
records (electronic),

6. Processes and guidelines in the Human resources department during the studentship
along with the roles and responsibilities of the students,

7. Observation in clinical and non-clinical processes of the Optometry/ Opticals

Department. Depending on the availability of the other departments like Disposals of the
medical and non- medical waste in the system, Department of Bioengineering, Patient
services, eye banks, multimedia/ Web development etc observations can be encouraged.

8. Basic Life Support Skills Training

9. Observation at the Hospital infection control and Safety and the Quality Control
System

10. Training on basic clinical protocol for community outreach

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Second Semester

CL CP L P
GENERAL PHARMACOLOGY
3 0 45 0
INSTRUCTOR INCHARGE: MD
Pharmacology/M.Pharm or Pharm D who have adequate
experience in teaching pharmacology.

COURSE DESCRIPTION: This course covers the actions, uses, adverse effects and
mode of administration of drugs.

OBJECTIVES: At the end of the course the students will acquire knowledge in the
following aspects-
1. Basic principle of pharmacokinetics & Pharmacodynamics
2. Commonly used ocular drugs, mechanism, indications, contraindications, drug
dosage and adverse effects.

TEXT BOOK/REFERENCE BOOKS:

3. 1.Essentials of medical pharmacology - K D Tripathi 8th edition
4. 2. Ocular Therapeutics Handbook by Dr. Bruce E. Onofrey

PREREQUISITES: General Physiology & Biochemistry

COURSE PLAN

Unit Topics Hours

1 General Pharmacology: Introduction & sources of drugs, 15

Routes of drug administration, Pharmacokinetics (emphasis on
ocular pharmacokinetics), Pharmacodynamics & factors
modifying drug actions

2 Systemic Pharmacology: Autonomic nervous system, 10

Cardiovascular system: Anti-hypertensive and drugs useful in
Angina; Diuretics: Drugs used in ocular disorders; Central
Nervous System: Alcohol, sedative hypnotics, Depressants.
Histamines and Anti histamines, Serotonin, Prostaglandin

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 3 General & local anaesthetics, Opioids & non-opioids; 10
Chemotherapy : Introduction on general chemotherapy,
Specific chemotherapy –Antiviral, antifungal, antibiotics;
Hormones : Corticosteroids, Antidiabetics; Blood Coagulants

4 Principles and classification of autonomic drugs, 10

Sympathomimetics – Sympatholytics, Parasympathomimetics
– Parasympatholytics, Diagnostic use of autonomic drugs,
Sulfonamides, Antibiotics, Anaesthetics-Proteolytic enzymes

CL CP L P
GENERAL PATHOLOGY
2 0 30 0
INSTRUCTOR INCHARGE: MD Pathology.

COURSE DESCRIPTION: This course describes basic aspects of disease processes

with reference to specific entities relevant in optometry/ophthalmology.

OBJECTIVES At the end of the course students will acquire knowledge in the following
aspects:
1. Inflammation and repair aspects.
2. Pathology of various eye parts and adnexa.

TEXT BOOK

1. Textbook of pathology - Harsh Mohan 8th edition

REFERENCE BOOKS:
1. CORTON KUMAR AND ROBINS: Pathological Basis of the Disease, 7th Edition,
Elsevier, New Delhi, 2004.
2. S R Lakhani Susan AD & Caroline JF: Basic Pathology: An introduction to the
mechanism of disease, 1993.

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PREREQUISITES: Higher Secondary Biology, General and Ocular Anatomy, General
and Ocular Physiology

COURSE PLAN

Unit Topics Hours

1 Modes of cell injury, Necrosis & gangrene, Inflammation and 15

repair (Chronic and Acute), Infection in general, Specific
infections: Tuberculosis, Leprosy, Syphilis, Fungal infection,
Viral, chlamydial infection

2 Neoplasia, Haematology, Anemia, Leukemia, Bleeding 10

disorders. Circulatory disturbances: Thrombosis, Infarction,
Embolism, Hypersensitivity reactions

3 Clinical pathology: Immune system, Shock, Anaphylaxis, 5

Allergy

CL CP L P
OCULAR AND RELATED NEURO-
3 0.5 45 15
ANATOMY

INSTRUCTOR IN CHARGE: M Optom who have adequate experience in teaching

anatomy or MD (Anatomy) or M.Sc (Anatomy).

COURSE DESCRIPTION: This course deals with detailed anatomy of the orbit, eyeball
and cranial nerves associated with ocular functions.

OBJECTIVES: At the end of the course, the student should be able to:
1. Comprehend the normal disposition, inter-relationships, gross, functional and applied
anatomy of various structures in the eye and adnexa.
2. Identify the microscopic structures of various tissues in the eye and correlate the
structure with the functions.
3. Comprehend the basic structure and connections between the various parts of the
central nervous system and the eye so as to understand the neural connections and
distribution.
4. To understand the basic principles of ocular embryology.

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TEXT BOOK: Anatomy and Physiology of Eye, Second edition, By: AK Khurana, Indu
Khurana: CBS Publishers, New Delhi, 2006

PREREQUISITES: General anatomy

COURSE PLAN

Unit Topics Hours

1 Ocular Embryology. Ocular Structures: Eyeball, Visual pathway, 9

orbit, extraocular muscles and appendages. Ocular Embryology.
Eyebrows: Gross anatomy, structure, vessels and nerves, functions.
Orbit: Bony orbit, periorbita, orbital fascia, surgical spaces in the
orbit, orbital fat and reticular tissue, apertures at the base of orbit,
contents of the orbit; Paranasal sinuses. Anatomy of eyelids: Gross,
structure, Glands of eyelids, vessels and nerves. Extraocular muscles:
rectus, oblique, nerve supply, blood supply.

2 Conjunctiva: Parts of conjunctiva, Structure of conjunctiva, the 9

conjunctival glands, Plica semilunaris, the caruncle, Blood supply of
the conjunctiva, venous drainage of conjunctiva, lymphatics of the
conjunctiva, nerve supply of conjunctiva. Cornea: Dimensions,
histology, blood supply, nerve supply, Limbus: Anatomical limbus,
surgical limbus, cataract incision; Sclera: Thickness of sclera, special
regions of the sclera, scleral apertures, microscopic structure, nerve
supply, Uvea : iris, ciliary body choroid, blood supply; Aqueous
Humour: Ciliary body, posterior chamber, anterior chamber, angle of
the anterior chamber, Gonioscopic grading of the angle, Aqueous
outflow system

3 The crystalline lens: structure of the lens, ciliary zonules. Vitreous 9

Humour: general features, Structure (Hyaloid membrane, cortical
vitreous, medullary vitreous), attachments, vitreous base. Retina and
Visual Pathway : Gross anatomy of retina, microscopic structure,
blood-supply of retina, blood retinal barrier; Anatomy of different
components of visual pathway, arrangement of nerve fibres, blood
supply, lesions of visual pathway.

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 4 Lacrimal apparatus: Lacrimal glands (main and accessory; structure, 9
blood supply, lymphatic drainage, nerve supply), Lacrimal passages
(Puncta, canaliculi, lacrimal sac, nasolacrimal duct, blood supply,
nerve supply). Tear film: Functions, structure (all layers), Physical
properties, Chemical composition (water, proteins, metabolites,
electrolytes, and lipids). Blood vessels and ocular circulations: Blood
vessels – arteries and venous drainage; Ocular circulation – structural
characteristics of ocular vessels. Orbital Nerves: Oculomotor,
trochlear, abducent, trigeminal, facial, autonomic nerves

5 Central nervous system: Spinal cord and brain stem, Cerebellum, 9

Cerebrum. Nervous system: Neuron –Conduction of impulse –synapse
–receptor, Sensory organization –pathways and perception, Reflexes –
cerebral cortex –functions. Thalamus –Basal ganglia, Cerebellum,
Hypothalamus, Autonomic nervous system –motor control of
movements, posture and equilibrium , Conditioned reflex, eye hand
co-ordination

PRACTICAL (15 Hours)

1. Practical demonstration of bovine eye dissection.

2. Retina Layers - Video Demonstration and OCT
3. Cranial Nerve Examination
4. Meibomian glands using meibography
5. Syringing to understand lacrimal apparatus

OCULAR AND RELATED

NEUROPHYSIOLOGY CL CP L P

INSTRUCTOR IN CHARGE: M Optom 3 1 45 30

with experience in teaching ocular and
neurophysiology or MD Physiology, M. Sc (Physiology)

COURSE DESCRIPTION: Ocular physiology deals with the physiological and

neurological functions of each part of the eye.

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OBJECTIVES: At the end of the course, the student should be able to:
1. Explain the normal functioning of all structures of the eye and their interactions
2. Elucidate the physiological aspects of normal growth and development of the eye
3. Understand the phenomenon of vision
4. List the physiological principles underlying pathogenesis and treatment of diseases
of the eye

TEXT BOOK:

1. AK Khurana, Indu Khurana: Anatomy and Physiology of Eye, Second edition, CBS
Publishers, New Delhi, 2006

2. L A Remington: Clinical Anatomy of the Visual System, Second edition, Elsevier

Butterworth Heinemann, Missouri, USA, 2005

REFERENCE BOOKS:
1. PL Kaufman, A Alm: Adler‟s Physiology of the eye clinical application, 10th
edition, Mosby, 2002

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PREREQUISITES: General Physiology

COURSE PLAN:

Unit Topics Hours

1 Protective mechanisms in the eye: Eye lids and lacrimation, 9

description of the globe , Extrinsic eye muscles, their actions and
control of their movements, Coats of the eye ball, Ocular,
movements and saccades

2 Cornea, Aqueous humor and vitreous: Intra ocular pressure, Iris 9

and pupil, Crystalline lens and accommodation – presbyopia,
Mechanism of accommodation, Retina – structure and functions

3 Vision – general aspects of sensation, Pigments of the eye and 9

photochemistry, The visual stimulus, refractive errors, Visual
acuity, Vernier acuity and principle of measurement, Visual
perception – Binocular vision, stereoscopic vision, optical
illusions

4 Visual pathway, central and cerebral connections, Introduction to 9

electro physiology, Retinal sensitivity and Visibility, Receptive
stimulation and flicker

5 Colour vision and colour defects. Theories and diagnostic tests, 9

Scotopic and Photopic vision, Color vision, Color mixing, Visual
perception and adaptation, Introduction to visual psychology
(Psychophysics)

PRACTICALS (30 Hours)

1. Examination of Lid movements and Extra ocular movements
2. Tests for lacrimation
3. Experiments on Binocular vision( Accommodation, Vergence, Disparity, Single
Vision, Fusion & Stereopsis)
4. Examination of Pupillary reflexes
5. Experiments on Light and dark adaptation
6. Experiments on Colour Vision

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 CL CP L P
OCULAR BIOCHEMISTRY
3 1 45 30
INSTRUCTOR IN CHARGE: M Optom
with experience in teaching Biochemistry or Masters or PhD in Biochemistry

COURSE DESCRIPTION: Ocular Biochemistry deals with the metabolism that takes
place in the human body. It also deals with ocular biochemistry in detail. Clinical
estimation as well as the clinical significance of biochemical values is also taught.

OBJECTIVES: At the end of the course, the student should be able to demonstrate his
knowledge and understanding on
1. Structure ,function and interrelationship of biomolecules and consequences of
deviation from the normal
2. Integration of various aspects of metabolism and their regulatory pathways
3. Principles of various conventional and specialized laboratory investigations and
instrumentation, analysis and interpretation of a given data
4. Understand metabolic processes taking place in different ocular structures.

TEXT BOOK: S. Ramakrishnan: Essentials of biochemistry and ocular biochemistry,

Annamalai University Publications, Chidambaram, India, 1992

REFERENCE BOOKS:
1. S. Ramakrishnan, K G Prasannan and R Rajan: Text book of Medical Biochemistry,
Orient Longman, Madras, 1990
2. D R Whikehart: Biochemistry of the Eye, 2nd edition, Butterworth Heinemann,
Pennsylvania, 2003

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PREREQUISITES: Higher secondary level chemistry with good knowledge of organic
chemistry and knowledge of Basic Biochemistry

COURSE PLAN:

Unit Topics Hours

1 Importance of ocular biochemistry in ophthalmic practice; Tear 9

film – Functions of Tear film. Different layers of Tear film.
Chemical composition of tears. Tear film abnormalities. Tests
for film Adequacy, Cornea – Biochemical composition of
cornea. Sources of Nutrients-Oxygen, Glucose, Amino acid.
Metabolic pathway in cornea – Glycolysis, HMP shunt

2 Lens – Biochemical composition of lens. Lens protein – their 9

types & characteristics. Lens Metabolism - Carbohydrate
metabolism, protein metabolism. Cataract – Due to
biochemical defects of lens. Antioxidant mechanism in the lens

3 Retina – structure – composition – photoreceptor cell – 9

metabolism and functions – phagocytosis; Retinal
neurochemistry – Monoamines – acetylcholine – GABA –
amino acids – taurine – neuropeptides – Biochemical correlates
of retinal diseases

4 Biochemistry of the visual process; Photopigments – 9

Rhodopsin & Iodopsin. Chemical nature of Rhodopsin. Visual
cycle (Bleaching of Rhodopsin, Transducin cycle, Role of
Phosphodiesterases)

5 Technique: Colloidal state, sol. Gel. Emulsion, dialysis, 9

electrophoresis. pH buffers mode of action, molar and
percentage solutions, photometer, colorimeter and
spectrometry. Radio isotopes: application in medicine and
basic research.

PRACTICAL (30 Hours)

 Quantitative and qualitative analysis by spectrophotometry
 Electrophoresis
o Chromatography – Lysozyme, Lactoferin, IgA etc
 Preparation of normal, molar and percentage solutions – matching Tear
Osmolarity.

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  Measurement of tear osmolarity
o Preparation of buffers, pH determination
 pH estimation of tears.
 Biochemistry Assay using following specimens
o Tears of different age groups
o Cataract lens
o Different types of used contact lenses
o Contact lens solutions on tears
o Demonstration of various techniques as given in unit 5.

GEOMETRICAL OPTICS II CL CP L P

INSTRUCTOR IN CHARGE: A post-graduate, 3 1 45 30

preferably a Ph D, in physics, with adequate
exposure to the profession of optometry as evidenced by previous teaching experience or
publications in optometry journals/magazines OR M Optom

COURSE DESCRIPTION: This course will be taught in two consecutive semesters.

Geometric Optics is the study of light and its behavior as it propagates in a variety of
media. Specifically, the phenomena of reflection and refraction of light at boundaries
between media and subsequent image formation will be dealt with in detail. Reflections at
plane and spherical surfaces and refractions at plane, spherical, cylindrical and toric
surfaces will be studied in this course. Attention will be given to the system of surfaces
and/or lenses and their imaging properties. The effect of aperture stops on the quality of
images, such as blur and aberrations, depth of field and depth of focus, will also be
studied

OBJECTIVES: The objective of this course is to equip the students with a thorough
knowledge of mirrors and lenses. At the end of this course, students will be able to predict
the basic properties of the images formed on the retina by the optics of the eye.

TEXT BOOK:
1. Tunnacliffe A. H, Hirst J. G, Optics, The association of British Dispensing Opticians,
London, U.K., 1990.
2. Pedrotti L. S, Pedrotti Sr. F. L, Optics and Vision, Prentice Hall, New Jersey, USA,
1998.

REFERENCE BOOKS:
1. Loshin D. S. The Geometric Optics Workbook, Butterworth-Heinemann, Boston,
USA, 1991.
2. Schwartz S. H. Geometrical and Visual Optics: A Clinical Introduction, McGraw-
Hill, New York, USA, 2002.
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 PREREQUISITES: Higher secondary level mathematics, physics, Geometric Optics I.

COURSE PLAN:

Unit Topics Hours

1 Vergence and vergence techniques revised. Gullstrand‟s 10

schematic eyes, visual acuity, Stile Crawford. Emmetropia and
ametropia

2 Blur retinal Imaginary, Correction of spherical ammetropia, 15

vertex distance and effective power, dioptric power of the
spectacle, to calculate the dioptoric power, angular
magnification of spectacles in aphakic. Astigmatism. - To
calculate the position of the line image in a sphero-cylindrical
lens.

3 Thin lens model of the eye –angular magnification –spectacle 10

and relative spectacle magnification. Aperture stops- entrance
and exit pupils.
Aberrations Spherical – Coma - Oblique astigmatism -
Curvature of the field – Distortion - Chromatic (longitudinal
and lateral) - higher order aberrations.

4 Telescopes and Microscopes, Accommodation – 10

Accommodation formulae and calculations. angular
magnification of spectacle lens, near point, calculation of add,
depth of field.

PRACTICAL (30 Hours)

1. Image formation with Cylindrical Lenses, Imaging by two cylinders in contact –
2. Image formation with spherocylindrical lens – sphere and cylinder in contact
3. Calculation of Spectacle and Relative Spectacle Magnification
4. Construction of a tabletop telescope – all three types of telescopes.
5. Construction of a tabletop microscope
6. Demonstration of Aberrations

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 CL CP L P
BASICS OF COMPUTERS

INSTRUCTOR IN CHARGE: M Optom 0 1 0 30

with adequate computer knowledge and
with teaching experience or Graduate in Information and technology

COURSE DESCRIPTION: The course has focus on computer organization, computer

operating system and software, and MS windows, Word processing, Excel data worksheet
and PowerPoint presentation.

OBJECTIVES: The students will be able to appreciate the role of computer technology
and some extent able to gain hand-on experience in using computers.

TEXTBOOK: Faculty can decide

COURSE PLAN:
1. Introduction to computer: Input and output devices: Processor and memory: The
Central Processing Unit (CPU), main memory. Storage Devices, Introduction of windows,
Introduction of Operating System
2. Introduction to MS-Word: introduction, components of a word window, creating,
opening and inserting files, editing a document file, page setting and formatting the text,
saving the document, spell checking, printing the document file, creating and editing of
table, mail merge.
3. Introduction to Excel: introduction, about worksheet, entering information, saving
workbooks and formatting, printing the worksheet, creating graphs.
4. Introduction to power-point: introduction, creating and manipulating presentation,
views, formatting and enhancing text, slide with graphs.
5. Computer networks: introduction, types of network (LAN, MAN, WAN, Internet,
Intranet), Internet and its Applications.
6. Introduction to computer applications in health and hospital data management system

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 CL CP L P
CLINICAL OPTOMETRY II
0 2 0 60
Students will observe the basic operations of
the optometry clinic while interacting with
the multidisciplinary team members involved in providing optimal care to patients. The
student will be introduced to optical terminology, equipment, and techniques used for
treatment.

Students will maintain a log of all the cases seen in the outpatient department. Students
will be given hands on training on basic optometry procedures such as history taking,
vision testing, basic binocular vision testing and other ancillary procedures that are part of
a comprehensive eye examination.

COURSE PLAN:

1. History Taking in systemic conditions and its relevant ocular implications

2. General medications and its systemic conditions
3. Interpretation of lab reports: Blood reports, urine reports, endocrinology reports
4. Estimation of random blood sugar
5. Estimation of Blood Pressure and pulse rate
6. Demonstration of CPR
7. Clinical Assessment of cranial nerve functions
8. Visual Acuity tests for adult and children
9. Basic Binocular Vision tests
10. Tear film and lid assessment

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Third Semester

GENERAL AND OCULAR CL CP L P

MICROBIOLOGY
3 0.5 45 30
INSTRUCTOR IN CHARGE:
Microbiologist with Masters or Ph D
qualification.

COURSE DESCRIPTION This course covers the basic biological, biochemical and
pathogenic characteristics of pathogenic organisms.
OBJECTIVES The objectives of the course are:
1. To prepare the students to gain essential knowledge about the characteristics of
bacteria, viruses, fungi and parasites;
2. To acquire knowledge of the principles of sterilization and disinfection in hospital
and ophthalmic practice;
3. To understand the pathogenesis of the diseases caused by the organisms in the human
body with particular reference to the eye infections and
4. To understand basic principles of diagnostic ocular Microbiology.

TEXT BOOK:
Textbook of microbiology - Ananthanarayan and Paniker 11th edition

REFERENCE BOOKS:
1. KJ Ryan, CG Ray: Sherris Medical Microbiology- An Introduction to infectious
Diseases, fourth edition, McGRAW HILL Publisher, New Delhi, 1994 MACKIE &
McCartney Practical Medical Microbiology
2. SYDNEY M. FINEGOLD & ELLEN JO BARON: Diagnostic Microbiology (DM)

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PREREQUISITES: Higher secondary Biology

COURSE PLAN:

Unit Topics Hours

1 Introduction to Microbiology: History and scope of Medical 9

Microbiology; Prokaryotic Cell structure and functions;
Eukaryotic Cell structure and functions; Overview of
Bacteriology, Mycology, Virology and Protozoology; Ocular
microbiology - Normal ocular flora; Control of Microbial
Growth - Antimicrobial methods and Chemotherapy; Basic
Laboratory techniques.

2 Sterilization in ophthalmic practice: Heat (dry & wet heat – 9

steam under pressure autoclaving), radiation, filter,
chemicals; control of efficacy of sterilization. Disinfection
procedure - glutaraldehyde (2%), chlorhexidine, alcohol,
iodine; preventive methods – hand washing, needle
stick/slash policy; methods to disinfect tonometer and Slit
lamp biomicroscope; Preventative method in operation
theatre – attire, caps & masks, hand washing, cleaning
procedure.

3 Ocular Immunology: Innate and adaptive immunity; 9

Hypersensitivity responses - Anaphylactic hypersensitivity,
cytotoxic hypersensitivity, Complex-mediated
hypersensitivity, Delayed hypersensitivity; Autoimmunity;
Host parasite relationship.

4 Ocular Bacteriology: Ocular Bacterial diseases, Pathological 9

mechanisms, Immunity, Laboratory diagnosis
Ocular Mycology: Ocular Mycotic diseases, Laboratory
diagnosis
Ocular Virology: Ocular Viral infections, Immunity,
Laboratory diagnosis;
Ocular Parasitology: Acanthameba, Toxoplasma,
Onchocerciasis, Toxocariasis, Cysticercus cellulosae (larval
form of Taenia solium), Phthiriasis

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 5 Hospital borne ocular infections: postoperative 9
endophthalmitis, conjunctivitis, infections transmitted
through corneal transplantations, hepatitis, HIV; high risk
areas and staff; preventive methods, AIDS protocol, infective
waste disposal

PRACTICALS:

1) Sterilization & Disinfection procedures and quality control

2) Collection of specimens from conjunctiva, lid margin (using sterile cotton swabs),
Specimen processing

3) Isolation & Purification of microbes from collected specimens

4) Characteristic growth on different culture media

5) Characterization & Identification

· Staining – Gram staining, Acid fast staining, Spore Staining, Flagella staining
· Motility – Hanging drop method
· Biochemical tests
· Antibiotic sensitivity test

6) Isolation and identification of various fungal strains in the laboratory

7) Video demonstration of collection of specimen from cornea intraocular specimens

(Aqueous humor and Vitreous aspirate) processing and reporting on bacterial and fungal
cultures and reporting.

8) Lab tour/ orientation to the PCR facility in diagnosis of ocular infections

9) Impression Cytology of conjunctiva

OCULAR PHARMACOLOGY CL CP L P
INSTRUCTOR INCHARGE: M Optom or MD
Pharmacology or MS Ophthalmology with 3 0 45 0
experience in teaching Phramacology

COURSE DESCRIPTION: This course covers the actions, uses, adverse effects and
mode of administration of drugs, especially related to eyes.

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OBJECTIVES: At the end of the course the students will acquire knowledge in the
following aspects-
1. Basic principle of pharmacokinetics & Pharmacodynamics
2. Commonly used ocular drugs, mechanism, indications, contraindications, drug
dosage and adverse effects.

TEXT BOOK/REFERENCE BOOKS:

1. Ashok Garg: Manual of Ocular Therapeutics, Jaypee, New Delhi, 1996
2. T J Zimmerman, K S Kooner : Text Book of Ocular Pharmacology, Lippincott-
Raven, 1997

PREREQUISITES: General Physiology & Biochemistry

COURSE PLAN:

Unit Topic Hours

1 Ocular Pharmacology: Ocular preparations, formulations and 9

requirements of an ideal agent. Ocular Pharmacokinetics,
methods of drug administration & Special drug delivery system;
Ocular Toxicology

2 Diagnostic & Therapeutic applications of drugs used in 9

Ophthalmology: Diagnostic Drugs & biological agents used in
ocular surgery, Anaesthetics used in ophthalmic procedures,
Anti-glaucoma drugs

3 Pharmacotherapy of ocular infections –Bacterial, viral, fungal & 9

chlamydial infections

4 Pharmacotherapy of Drugs used in allergic, inflammatory & 9

degenerative conditions of the eye

5 Pharmacotherapy of Immune modulators in Ophthalmic practice, 9

Wetting agents & tear substitutes, Antioxidants

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 CL CP L P
VISUAL OPTICS I

INSTRUCTOR IN CHARGE: M Optom 3 1 45 30

with teaching experience in optics.
COURSE DESCRIPTION: This course deals with the concept of eye as an optical
instrument and thereby covers various optical components of eye, types of refractive
errors, clinical approach in diagnosis and management of various types of refractive
errors.

OBJECTIVES: Upon completion of the course, the student should be able:

1. To understand the fundamentals of optical components of the eye
2. To gain theoretical knowledge and practical skill on visual acuity measurement,
objective and subjective clinical refraction.

TEXT BOOK:
1. A H Tunnacliffe: Visual optics, The Association of British Optician, 1987
2. AG Bennett & RB Rabbets: Clinical Visual optics, 3rd edition, Butterworth
Heinemann, 1998
3. T Grosvenor: Primary Care Optometry,4th edition, Butterworth –
heinneman,USA,2002

REFERENCE BOOKS:
1. M P Keating: Geometric, Physical and Visual optics, 2nd edition, Butterworth-
Heinemann, USA, 2002
2. HL Rubin: Optics for clinicians, 2nd edition, Triad publishing company. Florida,
1974.
3. H Obstfeld: Optic in Vision- Foundations of visual optics & associated computations,
2nd edition, Butterworth, UK, 1982.
4. WJ Benjamin: Borish‟s clinical refraction,2nd edition, Butterworth Heinemann,
Missouri, USA,2006

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 PREREQUISITES: Geometrical optics, Physical optics, Ocular Physiology
COURSE PLAN

Unit Topic Hours

1 Review of Geometrical Optics: Vergence and power. Conjugacy, 10

object space and image space, Sign convention, Spherical
refracting surface, Spherical mirror; catoptric power, Cardinal
points, Magnification, Light and visual function, Clinical
Relevance of: Fluorescence, Interference, Diffraction,
Polarization, Bi-refringence, Dichroism. Aberration and its
application Spherical and Chromatic aberration

2 Optics of Ocular Structure: Cornea and aqueous, Crystalline 10

lens, Vitreous, Schematic and reduced eye

3 Measurements of Optical Constants of the Eye, Corneal 10

curvature and thickness, Keratometry, Curvature of the lens and
ophthalmophakometry
Axial and axis of the eye, Basic Aspects of Vision. Visual
Acuity, Light and Dark Adaptation, Color Vision, Spatial and
Temporal Resolution, Science of Measuring visual performance
and application to Clinical Optometry

4 Refractive anomalies and their causes, Etiology of refractive 15

anomalies
Contributing variability and their ranges, Populating
distributions of anomalies. Optical component measurements.
Growth of the eye in relation to refractive errors

PRACTICAL (30 HOURS)

1. Study of Purkinje images I to IV.
2. Measurement of corneal curvature.
3. Measurement of corneal thickness.
4. Mathematical models of the eye - emmetropia, Hyperopia, Myopia
5. Conjugate points - demonstration - worked examples.
6. Axial and refractive ametropia - hyperopia, myopia - worked examples.
7. Construction of Visual acuity charts

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8. Effect of lenses in front of the eye
9. Effect of prisms in front of the eye
10. Vision through pinhole, slit, filters, etc.

CL CP L P
OPTOMETRIC OPTICS
3 1 45 30
INSTRUCTOR IN CHARGE: M Optom
with teaching experience in Optics
COURSE DESCRIPTION: This course deals with understanding the theory behind
spectacle lenses and frames, their materials, types, advantages and disadvantages,
calculations involved, when and how to prescribe. It will impart construction, design
application and development of lenses, particularly of the methods of calculating their
power and effect.
OBJECTIVES: Skills/knowledge to be acquired at the end of this course: -
1. Measurement of lens power , lens centration using conventional techniques
2. Transposition of various types of lenses Knowledge to identify different forms of
lenses (equi- convex, plano convex, periscopic, etc.)
3. Ophthalmic prism knowledge –effects, units, base-apex notation, compounding and
resolving prisms.
4. Knowledge lens designs –single vision, bifocals, progressive lens
5. Knowledge on tinted and protective lenses

TEXT BOOK: Jalie M: The principles of Ophthalmic Lenses, The Association of

Dispensing Opticians, London, 1994.

REFERENCE BOOKS:
1. David Wilson: Practical Optical Dispensing, OTEN- DE, NSW TAFE
Commission,1999
2. C V Brooks, IM Borish: System for Ophthalmic Dispensing, Second edition,
Butterworth-Heinemann, USA, 1996

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PREREQUISITES: Physical Optics, Geometrical Optics
COURSE PLAN

Unit Topics Hours

1 Introduction –Light, Mirror, Reflection, Refraction and 9

Absorption. Lenses –Definition, units, terminology used to
describe, form of lenses Vertex distance and vertex power,
Effectivity calculations

2 Lens shape, size and types i.e. Spherical, cylindrical and 9

Sphero-cylindrical
Transpositions –Simple, Toric and Spherical equivalent,
Surfacing of spherical and cylindrical lenses

3 Spherometer & Sag formula, Edge thickness calculations, 9

Manufacturing of lenses, Inspection of Lenses

4 Prisms –Definition, properties, Refraction through prisms, 9

Thickness difference, Base-apex notation, uses, nomenclature
and units, Sign Conventions, Fresnel‟s prisms, rotary prisms.
Prismatic effect, centration, decentration and Prentice rule,
Prismatic effect of Plano-cylinder and Spherocylinder lenses

5 Lens Designs: Single Vision, Bifocals and Multifocal Lenses. 9

Tints and Protective Lenses, Special design lenses, Aberration
in Ophthalmic Lenses

PRACTICAL (30 HOURS)

1. Lens curvature and refractive index calculation with lens gauge, Lens material,
design selection
2. Lensometry (Single vision, Bifocal and Progressives, prism spectacles)
3. Identification of lens defects
4. Identification of tints, safety eyewear, and special lenses
5. Demonstration of newer design lenses
6. Visit to manufacturing lab set up to demonstrate surfacing of lenses.

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 CL CP L P
OCULAR DISEASES I

INSTRUCTOR IN CHARGE: MS 3 0 45 0
Ophthalmology or M Optom/PhD in Optometry
with experience in teaching ocular diseases
COURSE DESCRIPTION: This course deals with various ocular diseases affecting
various parts of the eyes. It covers clinical signs and symptoms, cause, pathophysiological
mechanism, diagnostic approach, differential diagnosis and management aspects of the
ocular diseases.
OBJECTIVES: At the end of the course the students will be knowledgeable in the
following aspects of ocular diseases:
1. Etiology
2. Epidemiology
3. Symptoms
4. Signs
5. Course sequelae of ocular disease
6. Diagnostic approach and
7. Management of ocular diseases.

TEXT BOOK: Jack J. Kanski Clinical Ophthalmology: A Systematic Approach, 6th

edition, Butterworth - Heinemann, 2007

REFERENCE BOOKS:

1. A K Khurana: Comprehensive Ophthalmology, 4th edition, New age international (p)

Ltd. Publishers, New Delhi, 2007
2. Stephen J. Miller : Parsons Diseases of the Eye, 18th edition, Churchill Livingstone,
1990

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 PREREQUISITES: Ocular anatomy and Ocular Physiology, Ocular Biochemistry and
Microbiology, Pharmacology
COURSE PLAN

Unit Topics Hours

1 Orbit 7
Applied Anatomy, Proptosis (Classification, Causes, Investigations)
Enophthalmos, Developmental Anomalies (craniosynostosis, Craniofacial
Dysostosis, Hypertelorism, Median facial cleft syndrome)
Orbital Inflammations (Preseptal cellulites, Orbital cellulitis Orbital
Periostitis, cavernous sinus Thrombosis)
Grave‟s Ophthalmopathy, Orbital tumors( Dermoids, capillary
haemangioma, Optic nerve glioma), Orbital blowout fractures, Orbital
surgery (Orbitotomy), Orbital trauma , Approach to a patient with
proptosis

2 Lids 6
Applied Anatomy, Congenital anomalies (Ptosis, Coloboma, Epicanthus,
Distichiasis, Cryptophthalmos) Oedema of the eyelids(Inflammatory,
Solid, Passive edema) Inflammatory disorders (Blepharitis, External
Hordeolum, Chalazion ,Interalhordeolum, Molluscum Contagiosum)
Anomalies in the position of the lashes and Lid Margin (Trichiasis,
Ectropion, Entropion, Symblepharon, Blepharophimosis, Lagophthalmos,
Blepharospasm, Ptosis). Tumors (Papillomas, Xanthelasma,
Haemangioma, Basal carcinoma, Squamous cell carcinoma, sebaceous
gland melanoma)

3 Lacrimal System : Applied Anatomy, Tear Film, The Dry Eye ( Sjogren‟s 6
Syndrome), The watering eye ( Etiology, clinical evaluation),
Dacryocystitis, Swelling of the Lacrimal gland( Dacryoadenitis)

4 Conjunctiva 8
Applied Anatomy, Inflammations of conjunctiva ( Infective conjunctivitis
– bacterial, chlamydial, viral , Allergic conjunctivitis, Granulomatous
conjunctivitis)
Degenerative conditions( Pinguecula, Pterygium, Concretions)
Symptomatic conditions( Hyperaemia, Chemosis, Ecchymosis, Xerosis,
Discoloration), Cysts and Tumors

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5 Cornea 10
Applied Anatomy and Physiology, Congenital Anomalies (Megalocornea,
Microcornea, Cornea plana, Congenital cloudy cornea), Inflammations of
the cornea (Topographical classifications: Ulcerative keratitis and Non
ulcerative. Etiological classifications: Infective, Allergic, Trophic,
Traumatic, Idiopathic)
Degenerations (classifications, Arcussenilis, Vogt‟s white limbal girdle,
Hassal-henle bodies, Lipoid Keratopathy, Band shaped keratopathy,
Salzmann‟s nodular degeneration, Droplet keratopathy, Pellucid Marginal
degeneration)
Dystrophies (Reis Buckler dystrophy,Recurrent corneal erosion syndrome,
Granular dystrophy, Lattice dystrophy, Macular dystrophy, cornea guttata,
Fuch‟s epithelial endothelial dystrophy, Congenital hereditary endothelial
dystrophy)
Keratoconus, Keratoglobus, Corneal oedema, Corneal opacity, Corneal
vascularisation, Penetrating Keratoplasty

6 Uveal Tract and Sclera 8

Applied Anatomy, Classification of uveitis, Etiology, Pathology, Anterior
Uveitis, Posterior Uveitis, Purulent Uveitis, Endophthalmitis,
Panophthalmitis, Pars Planitis, Tumors of uveal tract( Melanoma),
Episcleritis and scleritis, Clinical examination of Uveitis and Scleritis

C C L P
INDIAN MEDICINE AND TELEMEDICINE
L P
INSTRUCTOR IN CHARGE: Public health
professional or M Optom who have knowledge in 2 0 30 0
National health care system.
COURSE DESCRIPTION: This course insight into existing healthcare system in India.
OBJECTIVES: At the end of the course student will be aware of the traditional and the
latest healthcare system. The student also will get basic knowledge about the telemedicine
practices in India especially in eye care.
TEXT BOOK: Margie Lovett Scott, Faith Prather. Global health systems comparing
strategies for delivering health services. Joney & Bartlett learning, 2014 (page 167 -178)
REFERENCE BOOKS: Faculty may decide.

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 COURSE PLAN:

Unit Topics Hours

1 Introduction to healthcare delivery system 8

Healthcare delivery system in India at primary, secondary and tertiary
care
Community participation in healthcare delivery system
Health system in developed countries.
Private Sector
National Health Mission
National Health Policy
Issues in Health Care Delivery System in India

2 National Health Programme-Background objectives, action plan, 8

targets, operations, achievements and constraints in various National
Heath Programme.

3 Introduction to AYUSH system of medicine 8

1. Introduction to Ayurveda.
2. Yoga and Naturopathy
3. Unani
4. Siddha
5. Homeopathy
Need for integration of various system of medicine

4 Health scenario of India- past, present and future 6

Telemedicine: Structure, components, Dissemination and Impact

CLINICAL OPTOMETRY III CL CP L P

Students will gain additional skills in clinical 0 4 0 120

procedures, interaction with patients and
professional personnel. Students apply knowledge from previous clinical learning
experience under the supervision of a registered optometrist. Students are tested on
intermediate clinical optometry skills. The practical aspects of the optometric optics (
hand-on in optical), optometric instruments, clinical examination of visual system( Hands-
on under supervision) and ocular diseases ( Slides and case discussion) will be given to
the students during their clinical training.

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COURSE PLAN

1. Evaluation of EOM, Cover test, Hirschberg Test

2. Measurement of NPA, NPC, Stereopsis
3. Pupillary evaluation
4. Tests for Colour vision
5. Procedure of Confrontation
6. Measurement of IPD
7. Lensometry
8. Keratometry
9. Placido disc
10. Ptosis evaluation
11. Proptosis evaluation
12. Anterior segment evaluation – Torch light and slit lamp evaluation
13. Photostress recovery test
14. Red saturation test

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Fourth Semester

OPTOMETRIC INSTRUMENTS CL CP L P

INSTRUCTOR IN CHARGE: M Optom with

3 0.5 45 15
experience in teaching instrument course or
Bioengineer with experience in teaching

COURSE DESCRIPTION: This course covers commonly used optometric instruments,

its basic principle, description and usage in clinical practice.

OBJECTIVES: Upon completion of the course, the student should be able to gain
theoretical knowledge and basic practical skill in handling the instruments that are utilised
for a comprehensive ocular examination

TEXT BOOK: David Henson: Optometric Instrumentations, Butterworth- Heinnemann,

UK, 1991

REFERENCE BOOKS:
1. P R Yoder: Mounting Optics in Optical Instruments, SPIE Society of Photo- Optical
Instrumentation, 2002
2. G Smith, D A. Atchison: The Eye and Visual Optical Instruments, Cambridge
University Press, 1997

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 PREREQUISITES: Geometrical optics

COURSE PLAN

Unit Topics Hours

1 Optotypes and MTF, Spatial Frequency 7

Test charts standards.
Choice of test charts
Trial case lenses
Refractor (phoropter) head units
Optical considerations of refractor units

2 Trial frame design 7

Near vision difficulties with units and trial frames
Retinoscope – types available
Adjustment of Retinoscopes- special features
Objective optometers.
Infrared optometer devices

3 Projection charts 7
Illumination of the consulting room.
Brightness acuity test
Vision analyzer
Pupilometer
Potential Acuity Meter
Abberometer

4 Ophthalmoscopes and related devices, Design of ophthalmoscopes – 6

illumination, Design of ophthalmoscopes- viewing, Ophthalmoscope
disc
Filters for ophthalmoscopy, Indirect ophthalmoscope

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5 Lensometer 6
Lens gauges or clock
Slit lamp
Tonometers

6 Keratometer and corneal topography 6

Refractometer
Orthoptic Instruments (Synaptophore Only)
Color Vision Testing Devices

7 Fields of Vision And Screening Devices 6

Scans
Electrodiagnostics
New Instruments

PRACTICALS
1. Visual Acuity chart/drum
2. Retinoscope
3. Trail Box
4. Jackson Cross cylinder
5. Direct ophthalmoscope
6. Slit lamp Biomicroscope
7. Slit lamp Ophthalmoscopy ( +90, 78 D)
8. Gonioscope
9. Tonometer: Applanation Tonometer
10. Keratometer
11. Perimeter
12. Electrodiagnostic instrument (ERG, VEP, EOG)
13. A –Scan Ultrasound
14. Lensometer

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CLINICAL EXAMINATION OF THE CL CP L P
VISUAL SYSTEM
1 2 15 60
INSTRUCTOR IN CHARGE: M.Optom in
Optometry with relevant experience in teaching

COURSE DESCRIPTION: This course covers various clinical optometry procedures

involving external examination, anterior segment and posterior segment examination,
neuroophthalmic examination, paediatric optometry examination, and Glaucoma
evaluation.

OBJECTIVES: At the end of the course the students will be skilled in knowing the
purpose, set-up and devices required for the test, indications and contraindications of the
test, step-by-step procedures, documentation of the findings, and interpretation of the
findings of the various clinical optometry procedures

TEXT BOOK: T Grosvenor: Primary Care Optometry, 5th edition, Butterworth –

Heinneman, USA, 2007.

REFERENCE BOOKS:
1. A K Khurana: Comprehensive Ophthalmology, 4th edition, New age international(p)
Ltd. Publishers, New Delhi, 2007
2. D B. Elliott: Clinical Procedures in Primary Eye Care,3rd edition, Butterworth-
Heinemann, 2007
3. Jack J. Kanski Clinical Ophthalmology: A Systematic Approach,6th edition,
Butterworth-Heinemann, 2007
4. J.B Eskridge, J F. Amos, J D. Bartlett: Clinical Procedures in Optometry, Lippincott
Williams and Wilkins,1991
5. N B. Carlson, Dl Kurtz: Clinical Procedures for Ocular Examination ,3rd edition,
McGraw-Hill Medical, 2003

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 PREREQUISITES: Optometric Instruments, Visual optics
COURSE PLAN

Unit Topics Hours

1 History taking, Visual acuity estimation, Extraocular motility, Cover 5

teat, Alternating cover test, Hirschberg test, Modified Krimsky,
Maddox Rod, Saccades and pursuit test

2 Pupils Examination, Color Vision, Stereopsis, Confrontation test, 5

Photostress test, Amsler test, Contrast sensitivity function test

3 External examination of the eye, Slit lamp biomicroscopy, Van 5

Herrick, Tonometry, ROPLAS, Schirmer‟s, TBUT, tear meniscus
level, NITBUT (keratometer), Ophthalmoscopy

PRACTICALS
1. History taking
2. Visual acuity estimation
3. Extraocular motility, Cover teat, Alternating cover test
4. Hirschberg test, Modified Krimsky
5. Pupils Examination
6. Maddox Rod
7. Van Herrick
8. External examination of the eye, Lid Eversion
9. Schirmer‟s, TBUT, tear meniscus level, NITBUT (keratometer),
10. Color Vision
11. Stereopsis
12. Confrontation test
13. Photostress test
14. Slit lamp biomicroscopy
15. Ophthalmoscopy

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16. Tonometry
17. ROPLAS
18. Amsler test
19. Contrast sensitivity function test
20. Saccades and pursuit test

VISUAL PERCEPTION AND PSYCHOPHYSICS CL CP L P

INSTRUCTOR IN CHARGE: M Optom or PhD in 2 0.5 30 15

Optometry and/or Vision Science with experience in
psychophysics

COURSE DESCRIPTION: The course covers the entire pathway of visual perception
from image formation to brain resolving of images. The course covers various domains of
visual perception including Spatial, Temporal, Depth, Motion and colour vision

OBJECTIVES:

The course aims to provide the leaners with a clear understanding of the processes
involved in the perception of various domain of vision. Specifically, the leaners will study
about the various processes in the visual system to analyze the image that is formed on the
retina.

TEXTBOOK and REFERENCE BOOK: S. H. Schwartz, Visual Perception – A

Clinical Orientation, 5/e, McGraw-Hill Medical Publishing Division, New York, USA,
2017

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 PREREQUISITES: Visual Optics -1, Neuro Physiology of vision

COURSE PLAN

Unit Topics Hours

1 Visual Physiology: Processing of light at each layer of retina, Types of 7

Bipolar cells, ganglion cells, Receptive fields, Post retinal visual
pathways in terms of visual processing, Duplex retina – Scotopic and
photopic visual system, absolute sensitivity of vision, parallel
pathways - parvo and magnoretinogeniculate pathway, postnatal
human vision development

2 Introduction to Psychophysics: Weber‟s Law and Fechner‟s Law, 8

Classical concepts of thresholds, Modern concepts of thresholds –
statistical nature of thresholds; internal and external noise; factors
affecting thresholds, Psychophysical methods of threshold estimations
– methods of limits, staircase and adaptive techniques of threshold
estimation, forced-choice procedures

3 Spatial & temporal aspects of vision: Basic concepts of photometry 8

and radiometry, v Lambda function/ Luminance/ Illuminance,
Modulation transfer function (MTF), contrast sensitivity function
(CSF), Effect of optical and neural disorders on the CSF, Spatial
summation, Ricco‟s law, differences between acuity types, conversion
of visual acuity to grating acuity, Nyquist limit, Temporal procession
of vision, Critical flicker frequency (CFF), temporal summation,
Bloch‟s law, Motion perception, Depth perception – monocular and
binocular depth cues

4 Color vision: Rod and Cone Spectral Sensitivity Function, Theories of 7

colour vision – trichromatic theory and colour opponent theory, visual
processing involved in color perception, clinical testing of color vision
and principles

PRACTICALS

1. Determination of blur threshold

2. Visual acuity testing

3. Colour vision examination

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 CL CP L P
VISUAL OPTICS II

INSTRUCTOR INCHARGE: M.Optom with relevant 3 1 45 30

experience in teaching optics

COURSE DESCRIPTION: This course deals with the concept of eye as an optical
instrument and thereby covers different optical components of eye, types of refractive
errors, clinical approach in diagnosis and management of various types of refractive
errors.

OBJECTIVES: Upon completion of the course, the student should be able:

1. To understand the fundamentals of optical components of the eye
2. To gain theoretical knowledge and practical skill on visual acuity measurement,
objective and subjective clinical refraction.

TEXT BOOK/REFERENCE BOOKS:

1. Theodore Grosvenor: Primary Care Optometry, 5th edition, Butterworth –
Heinemann, 2007
2. Duke –Elder‟s practice of Refraction
3. AI Lens: Optics, Retinoscopy, and Refractometry: 2nd edition, SLACK Incorporated
(p) Ltd, 2006
4. George K. Hans, Kenneth Cuiffreda: Models of the visual system, Kluwer Academic,
NY, 2002
5. Leonard Werner, Leonard J. Press: Clinical Pearls in Refractive Care, Butterworth –
Heinemann, 2002
6. David B. Elliot: Clinical Procedures in Primary Eye care, 3rd edition, Butterworth –
Heinemann, 2007
7. WJ Benjamin: Borish‟s clinical refraction,2nd edition, Butterworth Heinemann,
Missouri, USA,2006

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 PREREQUISITES: Geometrical Optics, Physical Optics & Ocular Physiology, Visual
optics -I
COURSE PLAN

Unit Topics Hours

1 Accommodation & Presbyopia, Far and near point of 9

accommodation, Range and amplitude of accommodation,
Mechanism of accommodation, Variation of accommodation with
age, Anomalies of accommodation, Presbyopia, Hypermetropia and
accommodation

2 Convergence: Type, Measurement and Anomalies 9

Relationship between accommodation and convergence-AC/A ratio

3 Objective Refraction (Static & Dynamic), Streak retinoscopy, 9

Principle, Procedure, Difficulties and interpretation of findings,
Transposition and spherical equivalent, Dynamic retinoscopy various
methods
Radical retinoscopy and near retinoscopy, Cycloplegic refraction

4 Subjective Refraction: Principle and fogging, Fixed astigmatic 9

dial(Clock dial),Combination of fixed and rotator dial(Fan and block
test),J.C.C
Duochrome test, Binocular balancing- alternate occlusion, prism
dissociation, dissociate Duochrome balance, Borish dissociated
fogging, Binocular refraction-Various techniques, Prescribing
guidelines, Understanding Myopia: Theories, definitions, myopia
management, recent advancements

5 Effective Power & Magnification : Ocular refraction vs. Spectacle 9

refraction
Spectacle magnification vs. Relative spectacle magnification, Axial
vs. Refractive Ametropia, Knapp‟s law, Ocular accommodation vs.
Spectacle accommodation, Retinal image blur-Depth of focus and
depth of field

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PRACTICALS:

1. Visual acuity, stereo acuity in emmetropia.

2. Myopia and pseudomyopia, myopia and visual acuity
3. Myopic correction - subjective verification - monocular and binocular
4. Hypermetropia - determination of manifest error subjectively.
5. Hypermetropic correction: subjective verification
6. Demonstration of astigmatism.
7. Use of slit and Keratometry to find the principle meridians.
8. Astigmatism: Fan - subjective verification tests
9. Astigmatism: Cross-Cyl. - subjective verification tests.
10. Measurement of accommodation: near and far points and range.
11. Presbyopic correction and methods: accommodative reserve, balancing the relative
accommodation and cross grid test.
12. Methods of differentiating axial and refractive ametropia
13. Practice of Retinoscopy
14. Interpretation of cycloplegic retinoscopic findings.
15. Prescription writing.
16. Binocular refraction.
17. Photo refraction.

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 CL CP L P
OCULAR DISEASE II

INSTRUCTOR INCHARGE: MS Ophthalmology or 3 0 45 0

M Optom

COURSE DESCRIPTION: This course deals with various ocular diseases affecting
various parts of the eyes. It covers clinical signs and symptoms, cause, pathophysiological
mechanism, diagnostic approach, differential diagnosis and management aspects of the
ocular diseases.

OBJECTIVES: At the end of the course the students will be knowledgeable in the
following aspects of ocular diseases: knowledge on Etiology, Epidemiology, Symptoms,
Signs, Course sequelae of ocular disease
1. Diagnostic approach, and
2. Management of the ocular diseases.

TEXT BOOK: A K Khurana: Comprehensive Ophthalmology, 4th edition, New age

international (p) Ltd. Publishers, New Delhi, 2007

REFERENCE BOOKS:
1. Stephen J. Miller : Parsons Diseases of the Eye, 18th edition, Churchill Livingstone,
1990
2. Jack J. Kanski Clinical Ophthalmology: A Systematic Approach, 6th edition,
Butterworth- Heinemann, 2007

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 PREREQUISITES: Ocular anatomy and Ocular Physiology, Ocular Biochemistry and
Microbiology, Ocular Disease - I
COURSE PLAN

Unit Topics Hours

1 Retina and Vitreous: Applied Anatomy, Congenital and Developmental 9

disorders (Optic Disc: Coloboma, Drusen, Hypoplasia, Medullated
nerve fibers; Persistent Hyaloid Artery)
Inflammatory disorders (Retinitis : Acute purulent , Bacterial, Virus,
mycotic)
Retinal Vasculitis (Eales‟s)
Retinal Artery Occlusion (Central retinal Artery occlusion)
Retinal Vein occlusion (Ischaemic, Non Ischaemic, Branch retinal vein
occlusion)
Retinal degenerations : Retinitis Pigmentosa, Lattice degenerations
Macular disorders: Solar retinopathy, central serous retinopathy,
cystoid macular edema, Age related macular degeneration.
Retinal Detachment: Rhegmatogenous, Tractional, Exudative)
Retinablastoma
Diabetic retinopathy

2 Ocular Injuries: Terminology : Closed globe injury ( contusion, lamellar 9

laceration) Open globe injury ( rupture, laceration, penetrating injury,
perforating injury)
Mechanical injuries ( Extraocular foreign body, blunt trauma,
perforating injury, sympathetic ophthalmitis)
Non Mechanical Injuries ( Chemical injuries, Thermal, Electrical,
Radiational)
Clinical approach towards ocular injury patients

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3 Lens 9
Applied Anatomy and Physiology, Clinical examination, Classification
of cataract
Congenital and Developmental cataract, Acquired ( Senile, Traumatic,
Complicated, Metabolic, Electric, Radiational, Toxic)
Morphological: Capsular, Subcapsular, Cortical, Supranuclear, Nuclear,
Polar.
Management of cataract ( Non-surgical and surgical measures;
preoperative evaluation, Types of surgeries,) Complications of cataract
surgery
Displacement of lens: Subluxation, Displacement, Lens coloboma,
Lenticonus, Microspherophakia.

4 Clinical Neuro-ophthalmology 9
Anatomy of visual pathway, Lesions of the visual pathway
Pupillary reflexes and abnormalities (Amaurotic light reflex, Efferent
pathway defect, Wernicke‟s hemianopic pupil, Marcus gunn pupil.
Argyll Robetson pupil, Adie‟s tonic pupil)
Optic neuritis, Anterior Ischemic optic neuropathy, Pappilloedema,
optic atrophy
Cortical blindness
Malingering
Nystagmus, Clinical examination

5 Glaucoma 9
Applied anatomy and physiology of anterior segment, Clinical
Examination Definitions and classification of glaucoma, Pathogenesis
of glaucomatous ocular damage, Congenital glaucoma, Primary open
angle glaucoma
Ocular hypertension, Normal Tension Glaucoma, Primary angle closure
glaucoma ( Primary angle closure suspect, Intermittent glaucoma, acute
congestive, chronic angle closure) Secondary Glaucoma
Management : common medications, laser intervention and surgical
techniques

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 CL CP L P
BEHAVIORAL HEALTH PSYCHOLOGY

INSTRUCTOR INCHARGE: MSc Psychology 1 0 15 0

or PhD in Psychology or M Optom with
experience in teaching Psychology

COURSE DESCRIPTION: This course covers various aspects of Behavioral health

psychology essential for the optometrist.

OBJECTIVES: At the end of the course, the student would have gathered knowledge
various aspects of Behavioral health psychology essential for him to apply in the clinical
scenario during his clinical postings.

TEXT BOOK: Patricia Barkway. Psychology for health professionals, 2nd edition,
Elsevier, 2013

REFERENCE BOOKS: Faculty may decide.

PREREQUISITES: Basic clinical knowledge.

COURSE PLAN

Unit Topics Hours

1 Evolution of Psychology, Personality theories, Developmental psychology; 5

Introduction to Psychology,
History of Psychology - Structuralism, Functionalism, Psychoanalytic of
Sigmund Freud, Behaviourism, Gestalt psychology,Humanistic
Psychology, Cognitive Psychology, Feministic Psychology, Multicultural
Psychology
Personality Theories : Biomedical Model, Psycholanalytic theory -
Personality structure, stages, Defense mechanisms, Behavioural
Psychology - Classical Conditioning, Operant Conditioning,
Vicarious/Observational learning behaviour), Positive Psychology ( Martin
Seligman), Humanistic Psychology ( Carl Roger), Maslow‟s Hierchy of
Needs ,Eclectic approach, Nature Versus Nurture of Personality
Developmental Psychology : Psychosexual stages of development,
Psychosocial stages of development, Cognitive theory of development,
Theory of moral development, social Cultural development - Sigmund
Freud, Erickson, Piaget, Kohlberg, Lev Vygotsky, Bronfenbrenner‟s.

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2 Introduction to Health Psychology - What is Health Psychology, Father of 5
health Psychology, What constitutes well being? Models of Health
Psychology - Biomedical Model and Biopsychosocial model Health
Behaviour models - Health Belief Model, Transtheoretical Model, social
Cognitive Theory, Theory of Planned behaviour. Health Promotion -
Precede Proceed model Illness belief. Beliefs that influence practitioners.

3 Partnerships in health: Client-professional partnership. Issues in Client 5

engagement with treatment, involving clients in care, chronic illness,
disability, complex health issues, attitude and background of clients.
Personality disorders. Depression Disorders. Anxiety disorders. Pain and
types. Loss and models of Loss. Stress and Coping strategies.
Compassionomics in healthcare.

CL CP L P
INTRODUCTION TO QUALITY AND PATIENT
SAFETY
1 0 15 0
INSTRUCTOR INCHARGE: Qualified personnel to
handle the subject, preferably who have experience in handling such scenarios practically
or at least experience in teaching.

COURSE DESCRIPTION: This course deals with various aspects of quality and safety
issues in health care services.

OBJECTIVES: At the end of the course, students have gained introductory knowledge
about quality and patient safety aspects from Indian perspectives.

TEXT BOOK: Faculty can decide

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 COURSE PLAN:

Unit Topics Hours

1 Quality assurance and management 3

2 Basics of emergency care and life support skills 3

3 Biomedical waste management and environment safety 3

4 Infection and prevention control 2

5 Antibiotic resistance 2

6 Disaster preparedness and management 2

CL CP L P
CLINICAL OPTOMETRY IV

Students will improve their skills in clinical 0 4 0 120

procedures, and then progressive interactions
with patients and professional personnel are monitored as students practice optometry in a
supervised setting. Additional areas include problem solving and complications of various
managements will be inculcated. Students should have exposure to eye bank facilities and
must be made aware of eye donation, collection of eyes, preservation, pre and post-
operative instructions and latest techniques for preservation of donor cornea. The students
will get clinical training on the practical aspects of the following courses namely
optometric optic –II, visual optics – II and ocular disease -II.

PRACTICALS

1. History taking- Ocular and Special clinical conditions

2. Refraction
a. Subjective
b. Objective
3. Keratometry in special conditions like Keratoconus, High Astigmatism, Pterygium,
Post ocular surgery
4. Lensometry - Bifocals and PAL‟s
5. Pupillometry

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6. Tonometry
a. Applanation
b. Other Tonometers
7. AC Grading - Van Herick method
8. Gonioscopy

Fifth Semester

SYSTEMIC DISEASES CL CP L P
INSTRUCTOR INCHARGE: MD General Medicine
2 0 30 0
with adequate experience in academic teaching and
handling patients.

COURSE DESCRIPTION: This course deals with definition, classification, clinical

diagnosis, complications and management of various systemic diseases. In indicated cases
ocular manifestations also will be discussed.

COURSE OBJECTIVES: At the end of the course, students should get acquainted with
the following:
1. Common Systemic conditions: Definition, diagnostic approach, complications and
management options
2. Ocular findings of the systemic conditions
3. First Aid knowledge

TEXT BOOKS:
1. C Haslett, E R Chilvers, N A boon, N R Coledge, J A A Hunter: Davidson's
Principles and Practice of Medicine, Ed. John Macleod, 19th Ed., ELBS/Churchill
Livingstone. (PPM), 2002
2. Basic and clinical Science course: Update on General Medicine, American Academy
of Ophthalmology, Section 1, 1999

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 COURSE PLAN

Unit Topics Hours

1 Hypertension , Diabetes Mellitus, Acquired Heart disease, Thyroid 10

Disease: Definition, classification, Epidemiology, clinical examination,
complications, and management. Ophthalmic considerations for the
diseases

2 Cancer, Tropical infections, Tuberculosis, Herpes virus, Hepatitis, 10

Acquired Immunodeficiency Syndrome: Definition, classification,
Epidemiology, clinical examination, complications, and management.
Ophthalmic considerations for the diseases

3 Anaemia, Nutritional and metabolic disorders, Myasthenia Gravis, 10

Connective Tissue Disease: Definition, classification, Epidemiology,
clinical examination, complications, and management. Ophthalmic
considerations for the diseases

CL CP L P
DISPENSING OPTICS

INSTRUCTOR INCHARGE: M.Optom with 2 1 30 30

experience in Optical Dispensing & Optical
Laboratory

COURSE DESCRIPTION: This course deals with understanding the theory behind
spectacle lenses and frames, their materials, types, advantages and disadvantages,
calculations involved, when and how to prescribe. It will impart construction, design
application and development of lenses, particularly of the methods of calculating their
power and effect. In addition deals with role of optometrists in optical set-up.

OBJECTIVES: Skills/knowledge to be acquired at the end of this course:

1. To select the tool power for grinding process
2. Different types of materials used to make lenses and its characteristics
3. Lens designs–Bifocals, progressive lens
4. Tinted, Protective & Special lenses
5. Spectacle frames –manufacture process & materials

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6. Art and science of dispensing spectacle lens and frames based on the glass
prescription.
7. Reading of spectacle prescription. Counseling the patient
8. Lens edge thickness calculation
9. Frame & lens measurements and selection
10. Writing spectacle lens order
11. Facial measurements - Interpupillary distance measurement and measuring heights
(single vision, multifocal, progressives)
12. Lens verification and axis marking and fitting of all lens types
13. Final checking of finished spectacle with frame adjustments
14. Delivery and follow-up
15. Troubleshooting complaints and handling patient‟s questions

TEXT BOOK/REFERENCE BOOKS

1. Jalie MO: Ophthalmic lens and Dispensing, 3rd edition, Butterworth –Heinemann,
2008
2. Troy E. Fannin, Theodore Grosvenor: Clinical Optics, 2nd edition, Butterworth –
Heinemann, 1996
3. C W Brooks, IM Borish: System for Ophthalmic Dispensing, 3rd edition,
Butterworth - Heinemann, 2007
4. Michael P Keating: Geometric, Physical & Visual Optics, 2nd edition, Butterworth –
Heinemann, 2002
5. A handbook on practical approach to troubleshooting and solution in spectacle
dispensing - Lavanya Kalikivayi, Venkataramana Kalikivayi

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 PREREQUISITES: Geometrical Optics, Physical Optics & Ocular Physiology,
Optomteric Optics

COURSE PLAN

Unit Topic Hours

1 Lens designs - compatible to contemporary eye frames. 6

Components of spectacle prescription & interpretation,
transposition, Add and near power relation

2 Frame selection –based on spectacle prescription, 6

professional requirements, age group, face shape. Measuring
Inter-pupillary distance (IPD) for distance & near, bifocal
height. Lens & Frame markings, Pupillary centers, bifocal
heights, Progressive markings & adjustments –facial wrap,
pantoscopic tilt, Dispensing for Myopia management
spectacles

3 Neutralization –Hand & lensometer, axis marking, prism 6

marking. Faults in spectacles (lens fitting, frame fitting,
patients complaints, description, detection and correction).

4 Recording and ordering of lenses (power, add, diameter, 6

base, material, type, lens enhancements). Final checking &
dispensing of spectacles to customers, counseling on wearing
& maintaining of spectacles

5 Spectacle repairs –tools, methods, soldering, riveting, Frame 6

adjustments Special types of spectacle frames: Monocles,
Ptosis crutches, Industrial safety glasses, Welding glasses,
Frame availability in Indian market

PRACTICALS (30 hours)

1. Inter pupillary distance measurements using PD ruler and Pupillometry
2. Face and frame measurements and frame selection for dispensing spectacles.
3. Criteria of Selection for patients, spectacle frames for dispensing special ophthalmic
lenses – prisms, bifocal, progressive, aspheric, lenticular, high index lenses, etc.
4. Bifocals - Measurements, Fitting , Verification and troubleshooting
5. Progressive Lenses – Special measurements, fitting, verification and troubleshooting.

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6. Types of Progressive lenses available in India – Brand names, raw material
properties, manufacturers suppliers details, ordering systems, etc.
7. Myopia management spectacles dispensing- DIMS, HALT etc
8. Glazing, cutting and fitting Ophthalmic Lenses in all types of spectacle frames.
9. Frame manipulations and repairs
10. Troubleshooting and problem solving of patients after Spectacle dispensing

CL CP L P
GERIATRIC OPTOMETRY

INSTRUCTOR INCHARGE: M Optom with 3 0 45 0

adequate experience in handling geriatric patients.

COURSE DESCRIPTION: This course deals with general and ocular physiological
changes of ageing, common geriatric systemic and ocular diseases, clinical approach of
geriatric patients, pharmacological aspects of ageing, and spectacle dispensing aspects in
ageing patients.

COURSE OBJECTIVES: The student on taking this course should

1. Be able to identify, investigate the age related changes in the eyes.
2. Be able to counsel the elderly
3. Be able to dispense spectacles with proper instructions.
4. Adequately gained knowledge on common ocular diseases.

TEXT BOOKS: Changes and Diseases of the Aging Eye by Bruce P. Rosenthal

REFERENCE BOOKS:
1. OP Sharma: Geriatric Care –A textbook of geriatrics and Gerontology, viva books,
New Delhi, 2005
2. VS Natarajan: An update on Geriatrics, Sakthi Pathipagam, Chennai, 1998
3. DE Rosenblatt, VS Natarajan: Primer on geriatric Care A clinical approach to the
older patient, Printers Castle, Cochin, 2002

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 PREREQUISITES: Ocular anatomy, Physiology, Ocular Disease

COURSE PLAN

Unit Topic Hours

1 Aspects of ageing: Introduction to geriatrics and gerontology, 10

epidemiology of geriatrics in India, GNFC-AOA statistics and Functional
Perspective on Ageing, physiological and pathological changes in ageing

2 Effects of ageing on Cardiovascular system, respiratory system, gastro- 12

intestinal, excretory and central nervous system.

3 Preventive geriatrics – Periodical health assessment, lifestyle and dietary 10

pattern. Healthy ageing- physical, mental and social health, Social aspects
of Ageing and Psychological aspects of Ageing, Pharmacological aspects
of aging

4 Optometric examination and management of the elderly: Ageing changes 13

in the eye, Optometric Examination of the Elderly patient, Fitting and
Dispensing spectacle for the elderly patient, Age related Eye Diseases,
Ocular Implication of systemic diseases in the elderly, Management of
geriatric patients

CL CP L P
PEDIATRIC OPTOMETRY
3 0 45 0
INSTRUCTOR INCHARGE: M Optom with
adequate experience in handling paediatric patients.

COURSE DESCRIPTION: This course is designed to provide the students adequate

knowledge in theoretical and practical aspects of diagnosis, and management of eye
conditions related to paediatric population. Also it will inculcate the skill of transferring /
communicating the medical information to the attender / patient by the students. The
scope of this subject is to train the optometrists to develop a systematic way of dealing
with children below 12, so as to implement primary eye care and have better, specialized
management of anomalies.

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COURSE OBJECTIVES: At the end of the course the student is expected to:
1. Have a knowledge of the principle theories of childhood development, and visual
development
2. Have the ability to take a thorough paediatric history which encompasses the relevant
developmental, visual, medical and educational issues
3. Be familiar with the accommodative-vergence system, the genesis of ametropia, the
disorders of refraction, accommodation and vergence, and the assessment and
management of these disorders
4. Be familiar with the aetiology, clinical presentation and treatment of amblyopia,
comitant strabismus and commonly presenting incomitant strabismus
5. Have a knowledge of the epidemiology of eye disease in children, the assessment
techniques available for examining visual function of children of all ages and an
understanding varied management concepts of paediatric vision disorders
6. Have knowledge of the art of dispensing contact lens, low vision aids and referral to
the surgeon or other specialists at the appropriate timing.
7. Have a capacity for highly evolved communication and co-management with other
professionals involved in paediatric assessment and care

TEXT BOOKS:
1. Pediatric Optometry - JEROME ROSNER, Butterworth, London 1982
2. Paediatric Optometry –William Harvey/ Bernard Gilmartin, Butterworth –
Heinemann, 2004

REFERENCE BOOKS:
1. Binocular Vision and Ocular Motility - VON NOORDEN G K Burian Von
Noorden‟s, 2nd Ed., C.V. Mosby Co. St. Louis, 1980.
2. Assessing Children‟s Vision. By Susan J Leat, Rosalyn H Shute, Carol A Westall.45
Oxford: Butterworth-Heinemann, 1999.
3. Clinical pediatric optometry. LJ Press, BD Moore, Butterworth- Heinemann, 1993

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PREREQUISITES: Ocular anatomy, Physiology, Ocular Disease

COURSE PLAN

Unit Topic Hours

1 Development of the eye and the paediatric milestones: Ocular 5

Embryology, Developmental Milestones

2 Normal appearance, pathology and structural anomalies: Orbit, Eye 10

lids, Lacrimal system, Conjunctiva, Cornea, Sclera Anterior
chamber, Uveal tract, Pupil, Lens, vitreous, Fundus Oculomotor
system

3 Paediatric eye disorders : Cataract, Retinopathy of Prematurity, 10

Retinoblastoma, Neuromuscular conditions (myotonic dystrophy,
mitochondrial cytopathy), and Genetics, Anterior segment
dysgenesis, Aniridia, Microphthalmos, Coloboma, Albinism

4 Paediatric eye examination: Overview – Paediatric eye 10

examination, History taking Paediatric subjects, Visual Acuity
Assessment in different age groups, Refractive Examination

5 Determining binocular status, Determining sensory motor 10

adaptability, Compensatory treatment and remedial therapy for :
Myopia, Pseudomyopia, Hyperopia, Astigmatism, Anisometropia,
Amblyopia, Remedial and Compensatory treatment of Strabismus
and Nystagmus Spectacle dispensing for children, Paediatric
contact lenses, Low vision assessment in children

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PRACTICALS

1. Demonstrate vision assessment using different vision testing charts/techniques for

different paediatric age groups
2. Handling and performing comprehensive eye examination for a pediatric patient

DIAGNOSTICS AND THERAPEUTICS OF

ANTERIOR SEGMENT DISEASES CL CP L P

INSTRUCTOR INCHARGE: M Optom with 4 0.5 60 15

adequate experience in clinical routine, diagnostic
technique and interpretation and handling
patients.

COURSE DESCRIPTION

This course consists of the pathophysiology, pharmacotherapy, and clinical management

of systemic and ocular disease through a combination of lectures and team-based learning
approaches. The basic principles of pharmacology will be followed by overviews of drugs
used to treat diseases of each system. The role of the optometrist in the health care system
will be emphasized.

OBJECTIVES
● To Diagnose and sequential anterior segment ocular disease management
● To list down management options in terms of optometric, pharmacological, LASER
and surgical categories
● To determine sequential management protocol and other referral needs

TEXT BOOKS:

Jack J. Kanski Clinical Ophthalmology: A Systematic Approach, 6th edition, Butterworth

- Heinemann, 2007

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 PREREQUISITES: Ocular anatomy, Physiology, Ocular Disease, Ocular pharmacology

COURSE PLAN:

Unit Topic Hours

1 Pathophysiology and clinical management of systemic and 10

anterior segment ocular disease

2 Overview of drugs used in treatment of anterior segment disease 10

3 LASER for anterior segment disease management, overview of 10

surgical intervention for anterior segment disease

4 Vertical Integration of all treatment options of anterior segment 10

disease with special emphasis on optometric management

5 Interpretation and diagnose conditions using – Biometry 10

(Contact and Non-Contact), Corneal Topography, Pentacam,
Anterior Segment Optical Coherence Tomography, Specular
Microscopy, Meibography

6 Interpretation and diagnose conditions using – Perimetry, 10

Posterior segment Optical Coherence Tomography, Ultrasound
Biomicroscopy, Heidelberg Retinal Tomography (Cornea and
Optic Nerve)

PRACTICALS

1. Perform and Interpret Biometry (Contact and Non-Contact), Corneal Topography,

Pentacam, Anterior Segment Optical Coherence Tomography, Specular Microscopy,
Meibography
2. Perform and Interpret Perimetry, Posterior segment Optical Coherence Tomography,
Ultrasound Biomicroscopy, Heidelberg Retinal Tomography (Cornea and Optic Nerve)

CL CP L P
INNOVATION AND TECHNOLOGY
1 0.5 15 15
Instructor in charge: M Optom with adequate
experience in research, medical technology

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Course Description

The course will cover advancements and innovations in medical and optometric instruments,
ocular diagnostics, service delivery and management of ocular diseases. Students will get an
opportunity to learn, develop and validate new instruments, softwares for vision and eye
testing and data managing systems.

Objectives
1. To cover comprehensively the process of converting an idea into a product
2. To understand the design, working principle and optics of ophthalmic instruments
3. To design and develop hardware and software for vision and eye testing
4. To understand the basics of health and optometry informatics
5. To develop software for management of eye health data

Text book: Faculty can decide

Prerequisites: Core optometry and specialty optometry courses

Course plan

Unit Topic Hours

1 Research & Ideation: Concepts. Understanding design and 5

optics behind ophthalmic instruments

2 Prototype development 5

3 Clinical validation 5

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PRACTICAL (15 hours)

1. Develop a prototype of a simple clinical

instrument and validate for clinical use CL CP L P

CLINICAL OPTOMETRY V 2 4 30 120

The course provides students the opportunity to

continue to develop confidence and increased skill in diagnosis and treatment delivery.
Students will demonstrate competence in basic, intermediate and advanced procedures in
those areas. Students will participate in advanced and specialized diagnostic and
management procedures. Students will get practical experience of the knowledge acquired
from geriatric and paediatric optometry courses. Hands-on experience under supervision
will be provided in various outreach programmes namely, school vision screening,
glaucoma and diabetic retinopathy screening etc., Students also get hand-on practical
sessions on the following courses namely, contact lens, low vision care, geriatric
optometry and paediatric optometry. This course will also offer a systematic introduction
to the scope and framework to keep us up-to-date and examine the knowledge we use and
the treatment and management recommendations we make.

COURSE PLAN

Unit Topic Hours

1 Evidence Based Practice on the following Common Clinical 15

Conditions
Myopia/ Hyperopia
Astigmatism
Presbyopia
Headache

2 Evidence Based Practice on the following Common Clinical 15

Conditions
Cataract
Open Angle Glaucoma
Angle closure glaucoma

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PRACTICALS:

1. Lens fitting
2. Frame measurements
3. Ocular Measurements - Axial, ACD, LT
4. Slit Lamp evaluation of anterior segment
5. Retina Evaluation
a. 78D and 90 D
b. Direct Ophthalmoscopy
c. Indirect Ophthalmoscopy
6. Topography, Pentacam, Pachymetry,Specular Microscopy and Aberrometry
Interpretation
7. Meibography Interpretation
8. OCT Interpretation
9. Visual Field Interpretation

Sixth Semester

CONTACT LENSES I CL CP L P

INSTRUCTOR INCHARGE: M.Optom

2 1 30 30
practicing contact lens specialties

COURSE DESCRIPTION: The subject provides the student with suitable knowledge
both in theoretical and practical aspects of Contact Lenses.

COURSE OBJECTIVES: Upon completion of the course, the student should be able to:
1. Understand the basics of contact lenses
2. List the important properties of contact lenses
3. Finalise the CL design for various kinds patients
4. Recognize various types of fitting
5. Explain all the procedures to patient
6. Identify and manage the adverse effects of contact lens

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 TEXT BOOKS:
1. IACLE modules A-F
2. CLAO Volumes 1, 2, 3
3. IACLE case discussion series also for resources for teaching
4. Anthony J. Phillips : Contact Lenses, 5thedition, Butterworth-Heinemann, 2006
REFERENCE BOOKS
1. Elisabeth A. W. Millis: Medical Contact Lens Practice, Butterworth-Heinemann, 2004.
2. E S. Bennett ,V A Henry :Clinical manual of Contact Lenses, 3rd edition, Lippincott
Williams and Wilkins, 2008

PREREQUISITES: Geometrical optics, Visual optics, Ocular Anatomy, Ocular

Physiology, Biochemistry, Ocular Microbiology, Ocular Disease, Optometric Instruments

COURSE PLAN

Unit Topics Hours

1 Introduction to Contact lenses: Definition, Classification / Types. 6

History of Contact Lenses. Optics of Contact Lenses: Magnification
& Visual field, Accommodation & Convergence, Back & Front
Vertex Power / Vertex distance calculation. Review of Anatomy &
Physiology of Tear film, Cornea, Lids & Conjunctiva

2 Introduction to CL materials: Monomers, Polymers, Properties of CL 6

materials: Physiological (Dk, Ionicity, Water content), Physical
(Elasticity, Tensile strength, Rigidity), Optical (Transmission,
Refractive index), Indications and contraindications, Parameters /
Designs of Contact Lenses & Terminology

3 RGP Contact Lens materials, Manufacturing Rigid and Soft Contact 6

Lenses – various methods, Pre-Fitting examination – steps,
significance, recording of results, Correction of Astigmatism with
RGP lens. Types of fit – Steep, Flat, Optimum – on spherical cornea
with spherical lenses. Types of fit – Steep, Flat, Optimum – on Toric
cornea with spherical lenses. Calculation and finalising Contact lens
parameters.

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4 Ordering Rigid Contact Lenses – writing a prescription to the 6
Laboratory. Checking and verifying Contact lenses from Laboratory.
Modifications possible with Rigid lenses. Common Handling
Instructions: Insertion & Removal Techniques, Do‟s and Dont‟s

5 Care and Maintenance of Rigid lenses: Cleaning agents & 6

Importance, Rinsing agents & Importance, Disinfecting agents &
importance, Lubricating & Enzymatic cleaners. Follow up visit
examination. Complications of RGP lenses

PRACTICAL (30 hours)

1. Measurement of Ocular dimensions
2. Pupillary diameter and lid characteristics
3. Blink rate and TBUT
4. Schrimers test, Slit lamp examination of tear layer
5. Keratometry
6. Placido‟s disc
7. Soft Contact Lens fitting – Aspherical
8. Soft Contact Lens fitting – Lathecut lenses
9. Soft Contact Lens over refraction
10. Lens insertion and removal
11. Lens handling and cleaning
12. Examination of old soft Lens
13. RGP Lens fitting
14. RGP Lens Fit Assessment and fluorescein pattern
15. Special RGP fitting (Aphakia, pseudo phakia & Keratoconus)
16. RGP over refraction and Lens flexure
17. Examination of old RGP Lens
18. RGP Lens parameters
19. Slit lamp examination of Contact Lens wearers

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 CL CP L P
LOW VISION CARE AND REHABILITATION

INSTRUCTOR INCHARGE: M Optom practicing 2 1 30 30

low vision and rehabilitation

COURSE DESCRIPTION: This course deal with the definition of low vision,
epidemiology aspect of visual impairment, types of low vision devices and its optical
principles, clinical approach of the low vision patients, assistive devices for totally
visually challenged, art of prescribing low vision devices and training the low vision
patients and other rehabilitation measures.

COURSE OBJECTIVES: At the end of the course, the student will be knowledgeable in
the following:
1. Definition and epidemiology of Low Vision
2. Clinical examination of Low vision subjects
3. Optical, Non-Optical, Electronic, and Assistive devices.
4. Training for Low Vision subjects with Low vision devices
5. Referrals and follow-up

TEXT BOOKS:
1. Functional Assessment of Low Vision by Bruce P.Rosenthal
2. Remediation and Management of Low Vision Mosby's optometric problem solving
series; Editors, Roy Gordon Cole, Bruce P. Rosenthal

REFERENCE BOOKS:
1. Christine Dickinson: Low Vision: Principles and Practice Low vision care, 4th
edition, Butterworth-Heinemann, 1998
2. Sarika G, Sailaja MVSE Vaithilingam: practice of Low vision –A guide book,
Medical Research Foundation, 2015.
3. Richard L. Brilliant: Essentials of Low Vision Practice, Butterworth-Heinemann,
1999
4. Helen Farral: optometric Management of Visual Handicap, Blackwell Scientific
publications, 1991
5. A J Jackson, J S Wolffsohn: Low Vision Manual, Butterworth Heinnemann, 2007

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 COURSE PLAN:

Unit Topics Hours

1 Definitions & classification of Low vision, Epidemiology of low vision, 7

Model of low vision service

2 Pre-clinical evaluation of low vision patients – prognostic & 7

psychological factors; psycho-social impact of low vision, Types of low
vision aids – optical aids, non-optical aids & electronic devices, Optics of
low vision aids

3 Clinical evaluation – assessment of visual acuity, visual field, selection of 8

low vision aids, instruction & training, Pediatric Low Vision care, Low
vision aids – dispensing & prescribing aspects

4 Visual rehabilitation & counselling, Legal aspects of Low vision in India, 8

Case Analysis

PRACTICALS (30 hours)

1. Attending in low vision care clinic and history taking.
2. Determining the type of telescope and its magnification (Direct comparison method
& calculated method)
3. Determining the change in field of view with different magnification and different
eye to lens distances with telescopes and magnifiers.
4. Inducing visual impairment and prescribing magnification.
5. Determining reading speed with different types of low vision aids with same
magnification.

6. Determining reading speed with a low vision aid of different magnifications

CL CP L P
BINOCULAR VISION I

INSTRUCTOR INCHARGE: M Optom practicing in 2 1 30 30

Binocular Vision and Vision Therapy.

COURSE DESCRIPTION: This course provides theoretical aspects of Binocular Vision

and its clinical application. It deals with basis of normal binocular vision and space
perception, Gross anatomy and physiology of extraocular muscles, various binocular
vision anomalies, its diagnostic approaches and management.
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COURSE OBJECTIVES: On successful completion of this module, a student will be
expected to be able to:-
1. Demonstrate an in-depth knowledge of the gross anatomy and physiology relating to
the extraocular muscles.
2. Provide a detailed explanation of, and differentiate between the etiology,
investigation and management of binocular vision anomalies.
3. Adapt skills and interpret clinical results following investigation of binocular vision
anomalies appropriately and safely.

TEXT BOOKS:
1. Pradeep Sharma: Strabismus simplified, New Delhi, First edition, 1999, Modern
publishers.
2. Fiona J. Rowe: Clinical Orthoptics, second edition, 2004, Blackwell Science Ltd
3. Gunter K. V. Mosby Company
4. Mitchell Scheiman; Bruce Wick: Clinical Management of Binocular
VisionHeterophoric, Accommodative, and Eye Movement Disorders, 2008, Lippincot
Williams & Wilkins publishers

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 PREREQUISITES: Ocular anatomy, Physiology

COURSE PLAN

Unit Topics Hours

1 Binocular Vision and Space perception: Relative subjective visual 6

direction, Retino motor value, Grades of BSV, SMP and Cyclopean
Eye, Correspondence, Fusion, Diplopia, Retinal rivalry, Horopter,
Physiological Diplopia and Suppression, Stereopsis, Panum‟s area,
BSV, Stereopsis and monocular clues – significance, Egocentric
location, clinical applications, Theories of Binocular vision.

2 Anatomy of Extra Ocular Muscles: Rectii and Obliques, LPS, 6

Innervation & Blood Supply. Physiology of Ocular movements:
Center of rotation, Axes of Fick, Action of individual muscle. Laws of
ocular motility: Donder‟s and Listing‟s law, Sherrington‟s law,
Hering‟s law. Uniocular & Binocular movements - fixation, saccadic
& pursuits: Version &Vergence, Fixation & field of fixation

3 Near Vision Complex Accommodation: Definition and mechanism 6

(process), Methods of measurement, Stimulus and innervation, Types
of accommodation, Anomalies of accommodation – aetiology and
management. Convergence: Definition and mechanism, Methods of
measurement, Types and components of convergence - Tonic,
accommodative, fusional, proximal. Anomalies of Convergence –
aetiology and management.

4 Sensory adaptations: Confusion, Suppression, Investigations, 6

Management. Abnormal Retinal Correspondence: Investigation and
management, Blind spot syndrome. Eccentric Fixation: Investigation
and management.

5 Amblyopia : Classification, Aetiology, Investigation, Management 6

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PRACTICALS: (30 hours)

Deals with hand-on session the basic binocular vision evaluation techniques

DIAGNOSTICS AND THERAPEUTICS OF POSTERIOR SEGMENT DISEASES

Instructor in charge: M Optom with adequate

experience in clinical routine, diagnostic technique and CL CP L P
interpretation and handling patients
4 0.5 60 15
Course description

This course consists of the pathophysiology, pharmacotherapy, and clinical management

of systemic and ocular disease through a combination of lectures and team-based learning
approaches. The basic principles of pharmacology will be followed by overviews of drugs
used to treat diseases of each system. The role of the optometrist in the health care system
will be emphasized.

Objectives
● To Diagnose and sequential posterior segment ocular disease management
● To list down management options in terms of optometric, pharmacological, LASER
and surgical categories
● To determine sequential management protocolo and other referral needs
● To propose schematic management options available for all posterior segment disease
● To sequence management options in terms of optometric, pharmacology, LASER and
surgery.
● To identify stakeholders for referral

TEXT BOOKS: Jack J. Kanski Clinical Ophthalmology: A Systematic Approach, 6th

edition, Butterworth - Heinemann, 2007

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 Prerequisites: Ocular diseases, ocular diagnostics, optometric instruments, ocular
pharmacology

Course plan

Unit Topics Hours

1 Pathophysiology and clinical management of systemic and 10

posterior segment ocular disease

2 Overview of drug used in treatment of posterior segment disease 10

3 LASER for posterior segment disease management, overview of 10

surgical intervention for posterior segment disease

4 Vertical Integration of all treatment options of posterior segment 10

disease with special emphasis on optometric management

5 Perform, interpret and diagnose anterior and posterior segment 10

diseases images, Fundus Fluorescein Angiography,
Electrodiagnostics and Visual Evoked Potential

6 Perform, interpret and diagnose conditions using – Contrast acuity, 10

Potential acuity meter, Retinometer, Brightness acuity test,
Photostress test, Amsler charting

PRACTICAL (15 hours)

o Direct ophthalmoscopy examination

o 90D examination of Optic disc
o Fundus photography
o Other procedure
o Contrast acuity
o Potential acuity meter
o Retinometer, Brightness acuity test
o Photostress test
o Amsler charting

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OPTOMETRY AND MULTIDISCIPLINARY CL CP L P
ASPECTS OF HEALTH
4 1 60 15
Instructor in charge: M Optom with adequate
experience in clinical routine, diagnostic technique and
interpretation and handling patients.

Course Description
The course will cover integrating eye health systems into multispecialty care. This would
help students understand about the holistic needs of the patients and gain knowledge on
the health care delivery systems. Setting up independent optometry practices integrated
with other healthcare disciplines would enable co management, improve the referral
pattern, provide convenient and cost effective care for patients.

Objectives
1. To appreciate the connection between ocular and systemic diseases and rehabilitation
2. To integrate systemic diseases and be aware of the health care delivery systems
3. To understand the primary, secondary and tertiary eye care services
4. To understand the need for integrating eye care services into other health care
delivery models

TEXT BOOKS: Faculty to decide

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 Prerequisites: Good knowledge on ocular diseases, systemic diseases, pediatric and
geriatric optometry, low vision and rehabilitation.

Course plan

Unit Topics Hours

1 Health care models 15

1. International health care models
2. National health care models
3. Decentralized health care delivery systems
4. Pros and cons of different health care models
5. Universal health coverage

2 General and systemic rehabilitation services 15

1. Models of health care for different systemic illness
2. Rehabilitation models
3. Referral to rehabilitation setups

3 Primary, secondary and tertiary eye care models 15

1. Preventive, promotive and curative eyecare
2. Primary, secondary and tertiary eye care

4 Integrating health care professions 15

1. Integration of primary health and primary eye care
2. Integration of eye care services to bigger model of health
care
3. Problem oriented health care records
4. Co-management with other healthcare specialties
5. Development of comprehensive management plan
6. Benefits of multidisciplinary approach to eye care

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 PRACTICAL (15 hours)

Visit to Public health centres

RESEARCH METHODOLOGY & CL CP L P

BIOSTATISTICS
2 0 30 0
INSTRUCTOR INCHARGE: M.Optom with
experience in biostatistics and research methodology or Biostatistician/Epidemiologist

COURSE OBJECTIVES: The objective of this module is to help the students

understand the basic principles of research and methods applied to draw inferences from
the research findings.

TEXT BOOKS:
1. Mausner & Bahn: Epidemiology-An Introductory text, 2nd Ed., W. B. Saunders Co.
2. Richard F. Morton & J. Richard Hebd: A study guide to Epidemiology and
Biostatistics, 2nd Ed., University Park Press, Baltimore.
3. Sylvia W Smoller, J Smoller, Biostatistics & Epidemiology A Primer for health and
Biomedical professionals, 4th edition, Springs, 2015

COURSE PLAN

Unit Topics Hours

1 Research Methodology: Introduction to research methods, Identifying 10

research problem, Ethical issues in research, Research design, Types
of Data, Research tools and Data collection methods, Sampling
methods, Developing a research proposal

2 Biostatistics: Introduction, Central Limit Theorem, Measures of 10

Morality, Sampling, Statistical significance, Correlation, Sample size
determination Statistics –Collection of Data - presentation including
classification and diagrammatic representation –frequency
distribution. Measures of central tendency; measures of dispersion

3 Statistical tests to compare means in normal and not normal 10

distribution with one or more groups. Tests to check for association
between groups. Use of computerized software for statistics

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 CLINICAL OPTOMETRY VI CL CP L P

The course is the final series of five directed 2 4 30 120

clinical courses. The student will complete the
clinical training by practicing all the skills learned in classroom and clinical instruction.
Practical aspects of Binocular vision II, public health & community optometry, and
occupational optometry will be covered under the studentship. This course will also offer
a systematic introduction to the scope and framework to keep us up-to-date and examine
the knowledge we use and the treatment and management recommendations we make.

COURSE PLAN

Unit Topic Hours

1 Evidence Based Practice on the following Common Clinical Conditions 15

Blepharitis/ Chalazion /Stye
Pinguecula,Conjunctival Cyst, Concretions, Conjunctival Naevus
Pterygium
Pseudophakia/ Aphakia

2 Evidence Based Practice on the following Common Clinical Conditions 15

Dry eye
Esotropia/ Exotropia/ Other types of Squint
Acute Red eye/ Subconjunctival Hemorrhage/ Conjunctivitis

Practicals:

1. Comprehensive eye examination

2. Community out-reach (Screening camps, Awareness camps and impact assessments
for children, adult and geriatric population and occupation specific camps)
3. Basic BV work up
4. Low Vision assessment
5. Contact Lens Fitting - Soft lens
6. Contact Lens fitting - RGP lens
7. Interpretation of OCT - Posterior Segment
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Seventh Semester

CONTACT LENSES II
CL CP L P
INSTRUCTOR INCHARGE: M Optom
practicing contact lens specialties 2 1 30 30

COURSE DESCRIPTION: The subject

provides the student with suitable knowledge both in theoretical and practical aspects of
Contact Lenses.

COURSE OBJECTIVES: Upon completion of the course, the student should be able to:
1. Understand the basics of contact lenses
2. List the important properties of contact lenses
3. Finalize the CL design for various kinds patients
4. Recognize various types of fitting
5. Explain all the procedures to patient
6. Identify and manage the adverse effects of contact lens

TEXT BOOKS:
1. IACLE modules A-F
2. CLAO Volumes 1, 2, 3
3. IACLE case discussion series also for resources for teaching
4. Anthony J. Phillips : Contact Lenses, 5thedition, Butterworth-Heinemann, 2006
5. Elisabeth A. W. Millis: Medical Contact Lens Practice, Butterworth-Heinemann,
2004
6. E S. Bennett, V A Henry :Clinical manual of Contact Lenses, 3rd edition, Lippincott
Williams and Wilkins, 2008

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 PREREQUISITES: Geometrical optics, Visual optics, Ocular Anatomy, Ocular
Physiology, Biochemistry, Ocular Microbiology, Ocular Disease, Optometric Instruments

COURSE PLAN

Unit Topics Hours

1 SCL Materials & Review of manufacturing techniques 5

Comparison of RGP vs. SCL
Pre-fitting considerations for SCL
Fitting philosophies for SCL
Fit assessment in Soft Contact Lenses: Types of fit – Steep, Flat,
Optimum
Calculation and finalising SCL parameters
1. Disposable lenses
2. Advantages and availability

2 Soft Toric CL 4
1. Stabilization techniques
2. Parameter selection
3. Fitting assessment

3 Common Handling Instructions 4

1. Insertion & Removal Techniques
2. Do‟s and Dont‟s
Complications of Soft lenses

4 Care and Maintenance of Soft lenses 5

1. Cleaning agents & Importance
2. Rinsing agents & Importance
3. Disinfecting agents & importance
4. Lubricating & Enzymatic cleaners
Follow up visit examination

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5 Therapeutic contact lenses 5
1. Indications
2. Fitting consideration

6 Specialty fitting 5
1. Aphakia
2. Pediatric
3. Corneal ectasia
4. Post refractive surgery
5. Ocular surface disease
6. Occupational fitting

7 Management of Presbyopia with Contact lenses 2

PRACTICAL (30 HOURS)

1. Examination of old soft Lens
2. RGP Lens fitting
3. RGP Lens Fit Assessment and fluroscein pattern
4. Special RGP fitting (Aphakia, pseudo phakia&Keratoconus)
5. RGP over refraction and Lens flexure
6. Examination of old RGP Lens
7. RGP Lens parameters
8. Fitting Cosmetic Contact Lens
9. Slit lamp examination of Contact Lens wearers
10. Fitting Toric Contact Lens
11. Bandage Contact Lens
12. SPM & Pachymetry
13. Specialty Contact Lens fitting.

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BINOCULAR VISION II
CL CP L P
INSTRUCTOR INCHARGE: M Optom
practicing Binocular Vision and Vision Therapy 2 1 30 30

COURSE DESCRIPTION: This course deals

with understanding of strabismus, its classification, necessary orthoptic investigations,
diagnosis and non-surgical management. Along with theoretical knowledge it teaches the
clinical aspects and application.

COURSE OBJECTIVES: The objective of this course is to inculcate the student with
the knowledge of different types of strabismus its etiology signs and symptoms, necessary
investigations and also management. The student on completion of the course should be
able to independently investigate and diagnose case of strabismus with comments in
respect to retinal correspondence and binocular single vision. The student should be able
to perform all the investigations to check retinal correspondence, state of Binocular Single
Vision, angle of deviation and special investigations for paralytic strabismus.

TEXT BOOKS:
1. Pradeep Sharma: Strabismus simplified, New Delhi, First edition, 1999, Modern
publishers.
2. Fiona J. Rowe: Clinical Orthoptics, second edition, 2004, Blackwell Science Ltd
3. Gunter K. Von Noorden: BURIAN- VON NOORDEN‟S Binocular vision and ocular
motility theory and management of strabismus, Missouri, Second edition, 1980, C. V.
Mosby Company
4. Mitchell Scheiman; Bruce Wick: Clinical Management of Binocular Vision
Heterophoric, Accommodative, and Eye Movement Disorders, 2008, Lippincot Williams
& Wilkins publishers

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 PREREQUISITES: Ocular Anatomy, Ocular Physiology, Binocular Vision –I.

COURSE PLAN

Unit Topics HOURS

1 Neuro-muscular anomalies 1
1. Classification and etiological factors
History – recording and significance

2 Convergent strabismus 8
Accommodative convergent squint
1. Classification
2. Investigation and Management
Non accommodative Convergent squint
1. Classification
2. Investigation and Management
Divergent Strabismus
1. Classification
2. A& V phenomenon
3. Investigation and Management

Vertical strabismus
1. Classification
2. Investigation and Management
Paralytic Strabismus
1. Acquired and Congenital
2. Clinical Characteristics
Distinction from comitant and restrictive Squint

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3 Investigations 8
1. History and symptoms
2. Head Posture
3. Diplopia Charting
4. Hess chart
5. PBCT
6. Nine directions
7. Binocular field of vision

4 Treatment of Amblyopia 4
Nystagmus

5 Non-surgical Management of Squint 2

6 Restrictive Strabismus 6
1. Features
2. Musculo-fascical anomalies
3. Duane‟s Retraction syndrome
4. Clinical features and management
5. Brown‟s Superior oblique sheath syndrome
6. Strabismus fixus
7. Congenital muscle fibrosis

7 Surgical management of squint 1

PRACTICAL (30 HOURS)

Deals with hand-on session the basic binocular vision evaluation techniques.

PUBLIC HEALTH & EPIDEMIOLOGY CL CP L P

INSTRUCTOR INCHARGE: M Optom with 2 0 30 0

public health experience or Public Health
professional

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COURSE DESCRIPTION: Introduction to the foundation and basic sciences of public
health optometry with an emphasis on the epidemiology of vision problems especially
focused on Indian scenario.

COURSE OBJECTIVES: At the end of the course students will be be knowledgeable in

the following areas:
1. Community based eye care in India.
2. Prevalence of various eye diseases
3. Developing Information Education Communication materials on eye and vision care
for the benefit of the public
4. Organize health education programmes in the community
5. Vision screening for various eye diseases in the community and for different age
groups.

TEXT BOOKS:
1. GVS Murthy, S K Gupta, D Bachani: The principles and practice of community
Ophthalmology, National programme for control of blindness, New Delhi, 2002
2. Newcomb RD, Jolley JL : Public Health and Community Optometry, Charles C
Thomas Publisher, Illinois, 1980
3. K Park: Park‟s Text Book of Preventive and Social Medicine, 19th edition,
Banarsidas Bhanot publishers, Jabalpur, 2007

REFERENCE BOOKS: MC Gupta, Mahajan BK, Murthy GVS, 3rd edition. Text Book
of Community Medicine, Jaypee Brothers, New Delhi, 2002

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 PREREQUISITES: Ocular Disease, Visual optics, Optometric Instruments, Clinical
Examination of Visual System

COURSE PLAN

Unit Topics Hours

1 Public Health Optometry: Concepts and implementation, Stages of 5

diseases
Dimensions, determinants and indicators of health

2 Levels of disease prevention and levels of health care patterns 5

3 Contrasting between Clinical and community health programs 5

Community based rehabilitation programs

4 National and International health agencies, 5

Organization and Management of Eye Care Programs – Service
Delivery models

5 Health manpower and planning & Health Economics 5

Evaluation and assessment of health programmes
IEC Materials, KAP survey

6 Principles of Epidemiology and Epidemiological Methods 5

Health Information and Basic Medical Statistics
Descriptive epidemiology: Person, place, time
Prevalence, Incidence and Magnitude of diseases
Screening in the detection of disease
Sampling & Sample size determination

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 LAW AND PROFESSIONAL ETHICS –
OPTOMETRY CL CP L P

1 0 15 0
INSTRUCTOR INCHARGE: M Optom or Lawyer
with relevant experience in teaching legal aspects of
medicine

COURSE DESCRIPTION: Legal and ethical considerations are firmly believed to be an

integral part of medical practice in planning patient care. The goal is "to improve the
quality of patient care by identifying, analyzing, and attempting to resolve the ethical
problems that arise in practice". Doctors are bound by, not just moral obligations, but also
by laws and official regulations that form the legal framework to regulate medical
practice. Hence, it is now a universal consensus that legal and ethical considerations are
inherent and inseparable parts of good medical practice across the whole spectrum.

TEXTBOOK:
1. Medico-Legal and Ethical Issues in Eye Care: Case Senarios for Optometrists,
Opticians, Ophthalmologists and Family Physicians by Kah Guan Au Eong , Catherine
Tay
2. Law and Ethics for the Eye Care Professional Barbara K Pierscionek London :
Butterworth Heinemann Elsevier 2008
3. Code of conduct and ethics document for optometrists on OCI website

Reference:
Law and Optometry: A guide for optometry professionals and optometry students in
India, Vijaya kumar

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 COURSE PLAN

Unit Topics Hours

1 Medical ethics - Definition - Goal - Scope 2

· Introduction to Code of conduct
· Basic principles of medical ethics –Confidentiality

2 Malpractice and negligence - Rational and irrational drug therapy 3

· Autonomy and informed consent - Right of patients

3 Care of the terminally ill- Euthanasia 2

· Organ transplantation

4 Medico legal aspects of medical records –Medico legal case and 5

type- Records and document related to MLC - ownership of
medical records - Confidentiality Privilege communication -
Release of medical information - Unauthorized disclosure -
retention of medical records - other various aspects.

5 Professional Indemnity insurance policy 3

Development of standardized protocol to avoid near miss or
sentinel events
Obtaining an informed consent.

CL CP L P
COMMUNITY EYE HEALTH

Instructor in charge: Optometrist (M Optom/ Ph D) 0 1.5 0 45

with adequate experience in planning and delivery
community eye health projects

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Course description

The course would help students apply theories taught in the public health and
epidemiology course. The basic principles of public health, Ten Commandments of
screening, screening of specific eye health ailments, data collection, data management and
technical and non-technical reporting of the screenings conducted will be emphasized.

Students will be posted in community outreach activities of the organization. Students

will get hands-on experience in handling community eye health programmes including
school eye screening programs, adult comprehensive eye examination, cataract screening
etc.

Objectives
● Learn the principles and commandments of Screening
● Learn Implementation and evaluation of a community outreach program
● Participate in community outreach programs
● To organize and conduct an Eye camp

TEXT BOOKS:
1. Newcomb RD, Jolley JL : Public Health and Community Optometry, Charles C
Thomas Publisher, Illinois, 1980
2. K Park: Park‟s Text Book of Preventive and Social Medicine, 19th edition,
Banarsidas Bhanot publishers, Jabalpur, 2007

REFERENCE BOOKS: Faculty may decide.

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 PREREQUISITES: All core Optometry courses

COURSE PLAN

To be involved in all community outreach activities of the institution.

Unit Topics Hours

1 Exclusive training of 5
 School screenings.
 Vision screening of different ages and occupations.
 Diabetic retinopathy screening,
 Glaucoma Screening,
 Geriatric doorstep care,
 Special children vision screening.

CLINICAL OPTOMETRY VII CL CP L P

The course is the final series of five directed

2 4 30 120
clinical courses. The student will complete the
clinical training by practicing all the skills
learned in classroom and clinical instruction. Practical aspects of Binocular vision II,
public health & community optometry, and occupational optometry will be covered under
the studentship. This course will also offer a systematic introduction to the scope and
framework to keep us up-to-date and examine the knowledge we use and the treatment
and management recommendations we make.

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 COURSE PLAN:

Unit Topic Hours

1 Evidence Based Practice on the following Common Clinical 15

ConditionsConditions
Corneal abrasion/ Corneal Ectasia/ Corneal Ulcer/Corneal Opacity
Ptosis
Proptosis
Ectropion, Entropion

2 Evidence Based Practice on the following Common Clinical Conditions 15

Uveitis
Acute Dacryocystitis
Ocular Trauma

PRACTICALS:

1. Comprehensive eye examination

2. Community out-reach (Screening camps, Awareness camps and impact assessments
for children, adult and geriatric population and occupation specific camps)
3. Comprehensive BV work up and Vision Therapy
4. Low Vision assessment and Management
5. Special Children evaluation (Observation)
6. Interpretation of specialty Contact Lens Fitting - Video Demonstration

7. Retinal Diagnostics Interpretation (OCT, HRA, FFA, ICG, OCTA, ERG, EOG,
mfERG)

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RESEARCH PROJECT 1

CL CP L P
Instructor in charge: M Optom with experience
in handling Research projects
0 3 0 90
Course description

Team of students will be doing a research project under the guidance of a supervisor (who
could be optometrists/vision scientists/ ophthalmologist). Students will get the experience
of doing research in a systematic approach – identifying the primary question, literature
search, identifying the gaps in the literature, identifying the research question, writing up
the research proposal, data collection, data analysis, thesis writing and presentation.

Objectives

· To acquire the basic knowledge and experience of conducting research

systematically

· To demonstrate an understanding of the relevant roles and responsibilities involved

· To conduct basic review of literature

· To design a brief methodology

TEXT BOOKS: Faculty can decide

REFERENCE BOOKS: Faculty may decide.

PREREQUISITES: All core Optometry courses

Project is spread from seventh to eighth semester.

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Eighth Semester

OCCUPATIONAL OPTOMETRY
CL CP L P
INSTRUCTOR INCHARGE: M Optom with relevant
experience in occupational eye health 2 0.5 30 15

COURSE DESCRIPTION: This course deals with general aspects of occupational

health, Visual demand in various job, task analysing method, visual standards for various
jobs, occupational hazards and remedial aspects through classroom sessions and field visit
to the factories.

COURSE OBJECTIVES: At the end of the course the students will be knowledgeable
in the following aspects:
1. In visual requirements of jobs;
2. In effects of physical, chemical and other hazards on eye and vision;
3. To identify occupational causes of visual and eye problems;
4. To be able to prescribe suitable corrective lenses and eye protective wear based on
occupation and sport
5. To set visual requirements, standards for different jobs.

TEXT BOOKS:
1. PP Santanam, R Krishnakumar, Monica R. Dr. Santanam‟s text book of Occupational
optometry. 1st edition, Published by Elite School of optometry , unit of Medical Research
Foundation, Chennai, India , 2015
2. R V North: Work and the eye, Second edition, Butterworth Heinemann, 2001

REFERENCE BOOKS:
1. G W Good: Occupational Vision Manual available in the following website:
www.aoa.org
2. N.A. Smith: Lighting for Occupational Optometry, HHSC Handbook Series, Safchem
Services, 1999
3. J Anshel: Visual Ergonomics Handbook, CRC Press, 2005
4. G Carson, S Doshi, W Harvey: Eye Essentials: Environmental & Occupational
Optometry, Butterworth-Heinemann, 2008

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 COURSE PLAN:

Unit Topics Hours

1 Introduction to occupational health, National and international 10

organisations/agencies of occupational health, Labour reforms,
Occupational health centre in organised sector, Health care for workers
in unorganised sector, Role of occupational health physician, Industrial
hygienist, and Safety officer; Occupational diseases and occupational
related diseases, Occupational Hazards.

2 Occupational optometry, role of optometrist in industry, Steps involved 10

in occupational optometry services, Visual task analysis, Ocular
injuries, Electromagnetic radiations, visual functions for different
occupations, Vision standards, Personal protective equipment, Lighting
and occupation, Contact lens for various occupations.

3 Case studies on visual health in various occupations. 10

PRACTICALS:
1. Perform visual task analysis
2. Industrial Vision Screening – Modified clinical method and Industrial Vision test

PRACTICE MANAGEMENT CL CP L P

INSTRUCTOR INCHARGE: M Optom with

2 0 30 0
experience of running private clinical services or
Management professional with masters‟
qualification in Management

COURSE DESCRIPTION: This course deal with all aspects of optometry practice
management – business, accounting, taxation, professional values, and quality & safety
aspects.

COURSE OBJECTIVES: At the end of the course, student would have gained
knowledge on various aspects of private optometric practice from Indian perspective.

TEXTBOOK:

L. S. Thal, S. Quintero, Business aspects of Optometry, 3rd edition - Association of

Practice Management Educators – Butterworth Heinemann Elsevier, USA, 2010

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 REFERENCE BOOKS:

1. I. Bennett, Optometric Practice Management, 2nd edition, Butterworth Heinemann,

2003

2. A. Hanks, What Patients want? AJ Hanks & VJ Hanks, 2010

3. N. Gailmard, Practice management in optometry, Walnut Ridge Publishing, 2017.

PREREQUISITES: Basic Clinical experience

COURSE PLAN

Unit Topics Hours

1 Business Management: Practice establishment and development, Stock 10

control and costing, Staffing and staff relations, Business
computerization

2 Accounting Principles: Sources of finance, Bookkeeping and cash 10

flow. Taxation and taxation planning

3 Professionalism and Values: Professional values- Integrity, 10

Objectivity, Professional competence and due care, Confidentiality.
Personal values- ethical or moral values. Attitude and behaviour-
professional behaviour, treating people equally. Code of conduct,
professional accountability and responsibility, misconduct.
Differences between professions and importance of team efforts
Cultural issues in the healthcare environment

COMMUNITY EYE HEALTH AND TELE CL CP L P

OPTOMETRY
1 2 15 60
Instructor in charge: M Optom with adequate
experience in planning and delivery community eye health projects.

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of Health and Family Welfare).”
Course description

The course would help students apply theories taught in the public health and
epidemiology course. The basic principles of public health, Ten Commandments of
screening, screening of specific eye health ailments, data collection, data management and
technical and non-technical reporting of the screenings conducted will be emphasized.

Students will be posted in community outreach activities of the organization. Students

will get hands-on experience in handling community eye health programmes including
school eye screening programs, adult comprehensive eye examination, cataract screening
etc.

Objectives
● Learn the principles and commandments of Screening
● Develop relevant IEC materials and deliver them at the campsites
● Develop and conduct surveys to understand the practices and knowledge of
stakeholders
● Learn the cost analysis pertaining to community outreach
● Learn Implementation and evaluation of a community outreach program

TEXT BOOK

1. Newcomb RD, Jolley JL: Public Health and Community Optometry, Charles C
Thomas Publisher, Illinois, 1980

2. K Park: Park‟s Text Book of Preventive and Social Medicine, 19th edition,
Banarsidas Bhanot publishers, Jabalpur, 2007

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 COURSE PLAN

Unit Topics Hours

1 Epidemiology of blindness – Defining blindness and visual 5

impairment. Prevalence, incidence and distribution of visual
impairment. Eye in primary health care. Community Eye Care
Programs

2 Nutritional Blindness with reference to Vitamin A deficiency. 5

Screening for eye diseases – Refractive errors, Low Vision, Cataract,
Diabetic retinopathy, Glaucoma, Amblyopia, Squint. National and
International Agencies - NPCB, IAPB, WHO.. Role of an
optometrist in Public Health. Optometrists role in school eye health
programmes

3 Basics of Tele Optometry and its application in Public Health. 5

Information, Education and Communication for Eye Care programs.
Health Information and Basic Medical Statistics. Communication for
Health Education. Health Planning and Management. Plan and
implement 2030 INSIGHT

CL CP L P
DATA SCIENCE FOR HEALTHCARE
1 0.5 15 15
Instructor in charge: M Optom with adequate
experience and knowledge of big data, data science and
health informatics.

Description

This course offers a systematic introduction to the scope and contents of health data
arising from public health and the biomedical sciences. It focuses on rules and techniques
for handling health data. Through both regular lectures and guest lectures, this course
covers a broad range of health data.

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 Learning Objectives
● To understand the foundation and rules for handling big health data
● To develop a practical knowledge and understanding of important statistical issues
and relevant data analytics for health big data analysis
● To learn and master basic software and programming skills for data cleaning and data
processing

TEXT BOOK: Faculty can decide

COURSE PLAN

Unit Topics Hours

1 Foundations of data science: Probability and statistics, Linear algebra for 5

data science, Optimisation for data science

2 Health care systems, types of data in healthcare Healthcare data literacy 5

Health care data security, compliance and privacy

3 Machine learning: foundations and algorithms, Machine learning and real 5

world use: cases in biology and health care, disease modelling,
Applications and benefits of data science

CLINICAL OPTOMETRY VIII CL CP L P

The course is the final series of seven directed 2 4 30 120

clinical courses. The student will complete the
clinical training by practicing all the skills
learned in classroom and clinical instruction. Practical aspects of Binocular vision II,
public health & community optometry, and occupational optometry will be covered under
the studentship. This course will also offer a systematic introduction to the scope and
framework to keep us up-to-date and examine the knowledge we use and the treatment
and management recommendations we make.

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 COURSE PLAN:

Unit Topic Hours

1 Evidence Based Practice on the following Common Clinical Conditions 15

Convergence insufficiency/ Divergence excess
Post refractive surgery
Optic atrophy
Retinal Detachment

2 Evidence Based Practice on the following Common Clinical Conditions 15

Retinitis pigmentosa, CSNB, Stargardt's Disease
Age related macular Degeneration
Diabetic retinopathy
Hypertensive Retinopathy

PRACTICALS:

1. Comprehensive eye examination

2. Community out-reach (Screening camps, Awareness camps and impact assessments
for children, adult and geriatric population and occupation specific camps)
3. Neuro-optometric work up
4. Ocular surface work up
5. Cornea work up
6. Glaucoma work up
7. Uvea work up

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RESEARCH PROJECT- II

Instructor in charge: M Optom with experience in CL CP L P

handling research projects
0 4 0 120
Course description

Team of students will be doing a research project under the guidance of a supervisor (who
could be optometrists/vision scientists/ ophthalmologist). Students will get the experience
of doing research in a systematic approach – identifying the primary question, literature
search, identifying the gaps in the literature, identifying the research question, writing up
the research proposal, data collection, data analysis, thesis writing and presentation.

Objectives

· To acquire the basic knowledge and experience of collecting necessary data for the
research topic

· To demonstrate an understanding of the relevant roles and responsibilities involved

· To conduct basic statistical analysis on the collected data

· To consolidate and report the results collected

TEXT BOOKS AND REFERENCE BOOKS: Faculty may decide.

PREREQUISITES: All core Optometry courses.

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 Ninth and Tenth Semester

The internship time period provides the students the opportunity to continue to develop
confidence and increased skill in diagnosis and management. Students will demonstrate
competence in beginning, intermediate, and advanced procedures in above areas. Students
will participate in advanced and specialized treatment procedures. The student will
complete the clinical training by practicing all the skills learned in classroom and clinical
instruction.

The students are expected to work for minimum 7 hours per day and this may be more
depending on the need and the healthcare setting.

Internships postings can be in the following locations: Eye Hospitals, Eye clinics in
general hospital, Independent eye clinics, Optometric clinics in eye hospitals, general
hospitals or optical showrooms, wherein the learning objective can be achieved. Short
period of observation to eye care (instruments, optical, contact lens) related
manufacturing set-ups, corporates and nongovernmental organizations. It is mandatory to
provide exposure to all the outlined types of clinical postings as below.

S No TYPE OF DETAILS Weightage Minimum

CLINICAL based on clinical No. of cases
POSTINGS hours

1 OPD General OPD 30% 650

Specialty OPD 15%

2 Specialty CL 10% 20
Clinics LVC 10% 10
BVC 10% 10
Opticals 10% 100*
Diagnostics: (Covering all 5% 50
specialty including Corneal,
retinal, cataract etc)

3 Community School eye screening, Adult 10% 10 camps

Rotations screening, Occupational
Optometry etc.

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 Weightage and the number of cases are decided based on the number of weeks per year
(48) and six working days and a minimum of 5 independent cases/ day for the OPD.

*Opticals postings: Scientific dispensing in cases of single vision, bifocals, progressives

and specialty lenses (a minimum of 25 each) should be covered.

Faculty are encouraged to utilize modalities of teaching that are relevant to the health care
professions for the lecture hours during internship. Emphasis on Evidence based practice
should be considered. One such model is outlined here:

Vertical integration in the context of medical curricula can be defined as the integration of
basic knowledge such as basic science and clinical science including skills, in the clinical
context. In the current discipline-based curriculum, the teaching and learning of the
clinical component takes place in clinics in the traditional design of teaching. The basic
knowledge such as anatomy, physiology or biochemistry are not related with the clinical
condition during patient care. This lack of integrating knowledge could be bridged by
introducing the concept of vertical integration wherein the facilitators take the role of
introducing the cases and the students take the major role of gathering knowledge and
understand the clinical scenario and apply the basic knowledge till the patient
management based on evidence. Here the subject is introduced with a case and the study
materials are provided to the students well in advance for them to prepare for the class
(group discussions and not Regular one way lecture). Here the students have greater
opportunity of structured learning.

Assessments

Internship will be assessed using continuous and final assessments

o Continuous Assessments
o Logbook
o One Case Report each month
o Attendance
o Evaluations at the end of each specialty/diagnostic posting
o Mid Semester Clinical Evaluation - One Full Workup to be evaluated by an Optometrist
o End Semester Clinical Evaluation
o Written Examination (MCQ/Case-based covering topics from all the courses)
o One Full Workup to be evaluated by an Optometrist
o Clinical & Diagnostics reports interpretation
o Specialty Optometry Clinics( BVC, LVC, CL, Dispensing) Evaluation
o Viva Voce

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Skills based outcomes and monitorable indicators for Optometrist
First year:
1. Role play
2. Clinical Observations
3. Vision Check
4. Basic Lensometry
5. Basic Life Skills
Second year:
1. History taking
2. CEVS practical
3. Refraction Hands On including optical dispensing
4. Clinical Observations
5. Vision screening camps

Third Year:
1. Clinical Observation
2. Hands-on under senior optometrists
3. Case reporting
4. Case discussion
5. Vision screening camps
6. Diagnostic interpretations
Fourth year:
1. Clinical Observation
2. Hands-on under senior optometrists
3. Case reporting
4. Case discussion
5. Vision screening camps
6. Diagnostic interpretations

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of Health and Family Welfare).”
Internship:
1. Primary Eye Care 25 %
2. Dispensing Optics 25 %
3. Contact Lens 10%
4. Low Vision Aids 10%
5. Orthoptics 10%
6. Diagnostics 10 %
7. Anterior Segment clinic 5%
8. Posterior Segment Clinic 5%

UG Log book:

The table below outlines the minimum number of procedures required/suggested to be

documented in the record note book for each semester. Between the 5th and 8th
semesters, students should aim to complete approximately half (50%) of the
recommended patient cases, all of which must be recorded in a logbook. Moreover, during
the internship, it's essential to maintain a separate log book, adhering to the guidelines
specified in the aforementioned table (page 135).

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of Health and Family Welfare).”
 Minimum
Number
Semester Procedures (Mandatory Comments
requirements)
*
I Year
1st Semester
Role Play ( Patient-
3 cases
CLINICAL Optometrist)
OPTOMETRY -
I
Organising an
optometry practice
clinic
Illumination,
measurements and
setting up of an
Optometry Practice
Clinic
Clinical Observation
6 cases
I Year and Report writing

2nd Semester Vision Check (

Snellen‟s Chart) – 12 cases
CLINICAL
Distance + Near
OPTOMETRY -
II Lensometry
(Spherical lenses)
Can practice on the
II Year History taking following complaints :
1st Semester  General Blurred Vision,
CLINICAL 9 cases Headache, Pain,
 Specific redness, Watering,
OPTOMETRY -
III  Conditions Flashes, Floaters,
Blackspots
Simple Sphere, Simple
Lensometry cylinder,
100 cases Spherocylinder (90,
180, Oblique degrees),
Bifocals, PAL

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of Health and Family Welfare).”
 Minimum
Number
Semester Procedures (Mandatory Comments
requirements)
*

Vision Check Simulation, especially

to show and ask the
( log MAR) 100 cases
students to interpret the
Pinhole acuity findings.
Extraocular Motility 10 cases
Video output
Cover test 10 cases Simulation of various
conditions
Video output
Alternate Cover test 10 cases Simulation of various
conditions
Video output
Hirschberg test 10 cases Simulation of various
conditions
Video output
Modified Krimsky
3 cases Simulation of various
test
conditions
10 cases
Push up test
(Amplitude of (1 case in
Accommodation) presbyopic
age)
Push up test ( Near
point of 10 cases
Convergence)
Stereopsis test 10 cases
Tear Break up time 10 cases
10 cases Simulation of various
Amsler‟s Grid test
(simulate) conditions

10 cases
Photostress test
( Normals)

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of Health and Family Welfare).”
 Minimum
Number
Semester Procedures (Mandatory Comments
requirements)
*
Color vision test 10 cases
Schirmer‟s test 10 cases

Confrontation test 10 cases

Retinoscopy-
Static, Dynamic and 25 + 25 +25 Model eye for
cases retinoscopy.
Cycloplegic
Retinoscopy

II Year Keratometry 25 cases

2nd Semester Subjective Refraction

CLINICAL JCC
OPTOMETRY - Clock Dial 25 cases
IV
Duochrome
Borish Delayed

25 cases Give more simulated

Addition calculation problems and discuss
on it
Slit lamp illumination 3 cases
Slit lamp
10 cases
examination
III Year Finger tension 10 cases
1st Semester (Normals)

CLINICAL Applanation
OPTOMETRY -V Tonometry 10 cases
(Normals)

Negative Relative
10 cases
Accommodation

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of Health and Family Welfare).”
 Minimum
Number
Semester Procedures (Mandatory Comments
requirements)
*
Positive Relative
10 cases
Accommodation
von Herick Grading
of Anterior chamber 10 cases
depth
Accommodative
10 cases
facility(+ 2.00 D)
Corneal Sensitivity
10 cases
test
IPD 10 cases
Video demonstration
Proptosis evaluation 1 demo
of cases
Video demonstration
Ptosis evaluation 1 demo
of cases
Pupillary evaluation
-Direct
10 cases
-Consensual
-RAPD
HVID 10 cases
Maddox rod (Phoria) 10 cases
Negative Fusional
10 cases
vergence
Positive Fusional
10 cases
Vergence
III Year Show slides of various
Direct commonly seen retinal
2nd Semester 10 cases
ophthalmoscope conditions
CLINICAL ( Normals)
OPTOMETRY -
VI

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of Health and Family Welfare).”
 Minimum
Number
Semester Procedures (Mandatory Comments
requirements)
*
Visual Field chart 10 cases –
Both kinetic and Static
interpretation discussion
B scan 5 cases –
Interpretation discussion

Discussion having
A scan chart 10 cases –
different types of wave
Interpretation discussion
patterns
Case Analysis 10 cases

10 cases Slides of various Cup:

+90 D lens Disc ratios can be
( Normals) shown
5 cases Slides of abnormal
Gonioscopy
( Normals) angles

Pediatric/contact
Posting in optometry 5+5+5+5+10 lens/Low vision/
clinics cases Orthoptics/
GOPD
School screening,
IV Year Camps 4 camps
Cataract
1st Semester
10 Slides of abnormal
CLINICAL IDO (on each other)
cases(Normals) fundus
OPTOMETRY -
VII Pathology
Binocular Vision
Clinical Refraction
Case Analysis
5+ 5+ 5+ 5 Dispensing optics
cases

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of Health and Family Welfare).”
 Minimum
Number
Semester Procedures (Mandatory Comments
requirements)
*
IV Year
2nd Semester
5 cases Slides of abnormal
CLINICAL Gonioscopy
OPTOMETRY – ( Normals) angles
VII

Pediatric/contact
Posting in optometry 5+5+5+5+10 lens/Low vision/
clinics cases Orthoptics/
GOPD
School screening,
Camps 4 camps
Cataract
10 Slides of abnormal
IDO (on each other)
cases(Normals) fundus
Pathology
Case Analysis Binocular Vision
5+ 5+ 5+ 5
- Clinical Refraction
cases
Dispensing optics
General OPD 5 cases
(History taking –DO) ( Normals)
Totally 3
20 cases ( 5
different case reports
Contact Lens RGP+ 5 Soft +
submission at the end
V year 5 toric )
of the postings
CLINICAL
INTERNSHIP Weekly 1 case report
Opticals 100 cases
submission
Totally 3
Low Vision care different case reports
10 cases
Clinic submission at the end
of the postings

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of Health and Family Welfare).”
 Minimum
Number
Semester Procedures (Mandatory Comments
requirements)
*
Totally 3
Binocular Vision different case reports
10 cases
clinic submission at the end
of the postings

General OPD Totally 3

different case reports
(Common eye 50 cases
submission at the end
conditions) of the postings
Camp report
Camps 10 camps
submission

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of Health and Family Welfare).”
 CURRICULUM MAPPING & CREDIT MANAGEMENT

Credits and Assessments Outline

First Semester

Course Credits/Week Hours/Semester Assessments Total

Course Titles
code L P C L T/P Total IA* UE** (IA+UE)

BOP101 General Anatomy 3 0.5 3.5 45 15 60 30 70 100

BOP102 General Physiology 3 0.5 3.5 45 15 60 30 70 100

General
BOP103 3 0.5 3.5 45 15 60 30 70 100
Biochemistry

BOP104 Physical Optics 3 0.5 3.5 45 15 60 30 70 100

Mathematics &
BOP105 Geometrical Optics- 3 0.5 3.5 45 15 60 30 70 100
I
Introduction to
BOP106 2 2 30 30 100 - 100
Optometry#
BOP107 Nutrition# 1 1 15 15 100 - 100

BOP108 Communication# 1 2 3 15 60 75 100 - 100

Clinical Optometry
BOP109 1 2 30 30 100 - 100
I#
Total 19 5.5 255 285 165 450 550 350 900

# Non-university exams

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 Second Semester

Course Credits/Week Hours/Semester Assessments Total

Course Titles
code L P C L T/P Total IA* UE** (IA+UE)

BOP201 General Pharmacology 3 3 45 45 30 70 100

BOP202 General Pathology 2 2 30 30 30 70 100

Ocular and related

BOP203 3 0.5 3.5 45 15 60 30 70 100
neuroanatomy

Ocular and
BOP204 3 1 4 45 30 75 30 70 100
related neurophysiology

BOP205 Ocular Biochemistry 3 1 4 45 30 75 30 70 100

BOP206 Geometrical Optics-II 3 1 4 45 30 75 30 70 100

BOP207 Basics of Computers# 1 1 30 30 100 - 100

BOP208 Clinical Optometry-II # 2 2 60 60 100 - 100

Total 17 6.5 23.5 255 195 450 380 420 800

# Non-university exams

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of Health and Family Welfare).”
 Third Semester

Course Credits/Week Hours/Semester Assessments Total

Course Titles
code L P C L T/P Total IA* UE** (IA+UE)
General and
BOP301 Ocular 3 0.5 3.5 45 15 60 30 70 100
Microbiology
Ocular
BOP302 3 3 45 45 30 70 100
Pharmacology
Visual optics
BOP303 3 1 4 45 30 75 30 70 100
–I
Optometric
BOP304 3 1 4 45 30 75 30 70 100
optics
Ocular
BOP305 3 3 45 45 30 70 100
Disease –I
Indian
BOP306 Medicine and 2 2 30 30 100 - 100
Telemedicine#
Clinical
BOP307 4 4 120 120 30 70 100
Optometry-III
Total 17 6.5 23.5 255 195 450 280 420 700

# Non-university exams

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of Health and Family Welfare).”
 Fourth Semester

Course Credits/Week Hours/Semester Assessments Total

Course Titles
code L P C L T/P Total IA* UE** (IA+UE)
Optometric
BOP401 3 0.5 3.5 45 15 60 30 70 100
Instruments
Clinical
examination
BOP402 1 2 3 15 60 75 30 70 100
of visual
system
Visual
perception
BOP403 2 0.5 2.5 30 15 45 30 70 100
and
psychophysics
Visual Optics-
BOP404 3 1 4 45 30 75 30 70 100
II
Ocular
BOP405 3 3 45 45 30 70 100
Disease –II
Behavioural
Health
BOP406 1 1 15 15 100 - 100
Medical
Psychology #
Introduction
to Quality &
BOP407 1 1 15 15 100 - 100
Patient safety
#

Clinical
BOP408 4 4 120 120 30 70 100
Optometry-IV
Total 14 8 22 210 240 450 380 420 800

# Non-university exams

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of Health and Family Welfare).”
 Fifth Semester

Course Course Credits/Week Hours/Semester Assessments Total

code Titles L P C L T/P Total IA* UE** (IA+UE)
Systemic
BOP501 2 2 30 30 30 70 100
Disease
Dispensing
BOP502 2 1 3 30 30 60 30 70 100
Optics
Geriatric
BOP503 3 3 45 45 30 70 100
Optometry
Paediatric
BOP504 3 0.5 3.5 45 15 60 30 70 100
Optometry
Diagnostics
and
therapeutics
BOP505 4 0.5 4.5 60 15 75 30 70 100
of Anterior
Segment
diseases
Innovation
BOP506 and 1 0.5 1.5 15 15 30 100 - 100
technology #
Clinical
BOP507 Optometry 2 4 6 30 120 150 30 70 100
V
Total 17 6.5 23.5 255 195 450 280 420 700

# Non-university exams

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of Health and Family Welfare).”
 Sixth Semester

Course Credits/Week Hours/Semester Assessments Total

Course Titles
code L P C L T/P Total IA* UE** (IA+UE)
BOP601 Contact lens –I 2 1 3 30 30 60 30 70 100
Low Vision care
BOP602 and 2 1 3 30 30 60 30 70 100
Rehabilitation
Binocular
BOP603 2 1 3 30 30 60 30 70 100
Vision- I
Diagnostics and
therapeutics of
BOP604 4 0.5 4.5 60 15 75 30 70 100
Posterior
segment diseases

Optometry and
Multidisciplinary
BOP605 1 1 15 15 100 - 100
aspects of Health
#

Research
BOP606 Methodology & 2 2 30 30 100 - 100
Biostatistics #
Clinical
BOP607 2 4 6 30 120 150 30 70 100
Optometry VI
Total 15 7.5 22.5 225 225 450 350 350 700

# Non-university exams

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of Health and Family Welfare).”
 Seventh Semester

Course Course Credits/Week Hours/Semester Assessments Total

code Titles L P C L T/P Total IA* UE** (IA+UE)
Contact Lens 3
BOP701 2 1 3 30 60 30 70 100
–II 0
Binocular
BOP702 2 1 3 30 30 60 30 70 100
Vision –II
Public Health
BOP703 & 2 2 30 30 30 70 100
Epidemiology
Law and
professional
BOP704 1 1 15 15 100 - 100
ethics –
Optometry. #
Community
BOP705 1.5 1.5 45 45 100 - 100
eye health #
Clinical
BOP706 Optometry 2 4 6 30 120 150 30 70 100
VII
Research
BOP707 3 3 90 90 100 100
Project – I #
Total 9 10.5 19.5 135 315 450 420 280 600

# Non-university exams

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 Eighth Semester

Course Credits/Week Hours/Semester Assessments Total

Course Titles
code L P C L T/P Total IA* UE** (IA+UE)

BOP801 Occupational Optometry 2 0.5 2.5 30 15 45 30 70 100

BOP802 Practice Management 2 2 30 30 30 70 100

Community eye health

BOP803 1 2 3 15 60 75 100 - 100
and Tele-optometry #

Data science for

BOP804 1 0.5 1.5 15 15 30 100 - 100
healthcare #

BOP805 Clinical Optometry VIII 2 4 6 30 120 150 30 70 100

BOP806 Research Project – II 4 4 120 120 30 70 100

Total 8 11 19 120 330 450 320 280 600

# Non-university exams

Ninth and tenth Semester (Considering 24 weeks per semester)

Course Course Credits/Week Hours/Semester Assessments Total

code Titles L P C L T/P Total IA* UE** (IA+UE)
B Optom
BOP901 50 1150 1200 50 - 50
Internship
B Optom
BOP1001 50 1150 1200 50 - 50
Internship
Total 0 0 0 100 2300 2400 100 - 100

# Non-university exams

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 PS:
 Distribution of marks for Internal and External assessments will be based on the credit
distribution of the theory and practical for the courses. For eg. If a course has 3 credits for
Lecture and 0.5 credits for Practicals, 25 marks for theory and 5 marks for practical will
be considered for internal assessments out of the 30 marks. Similar ratios will be followed
for External assessments.
 For Practical examinations, an internal and external examiner will assess the candidates.
All examinations will align with the IELOCS document

Research Project Guidelines

The candidate is required to submit a project under the guidance of an Optometry faculty
member during the 7th and 8th semesters. The project may encompass a case study,
examination of recent techniques, literature reviews, or similar endeavours aimed at
fostering a research-oriented mind set and preparing for further academic pursuits.

All students are mandated to maintain comprehensive records of their research project
activities, which must be verified and endorsed by the supervising Optometry faculty
member. Subsequently, based on these records and the completed project, students are
expected to present their work during the university exam for final assessment.

Internship guidelines

Candidates applying for entry to the internship period must have successfully passed all
examinations in all subjects, demonstrating attainment of the total credits required for the
Programme.

Duration: The internship spans a period of 12 months, inclusive of assignments in rural,

Community Based camps (CBR), or similar setups.

During the internship, candidates are obligated to engage in full-time work, averaging 7
hours per day on each working day, for 6 days a week, over the course of 12 calendar
months. Each candidate is entitled to a maximum of 12 holidays throughout the entirety of
the Internship Programme, apart from the one day weekly off. In the event of any
exigencies necessitating the candidate's absence for a period exceeding 6 days, the
candidate is obliged to compensate by working additional days to cover the absence.

Stipend: An appropriate nominal amount shall be paid as stipend for the intern students.
This should be revised periodically.

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 Assessment: Interns are required to maintain detailed records of their work, subject to
verification and certification by the Head of the Department under whose supervision they
operate. In addition to scrutinizing the work records, the Head of the Department conducts
assessments and evaluations of the interns' training, encompassing aspects such as
attendance, discipline, knowledge, skills, and attitude throughout the training period.
Assessment reports are subsequently forwarded to the parent institution.

Upon review of the work records and assessment data, the Director or Principal shall issue
a "Certificate of Satisfactory Completion of Training." This certificate serves as the basis
for the University to award the Bachelor of Optometry Degree or declare the candidate
eligible for the same.

In the event of an unsatisfactory assessment report, the intern in question will be required
to repeat the internship for a duration determined by the relevant Head of the Institution.

Interns are expected to adhere to all rules and regulations established by the Institution or
Hospital where they are assigned.

Interns are personally responsible for the proper use of equipment within the Institute or
Hospital where they are stationed. Any damages resulting from improper use will incur
liability for the intern to cover repair or replacement costs.

Extension of Internship Duration: The Principal or Director may extend the duration of
the internship under specific circumstances, including prolonged absence exceeding the
permitted leave period, unsatisfactory performance, or disciplinary issues.

Infrastructure Requirements: Institutions must ensure the availability of satisfactory

infrastructure facilities for Optometry training sites. Guidelines suggest:

 The institution conducting the Optometry Programme must possess a fully equipped
Optometry clinic in accordance with the curriculum.
 Optometry sections within Institutes or Hospitals should feature all necessary
infrastructure facilities.
 Senior Optometrists with significant clinical experience must oversee Optometry
departments.
 The Director or Principal may grant a No Objection Certificate (NOC) for internships
conducted at alternative locations, provided that the respective Hospital meets the
aforementioned criteria. Candidates must submit details regarding Optometry services
available at their chosen internship site to obtain NOC.

Upon the conclusion of the internship, it is mandatory for all students to successfully pass
the clinical examination administered by the university/college. Upon satisfactory
completion of this clinical examination, the university will confer the degree upon the
candidate.
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4.2 Master of Optometry
Master of Optometry

Eligibility for admission:

Bachelor of Optometry or equivalent from a recognised university with minimum 5.5
CGPA

Duration of the course

The M Optom post graduate degree program is of two years duration.

Duration of the course: 2 years or 4 semesters.
Total hours –2355 (including clinical and research)

Medium of instruction:
English shall be the medium of instruction for all the subjects of study and for
examination of the course.

Attendance:
A candidate has to secure minimum-
1. 75% attendance in theoretical
2. 80% in Skills training (practical) for qualifying to appear for the final examination.

Credit details:

1 hour lecture per week 1 credit

2hours of tutorials per week 1 credit
2 hours of clinics per week 1 credit

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 Master of Optometry [2 year programme]
Proposed Scheme
Year Semester Credits Hours
1 1 24.5 525
1 2 22 510
2 3 28 630
2 4 28 690
Total 102.5 2355

Credit details:
One credit implies one hour lecture per week or two hours of laboratory/practical per
week or two hours of clinics per week or two hours of Research project per week
A semester is considered to have 15 weeks. For example,
1 credit course = 15 hours of lectures per semester
3 credits course = 45 hours of lectures per semester
0.5 credit course = 15 hours of practical/laboratory per week

CL CP L P

3 0.5 45 15

CL: Credit for Lecture

CP: Credit for Practicals
L: Hours for Lecture
P: Hours for Practicals

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 Curriculum Outline
First Semester

Hours/semester
Sl. No. Course Titles

Lecture Practical Total

MOP101 Applied ocular biology 45 60
Advanced Ocular Diagnostics &
MOP102 45 60
Management
Research Methodology and
MOP103 30 60
Biostatistics
MOP104 Intellectual property rights# 30 60
MOP105 Research Project-1# 45 60
Digital pedagogy and learning
MOP106 15 15 30
management#
MOP107 General Clinics-1 120 15
MOP108 Specialty Optometry Clinics-1 120 45
MOP109 Community Outreach-1 60 60
TOTAL 210 315 525
#Non-University Exams

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 Second Semester

Hours/semester
Sl. No. Course Titles

Lecture Practical Total

MOP201 Specialized clinical optometry-
30 30
Contact Lens-1
MOP202 Specialized clinical optometry-
30 30
Low Vision Care
MOP203 Elective 1# 30 30
MOP204 Research Project-2# 60 60
MOP205 General Clinics-2 180 180
MOP206 Specialty Optometry Clinics-2 120 120
MOP207 Community Outreach-2 60 60
TOTAL 150 360 510
#Non-University Exams

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 Third Semester

Hours per semester

Sl. No. Course Titles
Lecture Practical Total
MOP301 Specialized clinical optometry-
30 30
Contact Lens – 2
MOP302 Specialized clinical optometry-
30 30
Binocular Vision
MOP303 Specialized clinical optometry-
30 30
Rehabilitation
MOP304 Elective 2# 30 30
MOP305 Scientific communication # 30 30
MOP306 Research Project-3 60 60
MOP307 General Clinics-3 180 180
MOP308 Specialty Optometry Clinics-3 180 180
MOP309 Community Outreach-3 60 60
TOTAL 210 420 630
#Non-University Exams

Fourth Semester

Hours per semester

Sl. No. Course Titles
Practica
Lecture Total
l
MOP401 Specialized clinical optometry - Vision
30 30
Therapy and Neuro Optometry
MOP402 Elective 3# 30 30
MOP403 Research Project-4 90 90
MOP404 General Clinics-4 240 240
MOP405 Specialty Optometry Clinics-4 240 240
MOP406 Community Outreach-4 60 60
TOTAL 150 540 690
#Non-University Exams

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 Assessment:
Assessments should be completed by the academic staff, based on the compilation of the
student‟s theoretical &clinical performance throughout the training programme. To
achieve this, all assessment forms and feedback should be included and evaluated.
Clinical subjects MOP107, MOP108, MOP109, MOP205, MOP206, MOP207,
MOP307, MOP308, MOP309, MOP404, MOP405, MOP406 need to follow the
assessment pattern given below:

a. Case Evaluation Exercise (CEX) MUST be done in each speciality with

patients in the clinic.
b. “Speciality related worksheet” need to be used for assessment of clinical skills
using rubrics.
c. Written Examination (MCQ/Case-based covering topics from all the courses)
d. One Full Workup to be evaluated by an Optometrist
e. Clinical & Diagnostics reports interpretation
f. Specialty Optometry Clinics( BVC, LVC, CL, Dispensing) Evaluation
g. Viva Voce

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 First Semester

APPLIED OCULAR BIOLOGY CL CP L P

INSTRUCTOR IN CHARGE: A postgraduate 3 0 45 0

or PhD in basic sciences with relevant exposure
to optometry.

COURSE DESCRIPTION: This course is designed to give the learners an overview

about the basic science of the eye and clinical relevance. Applications of concepts in the
basic biomedical sciences such as Anatomy, Physiology, Biochemistry, Microbiology,
Genetics, Immunology, and Pathology will be discussed in the context of General
physiology as well as ocular and clinical conditions.

OBJECTIVES: At the end of the semester, the student should be able to:
1. Explain ocular anatomy, and physiology of visual system relevant to eye and vision
care
2. Demonstrate an understanding of genetics, microbial infections of the eye and ocular
pathology relevant to ocular science
3. Gain knowledge about cell biology and ocular biochemistry, immunology, the basics
of pharmacology and ocular pharmacology relevant to ocular science.

TEXT BOOK AND REFERNCE BOOK:

J. V. Forrester, A. D. Dick, P. G. Mcmenamin, Fiona Roberts, Eric Pearlman, The Eye:

Basic Science in Practice, 4/e., Elsevier. 2016

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 PREREQUISITES: Ocular Anatomy and Physiology, Biochemistry, Microbiology,
Genetics, Immunology and Pathology

COURSE PLAN:

Unit Topic Hours

1 Anatomy of Eye and Orbit: Osteology of orbit, Orbital contents – 15

Extra Ocular Muscles- Blood vessels of the orbit – Cranial Nerves
associated with eye and orbit –Ocular Adnexa – Muscle of eye lids
and adjacent face - Anatomy of the visual pathway.
Physiology of Vision and the Visual System: Light detection and
Dark adaptation – Visual acuity and contrast Sensitivity – Clinical
Visual Electrophysiology – Color vision – Monocular versus
Binocular vision – Ocular movement: Physiology – Psychophysical
basis for clinical tests

2 Genetics: Chromosome and Cell division –Molecular genetics– 15

Clinical Genetics –Population genetics–Gene cell differentiations
and Cell based therapy: Molecular genetics and ophthalmology
Microbial Infections of the Eye: Introduction: Microbes in the
environment - Host defense at the ocular surface: Physical barriers –
Adaptive immunity to microbial infection – Ocular infections
worldwide: viral, Bacterial, fungal, protozoan infections of the eye –
Ocular infections in developing countries.
Pathology: Introduction – Cell and Tissue damage, Mechanism of
cell death – Inflammation –Neoplasia – Hamartomas – Choristomas
– Teratoma –Tumors

3 Biochemistry: Biochemistry of the ocular surface, tear film, lacrimal 15

gland sections, mucus layer, the conjunctiva, the lids , cornea and
sclera, uveal tract- Inborn errors of metabolism and the eye,
Metabolic diseases
General and Ocular Pharmacology: Introduction - Pharmacokinetics–
Pharmacodynamics –Mechanism of ocular drug absorptions –Routes
of administration – Delivery methods - Drug Vehicles - Advanced
ocular delivery systems – Ocular toxicity from systemic
administrations of drugs
Immunology: Innate and Acquired immunity – Initial response of the
host to injury – Acute and Chronic Inflammation – Development of
adaptive immunity and immunological memory – Organization of
immune system – Antigen recognition – T cell activation – The eye
and the immune system

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 CL CP L P
ADVANCED OCULAR DIAGNOSTICS AND
MANAGEMENT
3 0 45 0
INSTRUCTOR IN CHARGE: A postgraduate
or PhD in basic sciences with relevant exposure to optometry.

COURSE DESCRIPTION: This course is designed to provide exposure to diagnostics

to ocular conditions and management options for ocular diseases.

OBJECTIVES: At the end of the course the student will be able to:
1. Interpret the findings for diagnostics of ocular diagnostics
2. Demonstrate an understanding on management options for ocular diseases
3. Gain knowledge about management options for ocular diseases

TEXT BOOK AND REFERENCE BOOK:

1. Nicholas R Galloway, Common Eye Diseases and their management 3rd Edition.
2. Amar Agarwal. (2011) Diagnostic and Imaging techniques in Ophthalmology.

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 PREREQUISITES: Ocular Anatomy and Physiology, Ocular Diseases, Optometric
Instrumentation

COURSE PLAN:

Unit Topics Hours

1 Ocular photography: External, Anterior (Slit lamp and Gonio 10

photography), Posterior (Fundus Photography, Fundus
Autofluorescence, Fundus Fluorescein Angiography, Indocyanine
Green Angiography)
Ultrasonography: (Ultrasound biomicroscopy, A-scan
ultrasonography, B-scan ultrasonography, Pachymetry)
Ocular Surface: (Meibography, Keratography, Corneal Biomechanics)

2 Anterior Segment Diagnostics: Confocal Microscopy, Specular 10

microscopy, Corneal Topography, Corneal Tomography, Anterior
Segment Optical Coherence Tomography, Pentacam, Aberrometry

3 Posterior Segment Diagnostics: Posterior Segment Optical Coherence 10

Tomography (Spectral Domain OCT, Swept Source OCT, OCT
Angiography), Ocular Electrodiagnostics (ERG, MfERG, VEP, EOG),
Dark Adaptometry

4 Clinical management of ocular conditions: Overview of drugs used in 15

treatment of ocular disease, Overview of laser and surgical
interventions for ocular disease, Vertical Integration of all treatment
options of ocular disease with special emphasis on optometric
management

CL CP L P

RESEARCH METHODOLOGY AND

2 0 30 0
BIOSTATISTICS

INSTRUCTOR IN CHARGE: Biostatistician/Epidemiologist or Higher optometry

holder with experience in biostatistics and research methodology

COURSE DESCRIPTION: The objective of this module is to help the students

understand the basic principles of research and methods applied to draw inferences from
the research findings.

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 OBJECTIVES: At the end of the course, the student should be able to:
1. Apply the basic concepts in research
2. Choose appropriate study designs based on the research question
3. Use statistical tools to test for normality, pair-wise, and multiple comparisons,
correlations and non-parametric tests
4. Apply and demonstrate Regression analysis
5. Utilise the concepts on qualitative research and analyse questionnaire development

TEXT BOOK:

1. Research methodology: methods and techniques (C R Kothari), New age international

publishers

2. W. W. Daniel, C. L. Cross. Biostatistics: A Foundation for Analysis in the Health

Science, 10/e., Wiley, 2013
REFERENCE BOOKS:
3. B. Rosner. Fundamentals of Biostatistics, 7/e, Duxbury Resource Center, 2010.
4. R. F. Woolson, W. R. Clarke. Statistical Methods for the Analysis of Biomedical
Data 2/e., John Wiley, New Jersey 2011.

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 PREREQUISITES: Basic Biostatistics and Epidemiology.

COURSE PLAN

Unit Topics Hours

1 Introduction to research methods, research strategies, Clinical study 7

designs, sampling methods and sample size, tests for significance,
association and causation. Ethics in research, Critical review of
literature and consolidation, Writing a research question, Planning
and implementing a research project, Data handling

2 Sampling and sample size, Sampling distributions: t, chi-square, F 8

distributions; Hypothesis testing: null and alternative hypotheses,
decision criteria, critical values, type I and type II errors, Meaning of
statistical significance; Power of a test; One sample hypothesis
testing: Normally distributed data: z, t and chi-square tests; Binomial
proportion testing. Tests for normality, comparison of 2 means,
comparison of proportions - demonstration with statistical tools.

3 Two sample hypothesis testing; Nonparametric methods: signed rank 8

test, rank sum test; Kruskal-Wallis test; Analysis of variance.
Comparison of multiple groups, ANOVA, multivariate modelling,
Correlation - demonstration with statistical tools, Non-parametric
tests, Mann-Whitney test, Kruskal Wallis, Friedman, Wilcoxon
signed rank test - demonstration with statistical tools

4 Confounding and Bias, Regression – simple linear, logistic 7

regression, multiple regression – demonstration with statistical tools.
Qualitative research and questionnaire development.

CL CP L P
INTELLECTUAL PROPERTY RIGHTS

INSTRUCTOR IN CHARGE: Lawyer or 2 0 30 0

Higher optometry holder with experience in
medical law and practice

COURSE DESCRIPTION: The course is designed to introduce fundamental aspects of

Intellectual Property Rights to learners who are going to play a major role in
development and management of innovative projects. The course is designed for
increasing awareness among a multidisciplinary audience.

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 OBJECTIVES: At the end of the semester, the student should be able to:
1. Analyse various aspects of copyrights and geographical indications
2. Analyse various aspects of patents and Infer aspects of industrial designs
3. Examine various aspects of trademark, and apply the knowledge about the
enforcement of intellectual property rights

TEXT BOOK AND REFERENCE BOOKS:

1. T. M. Murray, M. J. Mehlman. Encyclopedia of Ethical, Legal and Policy Issues in

Biotechnology, Vol 2, John Wiley & Sons, 2010.
2. P. N. Cheremisinoff, R. P. Ouellette, R. M. Bartholomew, Biotechnology
Applications and Research, Technomic Publishing Co., Inc. 1985.
3. D. Balasubramaniam, C. F. A. Bryce, K. Dharmalingam, J. Green, K. Jayaraman,
Concepts in Biotechnology, 3/e University Press. 2004.
4. B. David, T. R. Jewell, R. G. Buiser, Biotechnology: Demystifying the Concepts1/e.,
Wesley Longman, USA, 2000.
5. Parulekar, S. D‟Souza, Indian Patents Law – Legal & Business Implications,
Macmillan India ltd. 2006.
6. L. Wadehra. Law Relating to Patents, Trademarks, Copyright, Designs &
Geographical Indications, Universal law Publishing Pvt. Ltd., 2000.
7. P. Narayanan, Law of Copyright and Industrial Designs, 4/e., Eastern law House,
Delhi. 2010.

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 PREREQUISITES: Medical law and Ethics.

COURSE PLAN

Unit Topics Hours

1 COPYRIGHT: What is copyright? What is covered by copyright? 10

How long does copyright last? Why protect copyright? RELATED
RIGHTS: What are related rights?, Distinction between related rights
and copyright?, Rights covered by copyright?
GEOGRAPHICAL INDICATIONS: What is a geographical
indication? How is a geographical indication protected? Why protect
geographical indications?

2 PATENTS: Patent and kind of inventions protected by a patent, Patent 10

document, How to protect your inventions? Granting of patent, Rights
of a patent, How extensive is patent protection?, Drafting and Filing of
a patent.
INDUSTRIAL DESIGNS: What is an industrial design? How can
industrial designs be protected? What kind of protection is provided by
industrial designs? How long does the protection last? Why protect
industrial designs?

3 TRADEMARKS: What is a trademark? Rights of trademark?, What 10

kind of signs can be used as trademarks?, How is a trademark
protected?, How is a trademark registered?, How long is a registered
trademark protected for? Trade secrets and know-how agreements.
ENFORCEMENT OF INTELLECTUAL PROPERTY RIGHTS:
Infringement of intellectual property rights, Enforcement Measures

RESEARCH PROJECT - I CL CP L P

INSTRUCTOR IN CHARGE: M Optom with 3 0 45 0

experience in handling Research Projects

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 COURSE DESCRIPTION:

This course aims to enable the learner to appreciate the theoretical concepts learnt on the
basics of research and apply it to initiate a research and propose an action plan. It would
also prepare the learner to seek permissions from the relevant research bodies.

During the course the learner is expected to decide on a research topic after discussion
with the respective guides, perform a thorough literature review, attend periodic journal
clubs, interact with peers, faculty and guide, prepare a review of literate through
presentation, formulate the methodology after discussion with the guide and plan and
present for approval from the Institutional Review Board and ethics Committee.

OBJECTIVE:

Upon completion of this course, the learner will be able to:

1. Critically review and summarize literature

2. Propose a work plan
3. Arrange for obtaining approvals from the IRB and Ethics committee

DIGITAL PEDAGOGY AND LEARNING CL CP L P

MANAGEMENT
1 0.5 15 15
INSTRUCTOR IN CHARGE: Academician
or Higher optometry holder with adequate experience in teaching students

COURSE DESCRIPTION: This course aims to train the learner to understand the
means of ICT integration into teaching and learning and demonstrate the different forms
of digital information in the appropriate context.

OBJECTIVES: At the end of the semester, the student should be able to:
1. Demonstrate and understand the various learning techniques
2. Compare various teaching methods, Review teaching methods and feedback
techniques.
3. Appreciate the potentials of instructional multimedia

TEXT BOOK:
1. J. A. Dent, R. M. Harden, A Practical Guide for Medical Teachers, 3/e., Churchill
Livingstone, 2009.
2. T. M. Srinivasan, Use of Computers and Multimedia in Education. Horton, 2002.
3. M. D. Williams, Integrating Technology into Teaching and Learning: Concepts and
Applications, Prentice Hall, 2000.
4. S. K. Mangal, Advanced educational psychology PHI Learning private Ltd., 2006
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 COURSE PLAN:

Unit Topic Hours

1 Curriculum: Types of curricula- subject centered, learner 4

centered curriculum, problem-based curriculum,
competency/ outcome based curriculum and its importance
Learning and changing behaviour: Learning: nature,
characteristics of learning -Theories of learning: classical
and operant conditioning. System‟s Approach, Principles of
adult learning, Learning process
Learning taxonomy- Bloom‟s taxonomy for cognitive
domain, Krathwohl‟s affective domain taxonomy, Dave‟s
Taxonomy for skill domain
Learning objectives: Program objectives, course and unit
objectives, framework the learning objectives, SMART
objectives, horizontal and vertical integration of objectives.

2 Types of learners: Visual, auditory, Readers and 5

kinaesthetic learners.
Designing of teaching learning activities- Use the system‟s
approach for instructional design, Learner centric system,
developing a lesson plan and material for using active
learning methods for a course.
Teaching learning methods such as: a. Didactic lectures, b.
Small group teaching methods, c. Large group teaching
methods, d. Case based and problem based learning, e.
Simulations, f. Team based learning, g. Flipped classroom,
h. Use of technology/ multimedia in teaching, i. Bed side /
chair side teaching, clinical rotations, j. Reflective practice,
k. Inter-professional education, l. Skill development, m.
Project based learning, n. Self-directed learning (SDL)

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 3 Assessment in higher education: Principles of assessment, 6
planning for assessment, summative and formative
assessments, performance indicators, various assessment
tools such as: a. Long answer questions, b. Short answer
questions, c. Multiple choice questions, d. Objective
Structured Clinical Examination (OSCE), e. Objective
Structured practical Examination (OSPE), f. Direct
Observation of Procedural Skills (DOPS), g. Mini-Clinical
Evaluation Exercise (Mini-CEX), h. Long Case
Examination, i. Portfolios, j. Assignments- written/ oral, k.
Self-assessment and peer assessment.
Assessment reports and feedback: types of feedbacks,
importance, reflective practice
Evidence based teaching.
ICT: Definition, Meaning, Scope, Trends and significance
in the context of Education, ICT for Effective Teaching
and Learning, ICT in classroom, ICT for Professional
Development.
Role of AIR in Education, Gyanvani, Countrywide
Classroom, EDUSAT: Implications, ETV, Network.
Evaluation of multimedia learning materials.

PRACTICALS:

1. Frame the learning objectives course/program

2. Design an instructional module for given learning objective
3. Deliver teaching session using active learning methods
4. Mentor the undergraduates to develop their knowledge and clinical skills
5. Design a feedback questionnaire, collect and analyse the feedback for teaching
conducted in classroom/clinics

GENERAL CLINICS I CL CP L P

COURSE OBJECTIVE: This course aims to 0 4 0 120

expose the learner to different specialty out-
patient departments and general clinics to provide comprehensive optometric care.
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 CLINICAL POSTINGS:
1. General OPD/ Emergency
2. Glaucoma OPD
3. Neuro OPD
4. Pediatric OPD
5. Uvea OPD
6. Vitreoretina OPD
7. Cornea OPD
8. Community OPD

Each learner is expected to maintain clinic logbook, submit one case report per specialty
as mentioned above and compulsorily attend all the weekly and special seminars.

LEARNING OUTCOMES: Upon completion of this course, the learners will be able
to:
1. Appreciate the diversities pertaining to the ocular problems among patients
presenting to the hospital
2. Handle the patients with their applied knowledge

SPECIALTY OPTOMETRY CLINICS - I CL CP L P

COURSE OBJECTIVE: This course aims is to 0 4 0 120

expose the learner to different optometry
specialty clinics and diagnostic specialties to equip the learner correlate, assimilate the
findings related to their research area of interest.

CLINICAL POSTINGS:

1. Binocular Vision / Vision therapy clinic

2. Low Vision Clinic
3. Contact lens Clinic
4. Refraction / Myopia control clinic
5. Occupational Optometry Clinic

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 DIAGNOSTIC POSTINGS:

1. Glaucoma Diagnostics (UBM, ASOCT, Visual Fields, OCT)

2. Retina Diagnostics (OCT, FFA, B Scan, Electro diagnostics)
3. Cornea Diagnostics (ASOCT, Pentacam, Topography, Abberometer)

Each learner is expected to maintain clinic logbook, submit one case report per specialty
as mentioned above and compulsorily attend all the weekly and special seminars.

LEARNING OUTCOMES:
Upon completion of this course, the learners will be able to:
1. Gain exposure to different optometric specialty clinics and diagnostic specialties and
able to interpret the test results
2. Utilize and translate the knowledge from these specialty clinics to their research
avenues

COMMUNITY OUTREACH SERVICES-I CL CP L P

COURSE OBJECTIVE: This course aims to 0 2 0 60

expose the learners to the outreach activities
whereby the learner would appreciate the needs of the society, be responsive to the
needs and make the learner socially accountable.

Learners will offer services in the community outreach initiatives of the academic/
clinical institution for the specific hours in the semester. They will maintain a logbook of
the services rendered and submit a case report of cases seen during the community
activities in a specified format. The evaluation will be based on the number of hours of
outreach services, logbook maintenance and case reports.

COMMUNITY OUTREACH POSTINGS:

1. School Eye Screening

2. Screening for Adults (Comprehensive adults eye screening camps, Cataract
screening camps, Camps for elderly, Camps for differently abled, etc.)

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 Second Semester

SPECIALIZED CLINICAL OPTOMETRY – CL CP L P

CONTACT LENS 1
2 0 30 0
INSTRUCTOR INCHARGE: A postgraduate
or PhD in Contact lens with adequate clinical exposure in contact lens clinics.

COURSE DESCRIPTION: Upon completion of the course, the student should be able
to understand the fitting for soft and RGP contact lenses along with the management of
ocular complications.

OBJECTIVES: At the end of the course the students will be able to:
1. Ability to understand corneal physiology and oxygen needs
2. Ability to diagnose and manage complications due to contact lenses
3. Ability to fit specialized contact lenses like protective and therapeutic lenses

TEXT BOOK/REFERENCE BOOKS:

1. IACLE Modules
2. Anthony J. Phillips : Contact Lenses, 5thedition, Butterworth-Heinemann, 2006

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 PREREQUISITES: Ocular diseases, Basic Contact Lens

COURSE PLAN

Unit Topics Hours

1 Anatomy and Physiology of the Cornea and related Structures 4

Tears and contact lenses

2 Optics and Lens Design 4

Contact Lens Materials
Clinical Instrumentation in contact lens practice

3 Soft contact lens fitting 4

Toric Contact lens fitting

4 Rigid Gas Permeable corneal lens fitting 4

Microbiology, Lens Care and Maintenance

5 Contact lens standards 4

Lens checking : Soft and Rigid

6 Contact lens complications 4

7 Special types of Contact lenses – diagnosis, surgery, protective, 6

therapeutic, sports, partially sighted

CL CP L P
SPECIALIZED CLINICAL OPTOMETRY –
LOW VISION
2 0 30 0
INSTRUCTOR INCHARGE: A postgraduate
or PhD in Low vision/Rehabilitation with adequate clinical exposure in handling low
vision clinic.

COURSE DESCRIPTION: This course gives both in-depth theoretical knowledge in

Low vision care. Upon completion of the course, the student should have thorough
understanding of the causes of the low vision, its functional and psychosocial
consequences, and rehabilitation measures through didactic lectures.

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 OBJECTIVES At the end of the course, students should be able to:

1. To understand the cause and needs of low vision patient

2. To suggest and guide patients with appropriate low vision devices (Optical/Non-
optical)
3. To understand basic rehabilitation and refer in case of further need

TEXT BOOK:

1. B. Silverstone, Lighthouse Handbook on Vision Impairment and Vision

Rehabilitation – Volume I and II. Oxford University press, 2000..

REFERENCE BOOKS:
1. Christine Dickinson: Low Vision: Principles and Practice Low vision care, 4th
edition, Butterworth-Heinemann, 1998
2. Sarika G, Sailaja MVS, E Vaithilingam: Practice of Low vision –A guide book,
Medical Research Foundation, 2015.
3. Richard L. Brilliant: Essentials of Low Vision Practice, Butterworth-Heinemann,
1999
4. Helen Farral: optometric Management of Visual Handicap, Blackwell Scientific
publications, 1991
5. A J Jackson, J S Wolffsohn: Low Vision Manual, Butterworth Heinnemann, 2007

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of Health and Family Welfare).”
 PREREQUISITES: Ocular Diseases, Basic Low vision care

COURSE PLAN

Unit Topics Hours

1 Visual Disorders – Medical Perspective 5

1. The Epidemiology of Vision Impairment
2. Vision Impairment in the pediatric population
3. Ocular Diseases : Age – Related Cataract, Glaucoma, ARMD,
Diabetic retinopathy, Corneal Disorders, Ocular Trauma, Sensory
Neuro-ophthalmology and Vision Impairment, Refractive Disorders

2 Visual Disorders – The Functional Perspective 5

1. Low Vision and Psychophysics
2. Visual Functioning in Pediatric Populations with Low Vision
3. Perceptual correlates of Optical Disorders
4. Functional aspects of Neural Visual Disorders of the eye and
Brain
5. Visual Disorders and Performance of specific Tasks requiring
vision

3 Optical and Non-Optical device 5

Field expanding systems and Assistive technology, Hand held minus
lenses/reverse telescopes - optical principles, Reflecting mirrors, Use of
Fresnel prisms, Peli lens model, Eccentric viewing training and Head
Scanning Training, Computer software for visually impaired, Mobile
software for visually impaired, Machines modified for helping visually
impaired, perform activities of daily living without help, Large print
items, auditory cues, Contrast Enhancement and Environmental
modification

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4 Visual Disorders – The Psychosocial Perspective 5
1. Developmental perspectives – Youth
2. Vision Impairment and Cognition
3. Spatial orientation and Mobility of people with vision impairments
4. Social skills Issues in vision impairment
5. Communication and language : Issues and concerns
6. Developmental perspectives on Aging and vision loss
7. Vision and cognitive Functioning in old age

5 Interactions of Vision Impairment with other Disabilities and sensory 5

Impairments.
1. Children with Multiple Impairments
2. Dual Vision and Hearing Impairment
3. Diabetes Mellitus and Vision Impairment
4. Vision Problems associated with Multiple Sclerosis
5. Vision Impairment related to Acquired Brain Injury
6. Vision and Dementia
7. Low Vision and HIV infection

6 The Environment and Vision Impairment: Towards Universal Design 5

1. Indian Disabilities act
2. Children‟s Environments
3. Environments of Older people
4. Outdoor environments
5. Lighting to enhance visual capabilities
6. Signage and way finding
7. Accessible Environments through Technology
Vision Enhancement Techniques: Optical and non-optical Vision
Enhancement techniques

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ELECTIVE 1 CL CP L P

COURSE DESCRIPTION: Students should 2 0 30 0

choose any one of the following elective courses
or a course relevant to their area of interest.

1. Recent theories in development and management of refractive errors.

2. Community Optometry
3. Geriatric eye care
4. Innovation and Technology
5. Eye care for Special population
6. Courses relevant to optometry as decided by the respective institute.

Course plan: Faculty/ Institute can decide the course plan keeping in mind the need for
meeting the required credit hours in 15 weeks.

RESEARCH PROJECT - II CL CP L P

INSTRUCTOR IN CHARGE: M Optom with

4 0 60 0
experience in handling

COURSE DESCRIPTION: This course aims to enable the learner to appreciate the
approaches to data collection and complete data collection based on the approved
methodology.

During the course the learner will utilize various concepts pertaining to data collection,
decide on sample size and formulate a plan for completing collection of data. Learners
would also apply the statistical tools to analyse the data and submit a report.

OBJECTIVE:

Upon completion of this course, the learners will be able to complete data collection,
analyse critically and submit a report.

GENERAL CLINICS II CL CP L P

COURSE OBJECTIVE: This course aims to 0 6 0 180

expose the learner to different specialty out-
patient departments and general clinics to provide comprehensive optometric care.

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of Health and Family Welfare).”
 CLINICAL POSTINGS:
1. General OPD/ Emergency
2. Glaucoma OPD
3. Neuro OPD
4. Pediatric OPD
5. Uvea OPD
6. Vitreoretina OPD
7. Cornea OPD
8. Community OPD

Each learner is expected to maintain clinic logbook, submit one case report per specialty
as mentioned above and compulsorily attend all the weekly and special seminars.

LEARNING OUTCOMES:
1. Upon completion of this course, the learners will be able to:
2. Appreciate the diversities pertaining to the ocular problems among patients
presenting to the hospital
3. Handle the patients with their applied knowledge

CL CP L P
SPECIALTY OPTOMETRY CLINICS - II

COURSE OBJECTIVE: This course aims is to 0 4 0 120

expose the learner to different optometry
specialty clinics and diagnostic specialties to equip the learner correlate, assimilate the
findings related to their research area of interest.

CLINICAL POSTINGS:

1. Binocular Vision / Vision therapy clinic

2. Low Vision Clinic
3. Contact lens Clinic
4. Refraction / Myopia control clinic
5. Occupational Optometry Clinic

DIAGNOSTIC POSTINGS:

1. Glaucoma Diagnostics (UBM, ASOCT, Visual Fields, OCT)

2. Retina Diagnostics (OCT, FFA, B Scan, Electro diagnostics)
3. Cornea Diagnostics (ASOCT, Pentacam, Topography, Abberometer)

Each learner is expected to maintain clinic logbook, submit one case report per specialty
as mentioned above and compulsorily attend all the weekly and special seminars.

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of Health and Family Welfare).”
 LEARNING OUTCOMES:
Upon completion of this course, the learners will be able to:
1. Gain exposure to different optometric specialty clinics and diagnostic specialties and
able to interpret the test results
2. Utilize and translate the knowledge from these specialty clinics to their research
avenues

COMMUNITY OUTREACH SERVICES-II CL CP L P

COURSE OBJECTIVE: This course aims to 0 2 0 60

expose the learners to the outreach activities
whereby the learner would appreciate the needs
of the society, be responsive to the needs and make the learner socially accountable.

Learners will offer services in the community outreach initiatives of the academic/
clinical institution for a specific hour in the semester. They will maintain a logbook of
the services rendered and submit a case report of cases seen during the community
activities in a specified format. The evaluation will be based on the number of hours of
outreach services, logbook maintenance and case reports.

COMMUNITY OUTREACH POSTINGS:

1) School Eye Screening

2) Screening for Adults (Comprehensive adults eye screening camps, Cataract screening
camps, Camps for elderly, Camps for differently abled, etc.)

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 Third Semester

SPECIALIZED CLINICAL OPTOMETRY- CL CP L P

CONTACT LENS 2
3 1 45 30
INSTRUCTOR INCHARGE: A postgraduate
or PhD in Contact lens with adequate clinical
exposure in contact lens clinics.

COURSE DESCRIPTION: Upon completion of the course, the student should be able
to understand the contact lens fitting for compromised corneas and keratoconus. The
student should also be able to understand the fitting philosophy of orthokeratology and
myopia control.

OBJECTIVES: At the end of the course, the student will be able to:

1. Fit contacts lenses with all specialized contact lenses

2. Fit prosthetic contact lenses
3. Fit contact lens for paediatric group
4. Fit occupational contact lenses
5. Troubleshoot contact lenses related queries
6. Outline the available products available in the market and the sources
7. Understand the legalities to dispense contact lenses

TEXT BOOK:

1. IACLE Modules
2. Anthony J. Phillips : Contact Lenses, 5thedition, Butterworth-Heinemann, 2006

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 PREREQUISITES: Specialized Clinical Optometry- Contact Lens 1

COURSE PLAN:

Unit Topics Hours

1 Introduction to advanced contact lens 2

Microbiology and immunology in relation to contact lens wear,
Pharmacology of contact lens solution; review of contact lens solution
contents. Contact lens complications; causes and management and patho-
physiology. Identification of lens deposits. Trouble shooting in CL
related problems

2 Ability to fit specialized contact lenses: Keratoconus, Rose-K lenses, 12

Mini scleral lenses, Hybrid lenses, Orthokeratology, Scleral lenses: Dry
eyes, SJS, Post PK, Post C3R, Post LASIK ectasia

3 Contact lens prescription in different scenarios: Bifocal and Multifocal 8

contact lenses, Ability to fit custom made ocular prosthesis, Cosmetic and
prosthetic contact lens fitting, Ability to fit paediatric contact lenses,
Ability to fit contact lens post PK and refractive surgery

4 Ability in fitting contact lenses in different occupations and Practice 8

Management
Fitting considerations for sports and special situations. Contact lens in
different occupation. Advancements in contact lens industry, contact lens
instrumentation and techniques, Products oriented design and material
characteristics, setting up your practice - Law and Practice Management.

CL CP L P
SPECIALIZED CLINICAL OPTOMETRY-
BINOCULAR VISION 2 0 30 0

INSTRUCTOR IN CHARGE: A post-graduate

or an optometrist with adequate clinical exposure in handling binocular vision clinic.

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 COURSE DESCRIPTION: This course is designed to provide the learners an exposure
to advanced issues in managing binocular vision anomalies using vision therapy. The
learners will be introduced to diagnosis and treatment of sensory-motor disorders of
binocular vision, including strabismus, amblyopia, and general binocular dysfunction,
special conditions like Accommodative Spasm/ Pseudomyopia, learning related vision
problems, sensory-motor issues related to acquired brain injury, their optometric
evaluation and Optometrist‟s role in these issues.

OBJECTIVES: Upon completion of this course, students will be able to

1. Define the concept related to basics of binocular vision, and interactions between
accommodation and Vergence through clinical testing
2. Relate the development of the eye and visual system, and its implications to binocular
vision anomalies; Perform a comprehensive Binocular vision assessment and arrive at
appropriate diagnosis
3. Define and analyze various types of strabismus, clinical characteristics, effects of
visual deprivation, amblyopia, oculomotor control and disruptions, nystagmus and
perform appropriate clinical testing for the same
4. Explain the relationship between vision and learning and relate it to visual perceptual
assessment, and acquired brain injury
5. Formulate a hierarchical vision therapy protocol for non-strabismic binocular vision
dysfunctions and amblyopia

TEXT BOOK:
1. M. Scheiman, B. Wick, Optometric Management of Learning Related Vision
Problems, 2/e., Mosby Inc, 2006.
2. L. J. Press, Applied Concepts in Vision Therapy, St. Louis: Mosby. 2008.
3. M. Scheiman, B. Wick, Clinical Management of Binocular Vision – Heterophoric,
Accommodative, and eye movement disorders, 4/e., Lippincott Williams & Wilkins
2014.
4. S. Cotter, Clinical Uses of Prism: A Spectrum of Applications, 1/e., Mosby. 1995.
5. E. Ong, K. J. Ciuffreda, Accommodation, Nearwork, and Myopia. Optometric
Extension Program. 1997.
6. G. B. Erickson, Sports Vision: Vision Care for the Enhancement of Sports
Performance Butterworth-Heinemann, 2007.

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 ONLINE RESOURCES

1. Clinical Practice Guidelines of AOA on Care of the patient with Accommodative and
Vergence dysfunction (CPG – 18)
https://www.aoa.org/documents/optometrists/QRG-18.pdf
2. Care of the patient with amblyopia (CPG – 4)
https://www.aoa.org/documents/optometrists/QRG-4.pdf
3. Care of the patient with strabismus (CPG – 12)
https://www.aoa.org/documents/optometrists/QRG-12.pdf
4. Care of the patient with paediatric eye and vision examination (CPG 2)
https://www.aoa.org/documents/optometrists/CPG-2.pdf•

JOURNALS

1. Optometry (Journal of the American Optometric Association)

2. Journal of Behavioural Optometry
3. Journal of Learning Disabilities
4. Optometry and Vision Development (COVD Journal)
5. Optometry and Vision Science
6. Behavioural Optometry (Australia)

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of Health and Family Welfare).”
 PREREQUISITES: Ocular Diseases, Basic Binocular Vision

COURSE PLAN:

Unit Topics Hours

1 Introduction 8
1. Basics concepts related to binocular vision – brief refreshment
2. Normal development of visual system
3. Interaction between accommodation and vergence
4. Understanding binocular vision anomalies
5. Clinical assessments involved in identifying binocular vision
anomalies

2 Strabismus, Esodeviations, Exodeviations, Vertical deviations, types and 8

clinical characteristics, accommodative and non-accommodative
etiologies, oculomotor signs of disorders of the central nervous
system,Assessment of optical and visual function in human infants.
Refraction and refractive error in infants and children, Effects of visual
deprivation. Amblyopia, types and clinical features of Nystagmus.

3 Concepts of Binocular Vision and neural systems: Relationship between 6

vision and learning, visual processing development, Visual information
processing and visual perceptual disorders. Parallel pathways for vision,
dorsal, ventral streams, mirror neuron system, cerebral vision
impairment, acquired brain injury, learning related vision problems, tests
for visual perception, Test of Developmental Eye Movements, Test of
Visual Perceptual Skills, Beery-Buktenica Visual Motor Integration,
Wold Sentence Copy, Piaget Left-Right, Gardner Reversal Frequency,
Birch-Belmont Auditory-Visual Integration, binocular vision assessment
in sports vision

4 Introduction to vision therapy concepts 8

1. Vision therapy equipment
2. Formulating a Vision Therapy Protocol – Hierarchical sequencing
3. Vision therapy: In-office and Home
4. Accommodation,
5. Vergence

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 6. Oculomotor dysfunctions
7. Amblyopia
8. Recent advancements in vision therapy
9. Use of Optical aids in Vision Therapy
10. Lenses, prisms, and mirrors,
11. Free space and instrument training,
12. Paper and pencil techniques

SPECIALIZED CLINICAL OPTOMETRY- CL CP L P

REHABILITATION
2 0 30 0
INSTRUCTOR IN CHARGE: A post-graduate
or an optometrist with adequate clinical exposure in handling rehabilitation services.
COURSE DESCRIPTION: This course aims to provide the learners both in-depth
theoretical knowledge and clinical exposure in rehabilitation. The course enables the
learner to understand the nature of the rehabilitation, its functional and psychosocial
consequences of rehabilitation measures.
OBJECTIVES: At the end of the course, the student should be able to:
1. Define different approaches to rehabilitation and can able to recite the available laws
in relation to rehabilitation
2. Assess the psychology of the patients and understand the social and psychological
limitations in relation with the rehabilitation approach
3. Outline various available rehabilitation methods and resources for children
4. Outline various available rehabilitation methods and resources for adults and elderly

TEXTBOOK AND REFERENCE BOOKS:

1. Silverstone, Lighthouse Handbook on Vision Impairment and Vision Rehabilitation –
Volume I and II. Oxford University press, 2000.
2. Dickinson. Low Vision – Principles and Practice, Butterworth Heinemann, 2002.
3. M. V. S. Sailaja, G. Sarika, E. Vaithilingam, Practice of Low Vision Care Guide for
Eye Care Professionals, 2/e., Sankara Nethralaya, 2015.
4. R. T. Jose, Understanding Low Vision, American Foundation for the Blind, 1994.
5. A. H. Lueck, Functional Vision: A Practitioner‟s Guide to Evaluation and
Intervention, AFB Press, 2004

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 PREREQUISITES: Ocular diseases and Low vision care
COURSE PLAN:

Unit Topics Hours

1 Introduction and Legal aspects in Rehabilitation 5

1. Introduction to Rehabilitation: In western, in Asia and Personnel
preparation for rehabilitations
2. Concept of Rehabilitation
3. Availability and Limitations in current medical treatments and the
need for visual rehabilitation with respect to Indian Scenario,
4. Legal aspects of rehabilitation: Right to Persons with Disabilities act
(2016), other related legal aspects and amendments towards betterment
of visual challenged

2 Psychological and social factors in visual Adaptation and Rehabilitation 5

1. The Role of psychosocial Factors in adaptation to vision Impairment
and rehabilitation outcomes for Children and Youth
2. The Role of psychosocial Factors in adaptation to vision Impairment
and rehabilitation outcomes for Adults and Older adults
3. Social support and adjustment to vision Impairment across the life
span
4. The person – Environment perspective of vision impairment
5. Associated Depression, Disability and rehabilitation
6. Methodological strategies and issues in social research on vision
Impairment and rehabilitation

3 Rehabilitation for children 10

Functional Vision evaluation of Infants, Educational assessment of
visual function in Children, Classroom environment and academic
activities, Support as an Optometrist, Early intervention in infants with
low vision / Vision stimulation, Different types of schooling,
Mainstreaming the child with visual impairment, Integrated/Inclusive
modes of education, Holistic approach in visual Rehabilitation,
Environmental modification at home and office, Performing basic
activities of daily living, Available vocations / Vocational training /
Independent living skills, Disability concessions for the visually
impaired / Social security

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4 Rehabilitation for adults: 10
Holistic approach in visual Rehabilitation, Environmental modification
at home and office, Performing basic activities of daily living, Available
vocations / Vocational training / Independent living skills, Disability
concessions for the visually impaired / Social security, Job placement
according to the educational qualification, Orientation and Mobility
training, Independent living skills including cooking, cleaning,
sweeping, ADL
Rehabilitation of older Adults with Vision Impairment:
Environmental modification at home, Performing basic activities of
daily living, Disability concessions for the visually impaired, social and
financial security

CL CP L P
ELECTIVE II

COURSE DESCRIPTION: Students should 2 0 30 0

choose any one of the following elective courses
or a course relevant to their area of interest.

1. Advanced Ocular Disease (Retina, Glaucoma, Cornea)

2. Teaching Assitance-1
3. Occupational Optometry
4. Orientation and Mobility
5. Data science
6. Ophthalmic Genetics and Genetic Counselling
7. Course relevant to optometry as decided by the respective institute.

Course plan: Faculty/ Institute can decide the course plan keeping in mind the need for
meeting the required credit hours in 15 weeks.

SCIENTIFIC COMMUNICATION CL CP L P
INSTRUCTOR IN CHARGE: A postgraduate
or doctorate in the field of communication 2 0 30 0

COURSE DESCRIPTION: This course gives a comprehensive introduction to the

learners that will help them create effective scientific communication along with
preparation of technical documents.

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 OBJECTIVES: At the end of the course, the student should be able to:
1. Relate to the purpose and infer about an audience, and show ethical issues of
technical communication, Outline key aspects, build on conducting interviews and
surveys
2. Plan and compose a technical proposal, approach to review board and ethics
committee
3. Identify important aspects of visual technical communication and utilize it
4. Determine significant aspects of oral technical communication and plan for giving
effective oral presentations
5. Identifying and effectively choosing the mode of communication to communicating
with peers

TEXTBOOK AND REFERENCE BOOK:

H. Graves, R. Graves, A Strategic Guide to Technical Communication, 2/e, Broad view
press, 2012.

PREREQUISITES: Basic Communication skills

COURSE PLAN:

Unit Topics Hours

1 Audience, purpose and Genre – technical communication, linking 10

purpose and audience, Ethical issues of technical communication –
Ethical writing and its relation to technical communication, Interviewing
and conducting surveys – Preparation and reporting the outcomes, Visual
technical communication - Visuals for effective communication,
guidelines for preparing and giving presentations

2 Proposal Writing: Research Proposals, Grant Proposals, Approvals from 10

Review Boards and Ethics Committee, Dissertation writing and
Manuscript writing: Consolidating the literature, addressing reviewer
comments

3 Oral technical communication - Common speaking occasions, formal and 10

informal presentations, guidelines for preparing and giving presentations,
Communicating to peers: Defense/ VIVA voce, Letter to editors, view
point articles, guest editorials, Media and social network -
Communicating scientific content to the public

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 RESEARCH PROJECT - III CL CP L P

INSTRUCTOR IN CHARGE: M Optom with 4 0 60 0

experience in handling

COURSE DESCRIPTION: This course aims to enable the learner to appreciate the
theoretical concepts learnt on the basics of research and apply it to initiate a research and
propose an action plan. It would also prepare the learner to seek permissions from the
relevant research bodies.

During the course the learner is expected to collect data, clean, code and analyse data,
write a dissertation report till results and discussion. Student should attend periodic
journal clubs, interact with peers, faculty and guide and plan for publication of the work
in discussion with the respective guides.

OBJECTIVE:

Upon completion of this course, the students will be able to:

1. Collect data and analyse

2. Present the results in relevant formats like tables and figures
3. Write the dissertation report
4. Plan for a manuscript writing

CL CP L P
GENERAL CLINICS III

COURSE OBJECTIVE: This course aims to 0 6 0 180

expose the learner to different specialty out-
patient departments and general clinics to provide comprehensive optometric care.

CLINICAL POSTINGS:
1. General OPD/ Emergency
2. Glaucoma OPD
3. Neuro OPD
4. Pediatric OPD
5. Uvea OPD
6. Vitreoretina OPD
7. Cornea OPD
8. Community OPD

Each learner is expected to maintain clinic logbook, submit one case report per specialty
as mentioned above and compulsorily attend all the weekly and special seminars.

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of Health and Family Welfare).”
 LEARNING OUTCOMES:
Upon completion of this course, the learners will be able to:
1. Appreciate the diversities pertaining to the ocular problems among patients
presenting to the hospital
2. Handle the patients with their applied knowledge

SPECIALTY OPTOMETRY CLINICS - III CL CP L P

COURSE OBJECTIVE: This course aims is to 0 6 0 180

expose the learner to different optometry
specialty clinics and diagnostic specialties to
equip the learner correlate, assimilate the findings related to their research area of interest.

CLINICAL POSTINGS:

1. Binocular Vision / Vision therapy clinic

2. Low Vision Clinic
3. Contact lens Clinic
4. Refraction / Myopia control clinic
5. Occupational Optometry Clinic

DIAGNOSTIC POSTINGS:

1. Glaucoma Diagnostics (UBM, ASOCT, Visual Fields, OCT)

2. Retina Diagnostics (OCT, FFA, B Scan, Electro diagnostics)
3. Cornea Diagnostics (ASOCT, Pentacam, Topography, Abberometer)

Each learner is expected to maintain clinic logbook, submit one case report per specialty
as mentioned above and compulsorily attend all the weekly and special seminars.

LEARNING OUTCOMES:
Upon completion of this course, the learners will be able to:
1. Gain exposure to different optometric specialty clinics and diagnostic specialties and
able to interpret the test results
2. Utilize and translate the knowledge from these specialty clinics to their research
avenues

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of Health and Family Welfare).”
 COMMUNITY OUTREACH SERVICES-III
CL CP L P
COURSE OBJECTIVE: This course aims to
expose the learners to the outreach activities 0 2 0 60
whereby the learner would appreciate the needs
of the society, be responsive to the needs and make the learner socially accountable.

Learners will offer services in the community outreach initiatives of the academic/
clinical institution for a specific hour in the semester. They will maintain a logbook of
the services rendered and submit a case report of cases seen during the community
activities in a specified format. The evaluation will be based on the number of hours of
outreach services, logbook maintenance and case reports.

COMMUNITY OUTREACH POSTINGS:

1) School Eye Screening

2) Screening for Adults (Comprehensive adults eye screening camps, Cataract screening
camps, Camps for elderly, Camps for differently abled, etc.)

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 Fourth Semester

SPECIALISED CLINICAL OPTOMETRY – CL CP L P

VISION THERAPY, NEURO-OPTOMETRY
2 0 30 0
INSTRUCTOR IN CHARGE: A postgraduate
or PhD in Optometry and vision science with
relevant exposure to general and various specialty clinics particularly binocular vision,
paediatric optometry and vision therapy.
COURSE DESCRIPTION This course is designed to provide the learners an exposure
to advanced issues in binocular vision and its management. The learners will be
introduced to diagnosis and treatment of sensory-motor disorders of binocular vision.
The course will also provide advanced training to the learners in Neuro-Optometry and
Neuro-Optometric vision therapy, evaluating patients with Traumatic brain injury and
Cerebrovascular Accidents such as Stroke, and cranial nerve paresis. The course will
help to understand the specialized evaluation protocols and Neuro-optometric
rehabilitation.

OBJECTIVES: At the end of the course, the student will be able to:
1. To formulate a hierarchical vision therapy protocol for non-strabismic binocular
vision dysfunctions, amblyopia
2. To apply the knowledge of Neuro-anatomical pathways for the control of eye
position and movement
3. To discuss the evaluation and treatment of Visual field loss and visual spatial neglect,
evaluation of Visual and vestibular system in Traumatic brain injury, Egocentric
localization, management for altered visual adaptation in ABI
4. To discuss the various vision rehabilitation techniques in Brain Injury.

TEXT BOOK AND REFERENCE BOOK:

1. Clinical management of binocular vision Mitchell Scheiman and Bruce Wick
2. Applied concepts in vision therapy: Leonard Press

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 PREREQUISITES: Ocular Diseases, Paediatric Optometry, Binocular Vision, Low
Vision

COURSE PLAN:

Unit Topics Hours

1 Vision therapy equipment, formulating a Vision Therapy Protocol – 15

Hierarchical sequencing, vision therapy for accommodation, vergence
and oculomotor dysfunctions, lenses, prisms, and mirrors, free space
and instrument training, paper and pencil techniques, vision therapy for
amblyopia, recent advancements in Vision Therapy

2 Anatomy of the visual cortex, pathway for vision, pupils, and eye 6
movements, Structure and function of the early visual pathway
including retinal ganglion cells, optic nerves, lateral geniculate nucleus
and visual cortex.
Taking history and understanding neuro-ophthalmic emergencies, visual
loss of uncertain origin, Neuro-optometric assessment

3 Neuro-anatomical pathways for the control of eye position and 9

movement; gaze holding, image stabilization and tracking eye
movement systems; oculomotor signs of disorders of the central nervous
system (palsies, nystagmus, opthalmoplegia, cog-wheel pursuits,
saccadic dysmetria); the near visual-motor response and the synergistic
coupling of accommodation and convergence; binocular misalignment
(heterophoria and fixation disparity, Visual and vestibular system in
Traumatic brain injury (TBI), diplopia assessment, Hess, Diplopia
charting, assessment of reading, Readalyzer, Vision rehabilitation in
brain injury, training in compensatory scanning, Prisms and its
applications. Interdisciplinary management and rehabilitation

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 ELECTIVE III CL CP L P

COURSE DESCRIPTION: Students should 2 0 30 0

choose any one of the following elective courses
or any course relevant to their area of interest.

1. Innovations in Ocular diagnostics

2. Teaching Assistance-2
3. Sports Optometry
4. Quality of life assessment and patient reported outcomes.
5. Non-optical refractive management
6. Health economics

Course plan: Faculty/ Institute can decide the course plan keeping in mind the need for
meeting the required credit hours in 15 weeks.

RESEARCH PROJECT - IV
CL CP L P
INSTRUCTOR IN CHARGE: M Optom with
experience in handling 6 0 90 0

COURSE DESCRIPTION: This course enables

the learner to critically review, propose, plan, implement and judge an appropriate
research idea into reality, discuss on the results and conclude decisions based on the
work. During the course, the learner will complete data collection, analyse the data and
conclude, understand the scope and limitations of the work and present a complete
report. Learner will also have periodic discussions with the guide and incorporate the
discussion agenda into the research work.

OBJECTIVE:

Upon completion of this course, the learner will be able to:

1. To use appropriate strategy to clean and code the collected data

2. To use suitable statistical methods to present results
3. To complete research from the initial steps of problem identification to the final
outcome
4. To submit a dissertation on their relevant research interest area
5. To defend the work to vision scientists, clinicians and public
6. To submit a manuscript in indexed journal.

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 GENERAL CLINICS IV CL CP L P

COURSE OBJECTIVE: This course aims to 0 8 0 240

expose the learner to different specialty out-
patient departments and general clinics to
provide comprehensive optometric care.

CLINICAL POSTINGS:
1. General OPD/ Emergency
2. Glaucoma OPD
3. Neuro OPD
4. Pediatric OPD
5. Uvea OPD
6. Vitreoretina OPD
7. Cornea OPD
8. Community OPD

Each learner is expected to maintain clinic logbook, submit one case report per specialty
as mentioned above and compulsorily attend all the weekly and special seminars.

LEARNING OUTCOMES:
Upon completion of this course, the learners will be able to:
1. Appreciate the diversities pertaining to the ocular problems among patients
presenting to the hospital
2. Handle the patients with their applied knowledge.

SPECIALTY OPTOMETRY CLINICS - IV CL CP L P

COURSE OBJECTIVE: This course aims is to

0 8 0 240
expose the learner to different optometry
specialty clinics and diagnostic specialties to
equip the learner correlate, assimilate the findings related to their research area of interest.

CLINICAL POSTINGS:

1. Binocular Vision / Vision therapy clinic

2. Low Vision Clinic
3. Contact lens Clinic
4. Refraction / Myopia control clinic
5. Occupational Optometry Clinic

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 DIAGNOSTIC POSTINGS:

1. Glaucoma Diagnostics (UBM, ASOCT, Visual Fields, OCT)

2. Retina Diagnostics (OCT, FFA, B Scan, Electro diagnostics)
3. Cornea Diagnostics (ASOCT, Pentacam, Topography, Abberometer)

Each learner is expected to maintain clinic logbook, submit one case report per specialty
as mentioned above and compulsorily attend all the weekly and special seminars.

LEARNING OUTCOMES:
Upon completion of this course, the learners will be able to:
1. Gain exposure to different optometric specialty clinics and diagnostic specialties and
able to interpret the test results
2. Utilize and translate the knowledge from these specialty clinics to their research
avenues

COMMUNITY OUTREACH SERVICES-IV CL CP L P

COURSE OBJECTIVE: This course aims to 0 2 0 60

expose the learners to the outreach activities
whereby the learner would appreciate the needs of the society, be responsive to the
needs and make the learner socially accountable.

Learners will offer services in the community outreach initiatives of the academic/
clinical institution for the specific hours in the semester. They will maintain a logbook of
the services rendered and submit a case report of cases seen during the community
activities in a specified format. The evaluation will be based on the number of hours of
outreach services, logbook maintenance and case reports.

COMMUNITY OUTREACH POSTINGS:

1) School Eye Screening

2) Screening for Adults (Comprehensive adults eye screening camps, Cataract screening
camps, Camps for elderly, Camps for differently abled, etc.)

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 Target cases for Semester -II

Speciality Clinics No. of cases

Contact lens
Rigid Contact lens fitting in simple refractive errors 5
Soft contact lens fitting in Simple Refractive errors 5
Bifocal fitting 3
Abnormal cornea 3
Cosmetic contact lens 5
Bandage lens fitting 2
prosthetic shell (Custom made) 2
Low Vision
Low vision clinic 12
Low vision screening camp 1 camp
Integrated/Inclusive/Special school posting for a week period. 10
Case report – submission and presentations
BV I
Pediatric patient evaluation 12
Diagnosis and management of oculomotor problems 10
Amblyopia management 5
Management of special population 10
Community Optometry clinics
Community eye care Hospitals/vision centers 10
Planning and conducting of Vision and Eye Screening 1 camp
Screening report writing
Advanced Ocular Diagnostics
Anterior segment Photography 10
Posterior segment Photography 10

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 PG Log book:

The students are required to carry out the following cases on the patients, rather than
merely observing them, and document their experiences in the log book. The specific
number of cases to be recorded in the log book for each semester is provided below.

Target cases for Semester -III

Speciality Clinics No. of cases

Contact Lens Clinics
Scleral contact lens fitting 6
Orthokeratology 2
Post-refractive surgery 2
Post-keratoplasty fitting 4
Abnormal cornea 2
Cosmetic contact lens
Bandage lens fitting Already done in previous sem. But
while submitting at university
Rigid Contact lens fitting in Simple refractive errors
students need to submit previous
Soft contact lens fitting in Simple Refractive errors year cases
Bifocal fitting
Community Optometry Clinics
Community eye care Hospitals 10
Planning of one Eye camp by each
Planning and conducting of Vision and Eye Screening
student.
Concerned student who has
Screening report writing. arranged the camp needs to submit
the report
Low Vision Clinics
Low vision clinic 12
Case report – submitting and presentations

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Paediatric Clinics
Refractive error subjects: 5
patients Anterior segment cases:
2 patients Posterior segment
Paediatric patient evaluation
cases: 2 patients Lids and Adnexa
(No. simple ptosis or NLD blocks):
2 patients
Horizontal squints: 5 patients
Vertical /oblique squints: 3
Diagnosis and management of oculomotor problems
patients Sensory anomalies: 3
patients
Vision therapy 10
Amblyopia management 3
Already done in previous sem. But
while submitting at university
Management of special population
students need to submit previous
year cases
Perceptual therapies 2
Neuro optometric rehabilitation 1
Advanced Ocular Diagnostics
a.Topography/Pentacam/Orbscan 10
b. Specular microscopy 10
c. Pachymetry 10
d. Abberometry 10
e. AS OCT 10
f. UBM 10
g. Corneal Hysteresis 10
h. Pre- refractive procedures Work up. 10

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 Target cases for Semester -IV

Speciality Clinics No. of cases

Contact Lens Clinics
Scleral contact lens fitting 3 eyes
Orthokeratology 2 eyes
Post-refractive surgery 2 eyes
Post-keratoplasty fitting 2 eyes
Community Optometry Clinics
Community eye care Hospitals 10
Low Vision Clinics
Low vision clinic 10
Case report – submitting and presentations
Paediatric Clinics
Horizontal squints: 5
Diagnosis and management of oculomotor problems Vertical /oblique squints: 3
Sensory anomalies: 3
Vision therapy 10
Management of special population
Perceptual therapies 2
Neuro optometric rehabilitation 1
Advanced Ocular Diagnostics
Glaucoma Work-ups : VFA, OCT, Pachymetry, AT 10 each
Dry eye Work ups: TBUT, OSDI, Meibography,
10 each
Schirmer test
3 cases each: 10 cases over all ERG,
Electro diagnostics
EOG, VEP, PVEP, MFERG etc.

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 Credits and Assessment Outline
First Semester

Course Credits/Week Hours/Semester Assessments Total

Course Titles
code L P C L T/P Total IA* UE** (IA+UE)
Applied ocular
MOP101 3 3 45 45 30 70 100
biology
Advanced
Ocular
MOP102 3 3 45 45 30 70 100
Diagnostics &
Management
Research
MOP103 Methodology 2 2 30 30 30 70 100
and Biostatistics
Intellectual
MOP104 2 2 30 30 100 - 100
property rights#
Research
MOP105 3 3 45 45 50 - 50
Project-1#
Digital
pedagogy and
MOP106 1 0.5 1.5 15 15 30 100 - 100
learning
management #
General Clinics-
MOP107 4 4 120 120 30 70 100
1
Specialty
MOP108 Optometry 4 4 120 120 30 70 100
Clinics-1
Community
MOP109 2 2 60 60 30 70 100
Outreach-1
Total 14 10.5 24.5 210 315 525 430 420 850

#Non-University Exams

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 Second Semester

Course Credits/Week Hours/Semester Assessments Total

Course Titles
code L P C L T/P Total IA* UE** (IA+UE)
Specialized
clinical
MOP201 2 2 30 30 30 70 100
optometry-
CL-1
Specialized
MOP202 clinical 2 2 30 30 30 70 100
optometry-LVC
MOP203 Elective 1# 2 2 30 30 100 - 100
Research
MOP204 4 4 60 60 50 - 100
Project-2 #
General Clinics-
MOP205 6 6 180 180 30 70 100
2
Specialty
MOP206 Optometry 4 4 120 120 30 70 100
Clinics-2
Community
MOP207 2 2 60 60 30 70 100
Outreach-2
Total 10 12 22 150 360 510 300 350 650

#Non-University Exams

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 Third Semester

Course Credits/Week Hours/Semester Assessments Total

Course Titles
code L P C L T/P Total IA* UE** (IA+UE)
Specialized
clinical
MOP301 2 2 30 30 30 70 100
optometry- CL-
2
Specialized
MOP302 clinical 2 2 30 30 30 70 100
optometry- BV
Specialized
clinical
MOP303 2 2 30 30 30 70 100
optometry-
Rehabilitation
MOP304 Elective 2 # 2 2 30 30 100 - 100
Scientific
MOP305 communication 2 2 30 30 100 - 100
#

Research
MOP306 4 4 60 60 30 70 100
Project-3
General Clinics-
MOP307 6 6 180 180 30 70 100
3
Specialty
MOP308 Optometry 6 6 180 180 30 70 100
Clinics-3
Community
MOP309 2 2 60 60 30 70 100
Outreach-3
Total 14 14 28 210 420 630 410 490 900

#Non-University Exams

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 Fourth Semester

Course Credits/Week Hours/Semester Assessments Total

Course Titles
code L P C L T/P Total IA* UE** (IA+UE)
Specialized
clinical
optometry-
MOP401 2 2 30 30 30 70 100
Vision Therapy,
Neuro
optometry
MOP402 Elective 3 # 2 2 30 30 100 - 100
Research
MOP403 6 6 90 90 30 70 100
Project-4
General Clinics-
MOP404 8 8 240 240 30 70 100
4
Specialty
MOP405 Optometry 8 8 240 240 30 70 100
Clinics-4
Community
MOP406 2 2 60 60 30 70 100
Outreach-4
Total 10 18 28 150 540 690 250 350 600

#Non-University Exams

PS:
 Distribution of marks for Internal and External assessments will be based on the
credit distribution of the theory and practical for the courses. For eg. If a course has 3
credits for Lecture and 0.5 credits for Practicals, 25 marks for theory and 5 marks for
practical will be considered for internal assessments out of the 30 marks. Similar
ratios will be followed for External assessments.
 For Practical examinations, an internal and external examiner will assess the
candidates. All examinations will align with the IMLOCS document
 Research Project: An internal and external examiner will assess the candidates for the
final evaluation. Optometrists with PhD (Preferably in the relevant disciplines of
optometry) should be the examiner for assessment of research projects

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Skills based outcomes and monitorable indicators for Optometrist

1. PATIENT HISTORY
a. Communicates with the patient
i. Modes and methods of communication are employed which take
into account the physical, emotional, intellectual and cultural
background of the patient
ii. A structured, efficient, rational and comfortable exchange of
information between the optometrist and the patient takes place
b. Makes general observations of patient
c. Obtains the case history
d. Obtains and interprets patient information from other professionals

2. PATIENT EXAMINATION
a. Formulates
i. An examination plan based on the patient history is designed to
obtain the information necessary for diagnosis and management
ii. Tests and procedures appropriate to the patient's condition and
abilities are selected.
b. Implements examination plan
i. Tests and procedures which will efficiently provide the
information required for diagnosis are performed
ii. The examination plan and procedures are progressively modified
on the basis of findings
c. Assesses the ocular adnexae and the eye
i. The structure and health of the ocular adnexae and their ability to
function are assessed
ii. The structure and health of the anterior segment and its ability to
function are assessed
iii. The structure and health of the ocular media and their ability to
function are assessed
iv. The structure and health of the posterior segment and its ability to
function are assessed.
v. The nature of the disease state is determined
vi. Microbiological tests are selected and ordered
d. Assesses central and peripheral sensory visual function and the integrity
of the visual pathways
i. Vision and visual acuity are measured
ii. Visual fields are measured
iii. Colour vision is assessed
iv. Pupil function is assessed

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 e. Assesses refractive status
f. Assesses oculomotor and binocular function
i. Eye alignment and the state of fixation are assessed
ii. The quality and range of the patient's eye movements are
determined
iii. The status of sensory fusion is determined
iv. The adaptability of the vergence system is determined
v. Placement and adaptability of accommodation are assessed
g. Assesses visual information processing
i. Visual perceptual abilities are assessed
ii. Visual-motor integration is assessed
h. Assesses the significance of signs and symptoms found incidental to the
ocular examination in relation to the patient's eye and/or general health
i. Pertinent non-ocular signs and symptoms found incidentally during the
ocular examination are identified and considered
j. Ensures that significant non-ocular signs and symptoms are investigated

3. DIAGNOSIS
a. Interprets and analyses findings to establish a diagnosis or diagnoses
b. Accuracy and validity of test results and information from the case
history and other sources are critically appraised
c. Test results and other information are analysed, interpreted and integrated
to establish the diagnosis or diagnoses

4. PATIENT MANAGEMENT
a. Designs a management plan for each patient and implements the plan
agreed to with the patient
b. The diagnosis is presented and explained to the patient
c. Consideration is given to the relative importance or urgency of the
presenting problems and examination findings
d. Management options to address the patient‟s needs are explained
e. A course of management is chosen with the patient, following
counselling and explanation of the likely course of the condition, case
management and prognosis
f. The informed consent of the patient is obtained for the initiation and
continuation of treatment
g. Patients requiring ongoing care and review are recalled as their clinical
condition indicates, and management is modified as indicated

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 5. PRESCRIBES SPECTACLES
a. The suitability of spectacles as a form of correction for the patient is
assessed
b. The patient's refraction, visual requirements and other findings are
applied to determine the spectacle prescription

6. PRESCRIBES CONTACT LENSES

a. The suitability of contact lenses as a form of correction for the patient is
assessed
b. The patient's refraction, visual requirements and other findings are
applied to determine the contact lens prescription
c. Therapeutic and cosmetic contact lenses are recommended and prescribed
d. Contact lenses are correctly ordered and on receipt, parameters are
verified before the lenses are supplied to the patient
e. Contact lenses are checked on the eye for physical fitting and visual
performance
f. The patient is instructed in matters relating to ocular health and vision in
contact lens wear, contact lens care and maintenance
g. Contact lens performance, ocular health and patient adherence to wearing
and maintenance regimen is monitored

7. PRESCRIBES LOW VISION DEVICES

a. A range of low vision devices is demonstrated
b. Low vision devices suited to the patient's visual requirements and
functional needs are prescribed
c. The patient is instructed in the use of the low vision device
d. The success of the low vision device is evaluated and monitored and
additional or alternative devices are prescribed
e. The patient is informed of and, if necessary, referred to other
rehabilitative services

8. PRESCRIBES PHARMACOLOGICAL TREATMENT REGIMENS

a. Selects appropriate pharmacological agents for the treatment of the
patient‟s condition
b. Microbiological factors are considered in the choice of therapeutic
agent(s)
c. Pharmacological factors are considered in the choice of therapeutic
agent(s)
d. Systemic factors are considered in the choice of therapeutic agent(s)
e. Ocular factors are considered in the choice of therapeutic agent(s)
f. Available delivery systems are considered in the choice of therapeutic
agent(s)

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 g. Drug substitution factors are considered in the choice of therapeutic
agent(s)
h. Prescribes therapeutic drugs
i. Monitors and modifies treatment regimen
j. Instructs/counsels patient on the correct use of the prescribed drugs
k. Patients are instructed about precautionary procedures and non-
therapeutic management

9. DISPENSES OPTICAL PRESCRIPTIONS ACCURATELY

a. The prescription is interpreted and responsibility for dispensing is
accepted
b. The patient is assisted in selecting an appliance
c. Lenses are ordered and fitted to spectacle frames in accordance with
accepted standards
d. The appliance is verified against the prescription prior to delivery
e. The appliance is adjusted and delivered and the patient is instructed in the
proper use and maintenance of the appliance and of any adaptation effects
which may be expected

10. MANAGES PATIENTS REQUIRING VISION THERAPY

a. Treats patients diagnosed with accommodative, vergence, strabismic and
amblyopic conditions
b. The patient is instructed in the use and maintenance of vision training
equipment
c. Goals of the vision therapy program and criteria for discharge are set
d. Progress of the vision therapy program is monitored

11. TREATS OCULAR DISEASE AND INJURY

a. Non-pharmacological treatment or intervention procedures are performed
b. Pharmacological and/or other regimens are instituted and therapeutic
devices are introduced to treat eye conditions
c. The patient is instructed in the use, administration, storage and disposal
of pharmaceutical agents
d. The effect of treatment is monitored and changes in management are
recommended

12. REFERS THE PATIENT

a. The need for referral to other professionals for assessment and/or
treatment is recognised and discussed with the patient.
b. A suitable professional is recommended to the patient
c. Timely referral, with supporting documentation, is made to other
professionals
d. Patients can be jointly managed with other health care practitioners
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 13. CO-WORK WITH OPHTHALMOLOGIST IN THE PROVISION OF PRE AND
POST OPERATIVE MANAGEMENT OF PATIENTS
a. Provides pre-operative assessment and advice
b. Provides post-surgical follow-up assessment and monitoring of signs
according to the surgeon‟s requirements and the procedure undertaken
c. Provides emergency management for observed post-surgical
complication
d. Arranges appropriate referral for further post-operative treatment or
assessment of complications

14. PROVIDES ADVICE ON VISION IN THE WORKPLACE

a. Visual screenings for occupational or other purposes are provided
b. Advice is provided on eye protection, visual standards and visual
ergonomics in the workplace
c. Individuals are counselled on the suitability of their vision for certain
occupations
d. Certification of an individual's visual suitability for designated
occupations or tasks is provided

15. RECORDING OF CLINICAL DATA

a. Ensures that data is organised in a legible, secure, accessible, permanent
and unambiguous manner
b. All relevant information pertaining to the patient is recorded in a format
which is understandable and useable by the optometrist and his/her
colleagues
c. Patient records are kept in a readily retrievable format and are physically
secure
d. Maintains confidentiality of patient records
e. Understands the need to ensure that access to records is limited to
authorised personnel
f. Information from patient records and/or obtained from patients is released
only with the consent of the patient

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 4.3 PhD Guidelines
Minimum Standards andProcedure for Award of Ph.D. Degree:
 Every University established or incorporated by or under a Central Act, a Provincial
Act, or a State Act, and every Institution Deemed to be a University under Section 3
of UGC Act, 1956 and every degree-granting autonomous College and every
affiliated college, allowed to offer Ph.D. programmes.
 Candidates for admission to the Ph.D. programme shall have successfully completed:
 A 2-year/4-semester Master‟s degree programme, (after 4 year undergraduate
degree) with at least 55% marks in aggregate or its equivalent grade 'B' (or an
equivalent grade in a point scale wherever grading system is followed) or an
equivalent degree from a foreign educational institution accredited by an
Assessment and Accreditation Agency which is approved, recognized or
authorized by an authority, established or incorporated under a law in its home
country or any other statutory authority in that country to assess, accredit or
assure quality and standards of educationalinstitutions.
 A candidate seeking admission after a 5-year/10-semester Bachelor‟s degree
withResearch should have a minimum CGPA of 7.0/10.
 A relaxation of 5% of marks, from 55% to 50%, or an equivalent relaxation of
grade, may be allowed for those belonging to SC/ST/OBC (non-creamy
layer)/Differently-Abled, Economically Weaker Section (EWS) and other
categories of candidates as per the decision of the Commission from time to
time.
Note: The eligibility marks of 55% (or an equivalent grade in a point scale
wherever grading system is followed) and the relaxation of 5% to the
categories mentioned above are permissible based only on the qualifying
marks without including the grace mark procedures,if any.
 A relaxation of 0.5 score in CGPA or an equivalent relaxation of grade may be
allowed for those belonging to SC/ST/OBC (non-creamy layer)/Differently-
Abled, Economically Weaker Section (EWS) and other categories of
candidates as per the decision of the Commission from time to time.
 Ph.D. programme shall be for a minimum duration of two years excluding
course work or minimum of 3 years including course work, and a maximum of
six years.
 Extension beyond the above limits will be governed by the relevant
clauses as stipulated in the Statute/Ordinance of the individual Institution
concerned, but not beyond more than two years or 3 years as mentioned
above.

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  All Universities shall admit Ph.D. Scholars through a National
Eligibility Test (NET) or National Entrance Test or an Entrance test/exit
exam conducted by NCAHP.
 Eligibility criteria to be a Research Supervisor, Co- Supervisor, Number of
Ph.D. scholars permissible per Supervisor, etc.

 Any regular Professor/Associate Professor of the University/ College, with at

least five research publications in peer-reviewed or refereed journals after
obtaining PhD and any regular Assistant Professor of the university/ college
with a minimum of five years teaching/research experience with a Ph.D.
degree and at least three research publications in peer-reviewed or refereed
journals may be recognized as Research Supervisor.
 Provided that in areas/disciplines where there is no or only a limited number
of peer- reviewed or refereed journals, the Institution may relax the above
condition for recognition of a person as Research Supervisor with reasons
recorded in writing.
 Only a full-time regular teacher of the University/ College concerned can act
as a Research Supervisor. Adjunct faculties are not permitted to be
Research Supervisors except being Co-supervisor. However, Co-
Supervisors from within the same department or other departments of the
same institution or sister institutions may be permitted with the approval of
the Research Advisory Committee.
 In specific cases of a formal institutional collaboration based on the MoUs,
the Universities/Colleges concerned may approve a faculty member as
Research Supervisor/Co-Supervisor for a Ph.D. candidate from the
collaborating institution.
 In the case of topics which are inter-disciplinary and where the Department
concerned feels that the expertise in the Department has to be supplemented
from outside, the Department may appoint a Research Supervisor from the
Department itself, who shall be known as the Research Supervisor, and a Co-
Supervisor from outside the Department/ Faculty/College/University on such
terms and conditions as may be specified and agreed upon by the consenting
Institutions
 The allocation of Research Supervisor for a selected research scholar shall be
decided by theDepartment concerned depending on the number of scholars per
Research Supervisor, the available specialization among the Supervisors, and
research interests of the scholars as indicated by them at the time of
interview/viva voce.

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  A Research Supervisor/Co-Supervisor who is a Professor cannot guide more
than eight (8) Ph.D. scholars at any given point of time. An Associate
Professor as Research Supervisor can guide up to a maximum of six (6) Ph.D.
scholars (including co-supervision) and an Assistant Professor as Research
Supervisor can guide up to a maximum of four (4) Ph.D. scholars. One
additional research scholar can be allotted to each supervisor over and above
the allotted number provided the Research Supervisor is implementing a
major sponsored research project. Further, each Research Supervisor/Co-
Supervisor can guide two international students on a supernumerary basis. At
any point of time the total number of candidates under a research supervisor
shall not exceed the number as prescribed above including the candidates
under co-supervision.
Note: The Research Supervisor should declare the number of Ph.D. scholars
registered with him/her periodically to the University/College. He/she cannot
increase the number by usingrecognition from multiple universities/colleges.
 University teachers after superannuation, if they are re-appointed in the parent
University as contract or honorary or distinguished or emeritus professor, may
continue as Research Supervisors till the age of 70. The university/college,
after considering the research track record and fitness of such superannuated
teachers to supervise scholars, may decide on his/her continuation as Research
Supervisor with or without financial commitment.
 Minimum number of the credit requirement for the Ph.D. programme should
be at least 12 credits and a maximum of 16 credits.
 The coursework shall be treated as a prerequisite for Ph.D. preparation. A
minimum of four credits shall be assigned to one or more courses on Research
Methodology which could cover areas such as quantitative methods,
qualitative methods, computer applications, research ethics, and review of
published research in the relevant field, fieldwork, etc.
 Students who register for Ph.D. directly from four-year undergraduate with
research will have to undertake 6-8 credit courses (at Ph.D. level) about
relevant skills/research techniques/domain-specific subjects offered by the
University.

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  All Ph.D., entrants irrespective of discipline, shall be required to take credit-
based courses in teaching/education/pedagogy/writing related to their chosen
Ph.D. subject during their doctoral training period. Other courses shall be
advanced-level courses preparing the students for the Ph.D. degree. Lifelong
learners/ accomplished researchers as evinced from their original
contributions in terms of patents granted or new relevant knowledge or/and
artistic practices desirous to get a research degree the Research Advisory
Committee may provide choices in selecting the courses/ credits that facilitates
the entrepreneur in the monetization of IP thus generated. Credits earned for
completed course work are transferable from one institution to another
institution through the Academic Bank of Credits. All fresh Ph.D. entrants,
irrespective of discipline, will be required to take credit-based courses in
teaching/education/pedagogy/writing related to their chosen Ph.D subject
during their doctoral training period. Ph.D. scholars may also have 3-4 hours
per week of actual teaching experience gathered through teaching
assistantships or other forms of knowledge dissemination that are not
repetitive. All dissemination activities including External presentations and
posters, popular articles conveying scientific information (or scientific
articles) to the general public, production of books, commissioned research
and Internal presentations must be approved by the departmental level
Research Committee. Teaching for the Department, supervision of fellow
students/technical staff, dissemination tasks can also be credited as knowledge
dissemination and as a work commitment.
 The Department where the scholar pursues his/her research shall prescribe the
course(s) to him/her based on the recommendations of the Research Advisory
Committee (RAC) of the research scholar.
 All candidates admitted to the Ph.D. programmes shall be required to complete
the course work prescribed by the Department during the initial one or two
semesters.
 Grades in the course work, including research methodology courses shall be
finalized after a combined assessment by the Research Advisory Committee and
the Department and the final grades shall be communicated to the
Institution/College.
 A Ph.D. scholar has to obtain a minimum of 55% of marks or its equivalent grade
in the UGC10-point scale (or an equivalent grade/CGPA in a point scale wherever
grading system is followed) in the course work in order to be eligible to continue in
the programme and submitthe thesis.
 There shall be a Research Advisory Committee, or an equivalent body for a
similar purpose as defined in the Statutes/Ordinances of the Institution concerned,
for each Ph.D. scholar. The Research Supervisor of the scholar shall be the
Convener of this Committee. This Committee shall have the following
responsibilities:
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  To review the research proposal and finalize the topic of research;
 To guide the research scholar to develop the study design and
methodology ofresearch and identify the course(s) that he/she may have to do.
 To periodically review and assist in the progress of the research work of
theresearch scholar.
 A research scholar shall appear before the Research Advisory Committee once
in six months to make a presentation of the progress of his/her work for
evaluation and further guidance. The six-monthly progress reports shall be
submitted by the Research Advisory Committee to the Institution with a copy
to the research scholar.
 In case the progress of the research scholar is unsatisfactory, the Research
Advisory Committee shall record the reasons for the same and suggest
corrective measures. If the research scholar fails (even after 3 failures or 3
attempts) to implement these corrective measures, the Research Advisory
Committee may recommend the cancellation of registration from the
programme.
 Upon satisfactory completion of course work and obtaining the marks/grade,
the Ph.D. scholar shall be required to undertake research work and produce a
draft dissertation/thesis within a reasonable time, as stipulated by the
Institution concerned based on these Regulations.
 Before the submission of the thesis, the scholar shall make a presentation in
the Department before the Research Advisory Committee of the Institution
concerned which shall also be open to all faculty members and other research
scholars. The feedback and comments obtained from them may be suitably
incorporated into the draft thesis in consultation with the Research Advisory
Committee.
 It is desirable that the research work of Ph.D. scholars is published in peer
reviewed or refereed journals and presented in conferences/seminars. At least 2
publications in peer reviewed Scopus/ Science Index journals are mandatory (It can
be 1 publication and 1 conference presentation also).
 The quality assessment of Ph.D. degrees should be the responsibility of the
Institutions. The institutions are free to evolve guidelines in this regard, if
needed.
 The thesis shall be submitted together with an originality report produced by
an anti- plagiarism software application. The supervisor (and co-supervisor, if
there is any) shall receive an originality report on the whole text of the thesis
and shall take this report into account in the evaluation on the submission.

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 Note: An originality report is not to be considered as sufficient proof that the
submitted thesis does not contain plagiarized text. Avoiding plagiarism and
other forms of academic misconduct in the authorship of the thesis remains the
sole responsibility of the researcher. If the Research Supervisor (or Co-
Supervisor) suspects plagiarism, he or she may ask for an investigation.
The Ph.D. thesis submitted by a research scholar shall be evaluated by his/her
Research Supervisor and at least two external examiners, who are experts in the
field and not in employment of the Institution. Examiner(s) should be academics
with a good record of scholarly publications in the field. Out of the two external
examiners, one must be from out of the state in which the institution is located.
Where possible, one of the external examiners may preferably be chosen as a
distinguished academician, not below the rank of Professor or equivalent, from
outside India. The viva-voce examination based, among other things, on the
critiques given in the evaluation report, shall be conducted by the Research
Supervisor and at least one of the two external examiners and shall be open
to be attended by Members of the Research Advisory Committee, all faculty
members of the Department, other research scholars and other interested
experts/researchers.
 If the research results of the thesis constitute new possible things for the
protection of intellectual property rights (IPRs), the Ph.D. candidate and
Supervisor shall inform the University or the Research Advisory Committee
about the matter. In this case, the Ph.D. candidate, with the consent of the
Supervisor, may request that the submitted dissertation be treated discreetly
before the thesis is submitted for assessment, until the defence/viva-voce. The
IPR Cell or the competent body of the university designated for the
purpose shall conduct the procedure for legal and commercial protection of
research results, in accordance with the relevant Regulations. In this case, the
public defence can be extended, in agreement with the Ph.D. candidate, at the
latest for a year, starting on the day of the procedure of evaluation of the
dissertation. Request for extension of defence/viva-voce must accompany the
Certificate of the Technology Transfer from the competent authority.
 The viva-voce of the research scholar to defend the thesis shall be conducted
only if the evaluation report(s) of the examiner(s) on the thesis recommends
acceptance. If one of the evaluation reports of the examiner in case of a Ph.D.
thesis, recommends rejection, the Institution shall send the thesis to an alternate
examiner out of the approved panel of examiners and the viva-voce
examination shall be held only if the report of the alternate examiner is
satisfactory. If the report of the alternate examiner is also unsatisfactory, the
thesis shall be rejected, and the research scholar shall be declared ineligible for
the award of the degree.

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  The Institutions shall develop appropriate methods so as to complete the entire
process of evaluation of Ph.D. thesis within a period of three months from the
date of submission of the thesis.
 Academic, research, administrative, and infrastructure requirements to be
fulfilled by Post Graduate Colleges for getting recognition for offering Ph.D.
programmes:
 Post Graduate Departments of Universities/Colleges may be considered eligible
to offer Ph.D. programmes only if they satisfy the availability of eligible
Research Supervisors, required infrastructure, and supporting administrative
and research promotion facilities as per these Regulations.
 Post Graduate Departments of such Colleges, Research laboratories of
Government of India/State Government with at least two Ph.D. qualified
teachers/scientists/other academic staff in the Department concerned along with
required infrastructure, supporting administrative and research promotion
facilities as per these Regulations, stipulated below, shall be considered eligible
to offer Ph.D. programmes. Post Graduate Colleges should additionally have the
necessary recognition by the Institution under which they operate to offer Ph.D.
programme.

Colleges with adequate facilities for research as mentioned below alone shall offer
Ph.D. programmes:
 Exclusive research laboratories with sophisticated equipment as specified by the
Institution concerned with provision for adequate space per research scholar
along with computer facilities and essential software, and uninterrupted power
and water supply;
 Earmarked library resources including latest books, Indian and International
journals, e-journals, extended working hours for all disciplines, adequate space
for research scholars in the Department/ library for reading, writing and storing
the studyand research materials;
 Colleges may also access the required facilities of the neighboring
Institutions/Colleges, or of those Institutions/Colleges/R&D
laboratories/Organizations which have the required facilities.
 All requirements for the Ph.D. degree of such candidates must be duly fulfilled.
It is the joint responsibility of the affiliated Colleges, University departments/
Universities.
 Notwithstanding anything contained in these Regulations or any other Rule or
Regulation, for the time being in force, no University/College shall conduct
Ph.D. programmes throughdistance education mode/online mode.

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  Candidates in service shall be allowed to do Ph.D., provided all the eligibility
conditions mentioned in the extant Ph.D. Regulations are met.
 Following the successful completion of the evaluation process and before the
announcement of the award of the Ph.D. degree(s), the Institution concerned
shall submit an electronic copy of the Ph.D. thesis to the
INFLIBNET/Institutional Electronic Archive, for hosting the same so as to
make it accessible to all Institutions.
 Shodhganga theses repository/registration is also mandatory.

The guidelines pertaining to matters such as full-time and part-time enrolment, roles and
responsibilities within departmental research committees, admissions procedures,
supervision arrangements including co-supervisors, regulations concerning leave and
vacation entitlements, funding protocols, fee structures, registration processes, duration
of study, coursework requirements, qualifying examination procedures, criteria for
publication, guidelines for the submission of final theses, and appointment of external
examiners, etc., are subject to alignment or modification in accordance with the
regulations stipulated by the National Commission for Academic and Health Professions
(NCAHP) as amended periodically.

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Chapter 5
Competency Standards for
Entry Level into the
Profession of Optometry in
India
Chapter 5: Indian Entry Level Optometry Competency Skill Standard
(IELOCS)

These standards have been developed for the profession, as it exists in 2011 and are
expected to be altered as technology and knowledge expand, optometrists' clinical skills
and community expectations broaden and professional aspirations are fulfilled

What is a competency?

„Competency is the Ability to perform the activities within an occupation or function

to the standard expected in employment‟.

OR

Competency has been defined as the Ability to perform the responsibilities required of
professionals to the standards necessary for safe and effective practice.

A competency will be a combination of the specification and application of a

knowledge or skill within the occupation, to the appropriate standard. It will include
the requirement to perform individual tasks; to manage a number of different tasks, to
respond to irregularities and breakdowns in routine and to deal with the
responsibilities and expectations of the work environment. Thus, it will be a
combination of task skills, task management skills, contingency management skills
and job/role environment skills.

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Competency-based standards are seen to encompass all forms of achievement of
competence rather than only formal indicators such as formal qualifications from
educational institutions and could have a role in the process of articulation or linkage
between professions and related trades or occupations.

What is the goal of developing Entry Level Optometry Competency Skill

document?

The goal of the IELOCS is to enable the schools of optometry in India to design their
curriculum based on this document so that the optometry students passing out from
their institute achieve the expected competency skills in/for the profession of
optometry.

Terminology:

Some terms used in this document have specific meanings within the context of
competency standards.

Unit: A major segment of the overall competency of the profession, typically

representing a major function or role of the profession.

Performance criteria: Evaluative statements which specify the required level of

performance.

Indicators: Measurable and observable features, which can assist in determining

whether a competency is achieved.

Classification Units of Competency Skills at Entry level for Optometrists

A) Communication Skills

B) Professional Conduct

C) Patient Examination and Management

D) Optical Dispensing

E) Documentation

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Communication Ability to communicate effectively with the patient, taking into accounts
Skills his/ her physical, emotional, intellectual, social and cultural background.
Ability to build rapport and empathy with patients from all backgrounds
Ability to take a structured, efficient, accurate history from patients with or
without any ophthalmic and / or systemic problems and needs.
Ability to impart information in a manner which is appropriate to the
recipient Ability to be flexible in routine so as to make assimilation of
information easy especially with illiterates, people with special needs
Professional Ability to protect patient data and records for confidentiality.
Conduct Ability to manage patients in a safe, appropriate and confidential environment.
Ability to comply with legal, professional, and ethical issues relating to
practice.
Patient Ability to measure vision and visual acuity
Examination Ability to detect and measure the spherical, astigmatic and presbyopic
and corrections
management
Ability to prescribe refractive correction for different age groups and
visual needs.
Ability to examine and identify abnormalities of the external eye
and adnexa using appropriate instruments and techniques
Ability to differentiate and grade normal and abnormal findings
Ability to examine and identify abnormalities of the cornea using appropriate
instruments and techniques
Ability to use contact and non-contact tonometers to measure intraocular
pressure and analyse and interpret the results
Ability to examine and identify abnormalities in the anterior chamber
Ability to examine and identify abnormalities in the iris and assess pupil
reflexes Ability to examine and identify abnormalities in the crystalline lens
using appropriate instruments and techniques
Ability to examine and identify abnormalities in the vitreous and fundi using
appropriate
instruments and techniques
Ability to diagnose and manage the case within the purview of the optometry
care.

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 Ability to select appropriate, and use safely, the range of ophthalmic drugs and
diagnostic stains available to an optometrist
Ability to formulate the follow up routines
Ability to refer where appropriate for further management
Ability to interpret all investigation reports.
Contact Lenses Ability to take relevant history including previous contact lens wear
Ability to prescribe Contact lenses appropriate for different age groups and
visual needs
Ability to assess anterior eye health as a part of pre-fitting evaluation
Ability to quantify corneal shape and size, and pupil
Ability to select the optimum lens
Ability to assess and optimize lens fit
Ability to teach a patient to safely insert, remove and care for contact lenses
Ability to monitor the anterior eye health of contact lens wearers and refer
where appropriate
Binocular Vision Ability to assess eye alignment and eye movements
Ability to assess sensory fusion and stereopsis.
Ability to assess oculomotor function.
Ability to assess convergence and accommodation
Ability to prescribe orthoptic exercises appropriate for different age groups
and visual needs.
Ability to refer where appropriate for further management
Ability to formulate the follow up routines
Visual Ability to take an appropriate history of a visually impaired patient
Impairment Ability to accurately quantify visual impairment and relate it to the underlying
(Low Vision) pathology and functional consequences
Ability to advise on the use of optical and non-optical aids
Ability to prescribe Low Vision devices appropriate for different age groups
and visual needs.
Ability to refer where appropriate for further management
Ability to formulate the follow up routines.

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Optical Ability to interpret spectacle prescriptions
Dispensing
Ability to take frame and facial measurements
Ability to recommend the appropriate lens and frame material and design
based on wearers needs and prescription
Ability to verify, modify and adjust spectacles
Ability to advice patients on appropriate use of Optical devices
Documentation Ability to record relevant information, results for various examination
procedures.
Ability to record treatment, management and follow up plans
Ability to obtain patient consent wherever required

Communication Skills

Description: Ability of the optometrists to seek and communicate

information from and to the patients. It also means the ability of the
optometrist to share the relevant information to the eye care
professionals in different contexts.
Required tools: Clinical set up with clean and quiet room, supporting materials such
as awareness pamphlets/ leaflets, diagrams, visual simulations, models of the eye /
clinical conditions

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 Performance Indicators
Criteria Knowledge Skill Behavior
Ability to make ● Has basic knowledge ● Greets the patient in a ● Smiles and
the patient on important details culturally and socially greets the
comfortable and pertaining to the appropriate way patient and
gather information purpose of visit and their attendant
● Ability to build and
from the patient history taken to be sustain rapport and trust ● Listens to
ascertained from the patient and
patient / attender ● Demonstrates ability to listen
responds
actively to the patient,
politely
understand and summarize the
information to get confirmation ● Uses friendly
from the patient tone of voice
Ability to ● Understanding of ● Establishes and maintains a ● Empathy

identify and verbal and non-verbal good professional and ● Patience

clinical conduct with the
respond communication patient to inspire trust and
appropriately to confidence
● Understanding of
patients‟ fears, ● Explores patient concerns and
how to recognize
anxieties and emotions in patients provides reassurance where
and their expressions. appropriate, using explanations
concerns about
that are relevant to that
their visual
patient
welfare
Ability to ● Have understanding on ● Explores and understands ● Same as above
understand the the roles of
patients‟ expectations
patient‟s spoken optometrists and the
and unspoken extent to which they ● Appropriately guide and
expectations and can deliver information refer the patient to other
aspirations for to patient professionals as per the need
vision care. of the patient
● Know about the
Manage situations protocol and ethical
when there is a practice in medical care
challenge to fulfil.

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Ability to ● Knows alternative ● Conveys clinical conditions ● Same as above
communicate ways to examine and in an informative and
with patients explain medical understandable way using
who have condition to patients simpler terms
language and attenders ● Makes effective use of
difficulties, or ● Knows necessary body language to support
who are languages explanation
confused,
reluctant / give ● Uses appropriate supporting
inaccurate material like patient awareness
information documents, models etc. for
explaining the clinical
condition
● Takes help from interpreters
wherever needed
Ability to discuss ● Have thorough ● Provides simple ● Same as above
with the patient understanding of the explanation to the ocular and creativity
the importance of disease process in manifestations of the
systemic disease cases such as diabetes, systemic disease in
and its ocular hypertension and question
impact, its other common
treatment and the systemic diseases
possible ocular having common
side effects of ocular manifestations
medication.
Ability to explain ● Have understanding ● Gives factually relevant ● Same as above
to the patient the on the ocular information in a clear and and creativity
implications of conditions and understandable way,
their pathological physiology avoiding jargon and technical
or physiological terms
eye condition ● Uses appropriate supporting
material, for example,
diagrams or leaflets.

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Ability to ● Based on the diagnosis ● Establish good rapport with ● Same as above
communicate have understanding on the patient/attender and
effectively with the psychological state explains the details about the
any other that can be expected diagnosis, prognosis and
from the patient management plan
person involved in
the care of the
patient
Ability to ● Has an understating ● Summarizes the history and ● Same as above
explain to the of the disease and informs about the expected
patient the steps for diagnosis examination protocol within
Examination and based on history the role of the optometrist
management plan ● Knows the appropriate  Explains the management plan
management plans for Clearly
the clinical condition

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 Professional Conduct
Description: The optometrist‟s ability to understand optometry profession‟s job
responsibilities, its limitations, code of conduct and to comply with the legal, ethical and
professional aspects of the practice. Optometrist should also be aware of rights of the
patients who are seeking the optometric service for dignity, privacy and confidentiality.
This professional conduct should demonstrate to the patients and peers, your commitment
to the very highest clinical, ethical and professional standards. We believe this code will
increase public trust and confidence in the profession, therefore, will improve in
understanding the role of the optometrist in primary eye care.
Required tools: Computer, relevant software, stationery, codes and guidelines of
professional organization and regulatory bodies.

Performance Indicators
Criteria Knowledge Skill Behavior

Ability to  Should have in depth  Recognizes and  Greets and respects all
consider vision knowledge about considers patient‟s patients and their
and general various eye and general specific needs and attendants in a caring,
health as first health conditions while requirements in vision sensitive and
priority examination care appropriate manner
 Should have essential  Demonstrates best of  Positive attitude and
knowledge about the resources to improve patience towards
providing an eye care to the visual requirements patient‟s requirements
each individual who
 Explains the course of  Ensures equal care and
visits to your clinic
present and planned treatment is provided
 Should be aware of treatment to all patients
different types of
disabilities and
information on patients
with additional needs
 Should have essential
knowledge about rights
and dignity of the
patients

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 Ability to  Should have adequate  Conversant in using  Seeks consent of
manage knowledge of data various digital devices, the patient before
confidentiality protection and how this access cloud storage providing
of patient‟s will impact security, platforms and saves information to
demographic access and electronic medical records external stake
and medical confidentiality of the on system-based software holders
record data patient‟s records programs and keeps them  Restricts self from
safe
 Should have essential discussing patient
knowledge to ensure the  Demonstrates how to store information and
patient environment will and retrieve manual condition in any
remain safe and user- medical records open forum/
friendly, in terms of external
access and facilities communication

 Ability to  Should have vital  Implements  Proactive

adhere to health knowledge about appropriate measures approach to
and safety appropriate personal for infection control health and
policies of the hygiene, cleanliness of safety issues
 Maintains
practice the practice, hygiene comfortable, hygienic
relating to and risk-free
instrumentation, contact environment
lenses, disposal of
clinical waste etc.
 Should be aware of
policies of the local
governing body and
professional
organizations

 Ability to  Should have essential  Explains the condition  Honesty and

promote ethical knowledge of how to that are understanding
and cordial maintain practice in treatable/correctable of own
relationship with accordance with other beyond your practice limitations
other health care professional health standards
professionals care standards  Refers to respective
specialties with careful
diagnosis and referral
letter

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 Ability to  Should have in depth  Explains the uses of
comply with knowledge of ethical various diagnostic tests
legal, practice and standard and their importance in
professional and operating procedures the process of examination
ethical followed in the clinical  Follows the code of
guidelines, law examination and conduct set down by the
and codes referrals council/ appropriate
 Should have vital authorities
knowledge of the law,
codes and guidelines set
by the regulatory body of
profession and fully
aware of the
consequences if not
followed.

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Patient Examination and Management
Description: Ability of the optometrist to obtain accurate history, to perform
(according to internationally accepted standard procedures) clinical refraction,
anterior and posterior segment evaluation, status of cranial nerves related to eye and
adnexa, ability to evaluate for, select and prescribe contact lens and low vision
devices, evaluate binocular vision status,arrive at the diagnosis, manage/ co- manage,
counsel, prescribe and/or refer them to appropriate health care
professionals/rehabilitation professionals.

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 Required instruments and tools:

Must have Desirables

 Distance acuity charts  Lensmeter (focimeter)  Autorefractor
 Near vision charts  Retinoscope  Corneal topographer
 Contrast sensitivity chart  Keratometer  Applanation tonometer
 Trial frame  Slit lamp  Non-mydriatic fundus camera
biomicroscope
 Trial lenses  Anterior and posterior
 Non-contact tonometer segment imaging equipment
 Jackson cross cylinder
 Direct Ophthalmoscope  Glare tester
 Stereopsis chart
 Perimeter  Perimeter
 Colour vision chart
 Schirmer‟s strips  Rose Bengal stain
 Torch light
 Fluorescein strips  Sterile water vials
 Syringe
 26-gauge needle

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 Performance Indicators
Criteria Knowledge Skill Behavior
Ability to obtain ● In depth knowledge on ● Elicits the chief complaints, ● Greets the
relevant history and different ocular and laterality, associated patient,
information relating to systemic conditions. symptoms, past ocular establishes eye
general health, history, family history, past contact, and
● A deep understanding
previous ocular health, medical history, medical rapport, allows
of what aspects of
previous surgical/laser (past and present) and the patient to
history are relevant
interventions, surgical interventions (past), speak initially
and what questions to
information on the investigations (past and and remain an
ask and how to ask.
investigation done, recent) and medicinal active listener.
medication, family ● Awareness of allergies.
history, work, lifestyle evidence based
● Ascertains social history,
and personal optometric practice
travel history, ethnicity or
requirements literatures or
developmental history
guidelines to avoid
wherever necessary
errors related to
clinical practice. ● Documents the history in a
logical, structured and
comprehensive manner and
mentally arrive at tentative
diagnosis as well as possible
other diagnosis (differential
diagnosis)
● Probes by asking relevant
questions to the patient
Ability to assess the ● Extensive knowledge ● Observes the patients‟ faces ● Being
well-being of the in the fundamental and expressions observant,
patient before anatomy and investigative
● Observes the patients‟ gait,
proceeding with the physiology of the , awareness
posture and decubitus*
various tests human body of the clues
● Observes clothing and
paraphernalia
● Observes stature and
habitus

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 ● Observes patient‟s
demeanor
● Listens to the patients‟
quality of voice and cough
sounds
● Observes if patient is
cachectic or obese
Ability to  Has thorough ● Assesses monocular and ● Conducts
determine the understanding of the binocular visual acuity the various
visual acuity / concept, various testing using equipment such assessments
vision of the methods and as Snellen chart/ picture with
patient notations charts / illiterate charts / confidence
LogMAR / ETDRS charts etc.
 Is conversant with ● Is
standard precautions ● Conducts selective age- analytical
appropriate assessments in
interpretin
● Measures improvement of
g the test
vision with pinhole were
outcomes
indicated
● Assesses vision through
objective method if
indicated
● Assesses contrast
sensitivity
● Documents the results
appropriately
Ability to ● Has in-depth ● Determines the refractive ● Is proficient,
determine the understanding of status of the patient eye confident and
refractive status of the optics of the eye objectively using retinoscope culturally
the patient sensitive to the
● Has in-depth ● Cross checks retinoscopy with
objectively use of various
knowledge on the keratometry and autorefractor
instruments
various methods and values if required
like
the process of ● Carries out cycloplegic retinoscope,
assessing the refractive refraction judiciously keratometer,
status of the eye within legal boundaries autorefractors,
pertained to

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 ● Understands the role the assessment
of accommodation in of refractive
determining the status
refractive state of the objectively
eye
● Is analytical
● Understands the need in
for cycloplegia and interpreting
knowledge of various the test
cycloplegic agents outcomes

Ability to ● Understands the visual ● Determines and confirms ● Can appraise

determine the characteristics of monocular spherical and and analyse
refractive status of various refractive cylindrical spectacle patient‟s
the patient states of the eye prescription situations
subjectively and namely emmetropia ● Perform binocular ● Is empathetic
prescribe and ametropia balancing wherever and supports
appropriate glasses. ● Has general necessary patients in the
understanding of the use of
● Determines the near
relationship between spectacles
correction of the patient based
disease states and on relevant factors
refractive state of
the eye ● Records the values
appropriately and prescribes
● Understands the
the spectacle for the patient
need for clear vision
● Understands the
influence of age,
accommodation
ocular structures like
cornea and lens on
the refractive state of
the eye
● Understands the
prescribing
guidelines for
various refractive
errors

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Ability to ● Essential knowledge ● Informs the patient while ● Before using
determine the on pupil dimensions evaluating the pupils in two the torch light,
pupillary functions and color, pupillary different lighting (less lighting ensure that
and ability to refer pathway, and the and normal ambient lighting) patient is
in indicated cases ocular conditions comfortable
● Appreciates the pupil size,
associated with pupil. with the
anisocoria, shape and reaction
intensity of
● Adequate knowledge to light and near objects and
the light.
of evidence-based differentiate normal from
practice guidelines on abnormal pupil.
pupillary examination, ● Appreciates direct and
interpretation, consensual light reflex and
documentation and relative afferent pupillary
referral/management defect and light -near
● Knowledge on the dissociation of pupil
role of ● Documents the findings
ophthalmologist and
optometrist in relation following a standard
to pupillary protocol
abnormalities
Ability to assess ● In-depth knowledge ● Evaluates the tear film layers, ● Seeks
tear dynamics and about tear film layers, associated corneal and approval
ability to manage its structure, functions, conjunctival changes by using before
tear abnormalities properties, appropriate equipment and performing
or refer in indicated composition and questionnaire. tests
cases associated ● Performs relevant tests to ● Demonstrates
abnormalities assess the tear film patience while
● Keep abreast of the performing
● Documents the findings in
new evidences in the various
appropriate way and arrives at
practice of diagnosing procedures on
the diagnosis.
and managing tear the patients
film abnormalities ● Manages and /or refers the
patients appropriately
● Knowledge of the
basic optical
principles of
instruments used for
evaluating tear film

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 ● Knowledge on the
role of
ophthalmologists and
optometrists in
relation to conditions
associated with tear
film.
Ability to examine ● In-depth knowledge ● Evaluates the anterior ● Same as above
the Anterior segment related to anterior segment using torch light
of the eye and ability segment structures, (with or without loupe) and
to refer indicated their functions, slit lamp bio- microscope.
cases appropriately normal dimensions ● Differentiates normal and
and abnormal abnormal findings in anterior
conditions associated segment
with anterior segment
● Arrives at the probable
● Knowledge on the diagnosis
optical principles of
various ophthalmic ● Interprets the report related to
instruments used for various imaging techniques
evaluating the used to evaluate anterior
anterior segment segment.

● Knowledge on the
role of
ophthalmologists
and optometrists in
relation to anterior
segment conditions

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Ability to assess the ● Adequate knowledge ● Demonstrate the usage of ● Same as above
intraocular about various types various kinds of contact and
pressures of the eye of tonometers, their non-contact tonometers
and ability to refer optical principles, ● Calibrates the tonometer
indicated cases advantages and before use
disadvantages
● Explains the purpose and the
● Adequate knowledge procedure of the test
about the physiology performed on the patient
of maintaining
intraocular pressure ● Interprets the readings got
and probable from tonometers
mechanisms of ● Plans further tests essential for
abnormal intraocular those who had deviated eye
pressure pressure
● Knowledge on ● Documents the readings in a
indications and standard format
contraindications of
● Performs tonometry in the
usage of different
follow-up case and counsel or
types of tonometers
refer to the glaucoma expert
Ability to examine ● In-depth knowledge ● Evaluates central and ● Same as above
the posterior segment on posterior segment peripheral retina with
of the eye and ability anatomy and appropriate instruments
to refer indicated physiology as well as ● Uses mydriatic agents,
cases pathology along with when necessary, within legal
understanding of boundaries
various posterior
ocular diseases ● Manages i.e., counsels and/or
refers appropriately to retina
● Adequate knowledge specialist or low vision care
on the optical expert with adequate, relevant
principles of various information
ophthalmic
instruments used in
diagnosis of posterior
segment diseases

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 ● Knowledge about
usage of mydriatic.
● Appropriate
knowledge on the role
of ophthalmologists
and optometrists in
relation to posterior
segment conditions

Ability to perform ● Adequate knowledge ● Performs appropriate ancillary ● Same as above

ancillary tests based about various eye tests based on the preliminary
on patient‟s history conditions, the findings and complaints.
and preliminary different ancillary Examples: Colour vision tests,
examination tests to confirm the contrast sensitivity function
diagnosis, the basic tests, stereopsis test,
principle of those Gonioscopy, photostress test,
tests, the advantages perimetry, Amsler grid test,
and limitations of commonly used anterior
those tests, segment and posterior segment
interpretation of the imaging tests, potential acuity
results based on the meter etc.
normative values or ● Interprets the results/ reports
master reference and corroborates other clinical
document. findings and diagnoses the
● Knowledge on condition.
existing best clinical ● Identifies or detects unreliable
guidelines and
findings either due to human
evidences, to decide error or because of the
on the ancillary tests instrument error.
● Calibrates the diagnostic
instruments or seeks the
support of bioengineer or
instrument manufacturers
when required.
*Decubitus refers to the observed posture of the patient in bed

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 Contact Lenses
Description: Ability of the optometrist to elicit relevant history, perform necessary
diagnostic tests and ascertain appropriate type of contact lenses. Optometrist should be
able to fit and dispense various types of contact lenses, counsel the patients, manage
after care and refer / manage / co- manage patients with the specialists when required.
Required instruments and tools:
Must have Desirables
 Torch light  Area to teach lens  Wratten filter
insertion and
 Keratometer  Burton lamp
removal
 Slit lamp  Infographics and written
 Mirror
bio- microscope instructions
 CL solutions
 Fluorescein strips  Corneal topographer
 Hand towels/tissues
 Contact lens trial sets
 Wash Basin
(RGP) &
disposable trial lenses
(soft)

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 Indicators
Performance Criteria
Knowledge Skill Behavior
 Understanding of  Demonstrates proper Prioritize patient‟s
Ability to ensure
various contact lens contact lens cleaning
patient safety in safety
solutions and their and disinfecting steps
contact lens practice
interactions with using various cleaners
different type of lenses and even lab cleaners
and materials  Makes and follows a
 Awareness of various disinfecting routine of
ways of disinfecting all trial sets
contact lens trial sets to conscientiously
make them safe for
usage
 Understanding of
various microbes that
may cause issues with
lens wear and how to
eliminate them
Ability to assess the  Awareness of how the ● Elicits proper ● Be a good listener
suitability of contact lifestyle, vocational history that is and ask probing
lenses as a form of needs, vision, relevant for questions
correction for a refraction, comfort, contact lens wear without
patient and counsel duration of wear, based on the intimidating the
the patient environment affects understanding of patient
accordingly contact lens wear theory ● Should be polite
 Knowledge and ● Assesses and
understanding about ocular integrity understanding
the ocular physiology and physiology yet be confident
and systemic diseases (using slit and assertive
and their interaction lamp, when conveying
with contact lens keratometer, the lens choice
materials/types vital staining, ● Confident and
tear function efficient in
tests) and performing tests
correlate them
to the history
to conclude the
type of lens
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  Ability to spot risks design and
contraindicated to material to be
contact lens wear and prescribed
knowledge to reduce ● Counsels the
these risks by taking patients regarding
appropriate actions probable risk
 In depth knowledge of factors, if any and
all contact lens what steps need to
materials and lens be taken to make
types including contact lens wear
specialty contact lenses safe.
● Recommends
right lens using
professional
expertise
Ability to fit and ● Understanding about ● Based on the Patience and
order the most the various soft contact profiting evaluation, conscientiousness
appropriate lens parameters and selects appropriate
parameters of soft how they translate into soft lens parameters
contact lens based on lens fitting – Back vertex
examination of power, base curve,
● Understanding of fitting
various ocular Total Diameter,
characteristics of
parameters material, design,
optimum, flat and steep
within the available
fit and how to modify
the fit if not optimum range of parameters
● Assesses the fit of
lenses using a
variety of
techniques and
instruments –
Coverage,
centration, post
blink movement,
lens lag, lower lid
push-up test, vision,
comfort etc.

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 ● Makes appropriate
adjustment in lens
parameters for best
fit and computes the
order for laboratory
● Writes an
appropriate order for
a soft lens
Ability to train the Knowledge of the tricks ● Trains the patient Exhibits
patient in soft lens that may be used to apply in the techniques patience,
handling and how to and remove the lenses of soft lens empathy,
wear and maintain confidently, how various application, confidence
them contact lens solutions are removal and other
different and have relevant handling
detailed understanding instructions
about the dos and don‟ts
● Guides the patient
of contact lenses
about the
advantages and
importance of
contact lens
maintenance and
selects the right
soft contact lens
care system
● Instructs the
patient on the
principles of soft
lens wear and care
including use of
soft lens care
products, Dos and
Don‟ts, aftercare

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Ability to manage ● Understanding of ● Thoroughly examines Be assertive like
the aftercare of adaptation and the eye under a consultant and
patients wearing aftercare issues and microscope to pick un not to
soft lenses how to manage them any early and unwanted compromise at
changes so they can be this step.
● Understanding of the
rectified before it‟s a
routine of a soft CL
cause of concern
aftercare consultation
- schedules after-care ● Trouble shoots in case
visits, replacement of any issues
schedules, care and ● Reinforces care and
maintenance regimen, maintenance
deposits instructions and
● Awareness of assesses the
indications for lens compliance by asking
removal, and of the patient to
seeking urgent care. demonstrate
Ability to select, fit ● Detailed knowledge of ● Makes the appropriate ● Be empathetic
and order the most the range of rigid lens choice of rigid lens towards any
appropriate rigid gas materials and designs parameters – Back discomfort
permeable contact available vertex power, base patient
lens based on patient's ● Understanding of all curve, total diameter, experiences
refraction, visual optic zone diameter,
the parameters, range ● Patience
requirements and design, material etc
of Base curve,
other findings diameter and power ● Assesses the fitting of
availability of various a rigid lens – Dynamic
RGP CL companies and static (understands
that are available and interprets
fluorescein patterns)
● Knows how to modify
the parameters of ● Makes appropriate
various RGP CL in adjustment in lens
order to obtain an parameters for best fit
appropriate fit ● Writes an appropriate
● Knowledge of how to order for a rigid lens
assess fluorescein
pattern and the
influence of lids on the
RGP fit

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 ● Knowledge about RGP
lenses used in
specialty fitting such as
Keratoconus, OrthoK,
scleral lenses, mini
scleral lenses

Ability to instruct the ● Understanding of the ● Instructs the patient in ● Be patient while
patient in rigid lens rigid lens care systems– the techniques of RGP instructing and
handling, how to wear Disinfectants, intensive lens insertion, removal while the patient
and care for them cleaners etc. and other relevant is learning how to
handling instructions use CL
● Knowledge to instruct
the patient on how to ● Instructs a patient on the ● Do not intimidate
insert and remove RGP principles of RGP lens the patient while
CL. wear and care including teaching how to
the use of RGP lens care handle the CL.
● Awareness of the
products, Dos and
complications in case of ● Be firm and
Don‟ts
a non-compliant patient professional while
● Explain importance of delivering
hand hygiene and lens instruction for CL
case hygiene care.
Ability to manage the ● Understanding of rigid ● Carries out the relevant ● Observation skills
aftercare of patients lens adaptation and tests and assessments as you elicit
wearing rigid lenses aftercare issues and how which are required in a history of patient
to manage them routine rigid lens and complaints if
aftercare consultation any
● Knowledge of the
content and routine of a ● Schedules appropriate
rigid CL aftercare time lines for after care
consultation ● Analyses the care
regimen that the patient
is following and
correlate with what was
prescribed

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 ● Asks probing questions
to patient in terms of
how he/she handles and
takes care of CL
● Requests patient to
demonstrate cleaning
procedure in front of the
practitioner
Ability to manage ● Knowledge of the types ●
Chooses the appropriate ● Explain the need
astigmatic patients of astigmatism type of CL correction to for such a lens
with contact lenses meet the relevant needs and the benefits of
● Understanding of the
of the patient the same to
designs and materials
patient.
available in toric contact ● Assesses the fit and
lenses orientation and makes
appropriate adjustments
in the final prescription–
(application of LARS /
CAAS rule in toric
lenses)
Ability to manage ● Understanding of ● Explains to the patient ● Active listening,
presbyopic patients presbyopia various options that are probing and
with contact lenses available in correcting counselling
● Knowledge of various
presbyopia with CLs
modes of correction for
and explains their
presbyopia such as
benefits to enhance the
single vision, multifocal
lifestyle of the patient.
lenses
● Understanding of ocular ● Chooses the appropriate
type of CL correction to
dominance and
meet the relevant needs
troubleshooting in case
of the patient
patient is dissatisfied
with the outcome ● Assesses fit, vision and
modifies the
prescription/fit if
necessary.

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Ability to verify the ● Understanding of ●
Checks material, power, ● Eye for detail and
parameters on prescription format and base curve, diameter of conscientiousness
receiving the lenses lens packaging the delivered lens ● Be polite yet firm
against the prescription
● Awareness of acceptable and specific in
order
norms and standards dealing with the
● Verifies power, base manufacturers in
● Knowledge of
curve, diameter of the case of
principles, construction,
lens against the denoted discrepancy
step-by- step process and
parameters
calibration of
instruments used to
verify parameters
Ability to recommend ● Demonstrates an ●
Makes appropriate ● Empathetic
and prescribe understanding of choice of lens towards patient
therapeutic and conditions requiring parameters –base curve, during the entire
cosmetic/ prosthetic these lenses –Aniridia; total diameter, material, procedure
contact lenses trauma; amblyopia; tint etc. ● Shows patience
corneal scar, recurrent ● Accurately assesses the and confidence
corneal erosion, bullous fit of the lens while smoothly
keratopathy etc. maneuvering
● Recommends
● Knowledge of materials, through various
appropriate after care
parameters and steps
schedule
availability of bandage
lenses
● Knowledge of fitting,
aftercare and
complications of these
lenses
Ability to identify and ● Knowledge of etiology, ● Identifies CL ● Be a good listener
manage Contact lens symptoms, signs and complications on the and ask probing
related complications management of contact basis of etiology, type of questions
lens related lens, structures ● Exhibits patience,
complications ● Evaluates previous wear empathy,
compliance confidence to get
the best out of the
● Demonstrates skilled
patient
history taking related to
problem solving

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 ● Manages the ● Demonstrates
complication within the observation and
scope of practice and analytical skills to
demonstrates connect the
understanding of timely symptoms and
referral signs
Ability to refer special ● Knowledge of various ● Identifies conditions ● Shows respect
cases to contact lens conditions that can be that require specialty while interacting
experts alleviated by specialty contact lens fitting - with other
contact lenses Keratoconus, irregular professionals
corneas, dry eye, post ● Crisp and clear
refractive surgery, communication
myopia management
etc.
● Refers the patients to
relevant practitioner

Binocular Vision
Description: Ability of the optometrist to elicit appropriate history, to understand and
perform relevant clinical binocular vision diagnostic tests and ascertain appropriate
diagnosis for strabismic and non-strabismic anomalies. He/she should also be able to
perform basic vision therapy and refer / manage / co-manage patients with the specialists
in the field of binocular vision and vision therapy.
Required instruments and tools:
Must have Desirables
● Worth‟s Four Dot Test ● Vergence flippers

● Accommodative flippers (+/- 1.50, 2.50) ● Transilluminator

● Thorington card (distance and near) ● Translucent occlude

● Maddox rod and trial lenses (complete trial set) ● Gulden sticks

● Prism bars (horizontal and vertical) ● Rotary prism

● Stereo acuity test ● MEM cards
● Streak Retinoscope ● WFDT torch
● Direct Ophthalmoscope ● Loose prism set

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 Performance Indicators
Criteria Knowledge Skill Behavior
● Ability to assess ● In depth knowledge ● Demonstrates good ● Able to establish eye
and interpret the of Binocular vision, communication skills and contact, and rapport,
diagnostic its functions, and explains the tests and the allows the patient to
parameters of abnormal conditions procedures to the patient/ speak initially and
motor binocular associated with the care giver in a simple remains an active
vision and binocular vision language without using listener.
oculomotor technical jargon.
● Anatomical and ● Should have a good
performance physiological ● Performs a detailed observation and
knowledge of the assessment of oculomotor analytical capacity to
extra ocular functions in infants, notice and interpret
muscles, vestibulo children and adults using small changes in the
ocular complex, standard clinical movements of the eyes
their neurological procedures and interprets and body while
connections and these findings in the light performing the test
nerve supply of the underlying ● Should have patience to
physiology of these
● Essential knowledge carry out the tests and
responses: steady-state
related to repeat them if required.
fixation (stability of
pathophysiology of Should be able to
fixation, eccentricity of
various conditions explain and clarify the
fixation, etc.), ductions,
associated with questions confidently
saccades, pursuits,
extra ocular and adequately.
various forms of
muscles.
physiological and ● Should be confident,
● Knowledge of pathological nystagmus, adaptable, and culturally
normal and adverse vestibulo-ocular reflex sensitive towards the
oculomotor patients.
responses related to: ● Performs a detailed
assessment of the ● Should be empathetic
Stability and
binocular oculomotor towards the patient and
eccentricity of
functions in infants, understand their
fixation, versions,
children and adults using difficulty if they are not
vergences, near
standard clinical able to perform any
vision complex,
procedures sequentially, procedure adequately.
ductions, saccades,
using appropriate
pursuits, ocular
equipment and interpret
deviations,
these findings in the light
comitancy,
of the underlying
physiological and
physiology of these
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 pathological responses: vergence
nystagmus. (fusional,
accommodative,
● Essential knowledge
proximal), horizontal and
of the principles and
vertical phorias, graphical
procedures for
analysis of the zone of
various oculomotor
clear and single binocular
and vestibulo ocular
vision, versions and
tests used for
comitancy of deviations.
evaluating binocular
vision anomalies.
● Knowledge of
standard
terminologies and
abbreviations used
in the interpretations
and analysis of the
tests performed.
● Awareness of the
role of optometrist
in relation to
oculomotor
anomalies
● Ability to assess ● Essential knowledge ● Explains the tests and the ● Same as above
and interpret of mechanism of procedures to the patient/
accommodative accommodation, the care giver in a simple
status. accommodation language without using
pathway, range and technical jargon.
amplitude of ● Able to measure near
accommodation and point of accommodation
the ocular and amplitudes
conditions (monocular and
associated with
binocular), relative
accommodation. accommodation,
accommodative facility
(monocular and
binocular),

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 ● Knowledge of the
tests to assess accommodative response and
magnitude, facility, accuracy using standard test
response and procedures and equipment.
relative cooperation
of accommodation
with vergence.
● Adequate
knowledge to
interpret results of
accommodation
examination,
management, co
management and
referral of the
patients
appropriately.
● Ability to assess ● Adequate ● Explains the tests and the ● Same as above
and interpret the knowledge of procedures to the patient/
diagnostic neuroanatomy of the the care giver in a simple
parameters of visual system, language without using
sensory purpose and technical jargon.
binocular vision relevance of sensory ● Performs a detailed
processing. assessment of various
● Knowledge of aspects of the sensory
sensory tests, their binocular system using
principles, standard clinical
procedures, and procedures and
interpretation of the equipment.
test results. ● Interprets the findings in
● Knowledge of use of the light of underlying
appropriate physiology of these
illumination levels, responses:normal and
complimentary abnormal forms of
colours, their sensory correspondence,
wavelength and the fusion, diplopia,
effects on the suppression, stereopsis,
sensory status. distortions in space due to
abnormal binocularity
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 ● Understanding of (e.g., those induced due
neural adaptation, its to aniseikonia,
mechanism, and its anisometropia, etc.).
application
clinically.
● Ability to ● Understanding of ● Explains the tests, ● Same as above
diagnose and the causes for procedures, and possible
manage development of prognosis to the
amblyopia amblyopia. patient/caregiver.
● Adequate ● Performs diagnostic tests
knowledge of neuro to evaluate the underlying
plasticity and its sensory and spatial
mechanism. adaptations in amblyopia
(e.g., decreased visual
● Knowledge of the
acuity, contrast
latest
sensitivity, crowding,
treatment/managem
suppression).
ent modalities for
amblyopia. ● Performs tests to evaluate
underlying motor
● Understanding of
discrepancies resulting in
how to manage, co-
amblyopia (e.g., poor
manage, and further
accommodative and
refer the patient
vergence behaviour,
appropriately.
eccentric fixation, etc.)
● Manages and co-manages
the patient using non-
surgical procedures such
as different types of
occlusions, lenses
(spectacles and contact
lenses), and basic vision
therapy procedures.
● Refers the patient
appropriately for surgical
or medical management.

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● Ability to ● Knowledge and ● Identifies signs and ● Same as above
identify and understanding of symptoms in relation to
manage children neural and ocular personal / family history.
at risk of development (pre, ● Administers and
developing peri, and post-natal). interprets age- appropriate
binocular vision ● Sufficient procedures required to
anomalies. knowledge of assess developmental
delay/improper ability.
neural/ocular ● Provides appropriate
development at management to the child
different stages. within the scope of
● Knowledge of practice, co-manages
eliciting appropriate when required and refers
family history and timely for further
understands management.
developmental ● Schedules follow up
disorders leading to routine appropriate to
binocular vision underlying condition/s.
anomalies.
● Knowledge of age-
appropriate tests and
procedures to
diagnose the
anomalies.

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Vision Impairment
Description: Ability of the optometrist to obtain accurate history, to perform (according
to internationally acceptedstandard procedures) clinical refraction, anterior and posterior
segment evaluation, status of cranial nerves related to eye and adnexa, ability to evaluate
for, select and prescribe contact lens and low vision devices, evaluate binocular vision
status, arrive at the diagnosis, manage/ co- manage, counsel, prescribe and/or refer them
to appropriate health care professionals /rehabilitation professionals

Required tools:
Must have Desirables
● Standardized proforma for history taking ● Self-illuminated LogMAR chart
● Distance visual acuity charts (logMAR)
● Illuminated contrast sensitivity test
● Near visual acuity charts (logMAR)
● Refraction kit ● Full Aperture trial box and Universal Trial
● Color vision / Amsler / Field of vision instruments Frame
● Contrast sensitivity charts for adults and children ● Electronic Low vision devices
● Low vision devices (Primary / Secondary / Tertiary)
● In-House Rehabilitation Facility
● Non-optical devices
● Legal concession forms

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 Performance Indicators
Criteria
Knowledge Skill Behavior
● Ability to ● In depth knowledge on ● Takes relevant history ● Ascertains social
identify patients different ocular and from the patient with history, travel
benefiting from systemic conditions emphasize on task related history, ethnicity
low vision history
● A deep understanding of ● Greets the patient,
services what aspects of history ● Elicits the chief establishes eye
are relevant and what complaints, laterality, contact, and
questions to ask and associated symptoms, past rapport, allows
how to ask ocular history, family the patient to
history, past medical speak initially and
history, medical (past and remain an active
present) and surgical listener.
interventions (past), ● Empathy-
investigations (past and understands the
recent) and medicinal psychological
allergies. status of the
● Documents the history in a patient and
logical, structured and counsels if
comprehensive manner needed before
and mentally arrive at starting the LVD
tentative diagnosis as well trial
as possible other diagnosis ● Clear and crisp
(differential diagnosis) communication
● Probes by asking relevant ● Remains calm
questions to the patient and patient while
answering the
questions of
patients with low
vision

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of Health and Family Welfare).”
● Ability to ● Knowledge of a ● Assesses functional vision ● Same as above
perform comprehensive Low tests, like LogMAR visual
comprehensive vision work up, acuity for distance and
low vision work including VA, accurate near. Contrast Sensitivity
up objective and/or for distance and near
subjective refraction, ● Functional visual field
functional vision assessment using devices
assessment and suitable and Amsler test. If patient
rehabilitation is SVI category to perform
confrontation.
● Records other visual
functions like color vision
and reading speed.
● Ability to ● Knowledge of ● Selects and prescribes the ● Same as above
identify and pathology associated most appropriate optical
prescribe low with low vision; and and/or non- optical low
vision devices awareness of indications vision device
suited to the and contraindications of ● Considers the ability of the
patient's visual different devices for low patient to manipulate the
requirements and vision pathology device and to meet the
functional ● Awareness of incidental cost.
● needs optical effects, low ● Considers the physical
vision aid design, ability and the age factor
aberrations, unwanted of the patient to manage
prismatic effects, tints, different devices.
lighting requirements
associated with different
devices.
● Ability to ● Knowledge of correct ● Demonstrates selection of ● Same as above
demonstrate a working distances with correct working distance
range of low magnification to the patient for the power
vision devices requirements. selected.
● Knowledge of ● Evaluates and monitors the
appropriate lighting success of the low vision
conditions device and prescribes
additional or alternative
devices

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 ● Knowledge of training ● Schedules appropriate
requirements for the follow up routine and
success of low vision understands its importance
devices for near and
distant tasks.
● Awareness of patient‟s
compliance with the
device.
● Knowledge of
simulation of the
condition and devices to
the escort.
● Ability to instruct ● Knowledge of optics of ●
Reviews follow up visits, ● Maintains
the patient about LVDs and how the re-assessment of the vision patience
the use of low patient needs to be and the efficacy of the throughout the
vision devices instructed to use device device for the functional learning and
for best performance needs of the patient training duration
and if needed to
● Knowledge of eccentric ● Identifies appropriate non-
get patient to
viewing techniques for optical device which will
come for multiple
understanding preferred be useful along with
visions
eye and retinal loci optical aid for better
functional performance
● Provides proper
instructions on handling
the devices and ensures
that the patient has
understood the process
● Ability to inform ● Knowledge of correct ● Refers appropriately for ● Maintains
and if necessary, referral to tertiary Low further management i.e., motivating tone
refer the patient vision clinics, other Speech therapist, and provides
to other practitioners, co- Physiotherapist, confidence
rehabilitative management team Occupational Therapist, through
services. (Ophthalmologist, Special Educators, Neuro- appropriate
Rehabilitation specialist, physicians. approach
Orientation and mobility
expert)

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 ● Awareness of career ● Refers to appropriate ● Infuses hope in
opportunities based on centers for training for job- patient/ guardian
functional vision oriented competencies even if devices do
not benefit career
● Knowledge on visual
and other
disability as per
opportunities are
Government, handicap
present and there
certificates and various
is hope.
concessions and job
reservations that are
provided to visually
impaired population.

Optical Dispensing
Description: Ability to counsel, guide and dispense appropriate spectacle lenses (in
accordance with international standards), spectacle frames based on the prescription,
facial and frame measurements, need and demand of patient upon eye examination done
by the optometrist or any other eye care practitioner. It further offers the ability to
counsel, guide and dispense appropriate spectacle to pediatric and special populations. It
can also be viewed as a common guideline for the optometric institutions to meet the
consensus during the dispensing related pedagogic activities. Moreover, the document
also provides the list of minimum required equipment necessary to meet the
competencies during core institutional education.

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 Required instruments and tools:
Must have Desirables

● Lensometer ● Frame measurement ruler ● Thickness gauge

● Geneva lens measure ● PAL‟s Dispensing set ● UV tester
● Trial box ● PD ruler ● Polarizing tester
● Axis, PAL‟s marking & grid ● Pupilometer ● Edger
chart ● Facial measurement gauge ● Spectacle accessories
● Set of Ophthalmic lens types (nose pads, spectacle
● Head & temple width caliper
bands etc.)
● Set of tinted lens types
● Plier set
● Set of lenses with coatings
● Frame warmer
● Trial frame (with vertex
reading, PD)
● Set of variety of spectacle
frames

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 Performance Indicators

Criteria Knowledge Skill Behavior

● Ability to ● In Depth knowledge ● Analyze the prescription, ● Greet the patient,

understand the to classify the visual complaints/demands of establish eye contact
patient‟s visual task, its customers and explain it in and rapport.
expectations and corrective aid and an appropriate manner.
● Initiate with
visual needs plan relevant ● Compute, relate, predict appropriate questions
questions various vocational and
accordingly. ● Allows the patient to
avocational visual needs.
speak and remain as
● Adequate knowledge Make appropriate choices of
an active listener.
of lens designs, spectacles and discuss them
materials and with customers.
enhancements and ● Analyze individual's
where to personality, style quotient,
recommend them visual habits, behavior and
● Differentiate needs.
between patient ● Document the findings.
expectations and
over expectations.
● Ability to ● Understanding of the ● Analyses the prescription, ● Crisp and clear
identify errors & refractive identifies the refractive communication
interpret the correction, correction and clarifies any
prescription specifications and queries pertaining to it
notations in a ● Detects any documentation
prescription. errors, unusual addition or
prism (values & orientation)
in the prescription.
● Explains and relates the need
for correction and their
adaptive symptoms
● Ensures the standard, validity
of the prescription and
recognizes any possible
errors.

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● Ability to ● Understanding of ● Identifies and measures ● Actively listens to the
identify different optical parameters of previous lens patient's feedback
parameters of parameters and design using appropriate with their current
previous related instruments. tools. spectacles and future
spectacle and to expectations.
● Knowledge of ● Transposes ophthalmic
address the different forms of prescriptions in required ● Patience- Allows
associated transposition. forms. sufficient time for the
concerns individual to explain
● Adequate ● Analyses and correlates
the required spectacle-
knowledge of the patient concerns with
related modifications
lens forms, previous spectacles based on
while setting realistic
materials and the assessment of the fitted
patient expectations
apparent errors. ophthalmic lens and frame.
● Knowledge of ● In case of customized
various frame lenses: correlates the
materials, types and habitual prescription to the
dimensions actual prescription.
essential for fitting. ● Plans the most suitable
spectacle to address patient
concerns.
● Ability to assess ● Knowledge of ● Selects and recommends ● Confident
suitability of refractive errors, appropriate spectacle frames communication and
spectacles with visual demands & lenses based on needs, thoughtful
respect to patient depending on personality and lifestyle. recommendation with
needs occupational or clinical decision
● Documents the findings
sports/leisure making.
activities and effect
of spectacle
correction on visual
performance.
● Ergonomics:
understanding of
customer's habits,
behavior, visual
needs,
● personality and
lifestyle quotient

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● Ability to assist ● In-depth knowledge ● Selects frames based on the ● Same as above
the patient in of frame materials, patient's physiological
making right types, designs and factors, features - benefits;
choice of frame their pros & cons. suitability, fashion, safety
material, type factors, proposed usage and
● Understanding of the
and designs cost.
suitability of
frames based on the ● Correlates magnitude of
patient's lifestyle & refractive power and its need
requirements. to select appropriate frame
size and type
● Suggests frame designs which
suit different age
groups/gender, profession
and cosmesis.
● Ability to relate ● Understanding of ● Assesses the proportions of ● Confidence and
facial shape and facial shape and its the face, differentiates its efficiency while taking
its proportions in proportions. shape/cosmesis and suggests facial measurement
suggesting frame shapes accordingly.
● Understanding of
appropriate
relating general ● Takes precise facial
spectacle frames.
anatomical features measurements and correlates
of face to them with the frame size and
appropriate frame fit.
selection.
● Confirms that the selected
frame offers comfort,
functionality and suitable fit.
● Ability to ● Knowledge on ● Takes accurate facial ● Exhibits good
recommend development of a measurements and communication to
appropriate child‟s facial appreciates the implications ease the child during
spectacle frames features and of developing anatomical the entire process.
for paediatric age difference between features Involves
groups the facial parent/guardian in the
● Selects frame that fits
characteristics process when required
appropriately with
between a child and
consideration to prescription ● Empathetic and
an adult.
and cosmesis. encouraging behavior

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 ● Knowledge of safe ● Orders customized/handmade
frame materials, frames based on facial
type and temple measurements.
styles for a child's
active lifestyle.
● Comprehensive
knowledge on facial
features in special
children and
awareness of
customized frames.
● Ability to ● Selects, recommends and ● Empathy and confident
● Knowledge and
recommend the prescribes special lens communication and
understanding of
appropriate designs and enhancements thoughtful
contemporary
ophthalmic based on prescription and the recommendation with
lenses,
lenses, need. clinical decision
enhancements and
enhancements making
their availability ● Chooses and recommends
with protective appropriate special optical
standards ● Knowledge of the
appliances based on the
types of ocular
condition.
hazard and
conditions for
recommending
appropriate lens
treatments/
enhancements.
● Understanding of
the requirement of
accepted norms
related to spectacle
wear.
● Understanding of
the conditions
requiring special
optical appliances.

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● Ability to ● Understanding of the ● Effectively integrates lens ● Effective
recommend need for frequent materials, designs and communication,
ophthalmic prescription change enhancements to suit the patience and listening
lenses in and choice of prescription and needs. skills while addressing
paediatric age ophthalmic lens the child and the
● Prescribes suitable tints, filters
group and enhancements. parents.
and prisms for children with
● Adequate knowledge special needs.
about special ● Thoroughly explains the
lens/prism fitting importance to the
techniques in child/parent about spectacle
special conditions. compliance and follow up
visits.
● Ability to ● Knowledge of ● Measures face and frame ● Confidence, etiquettes
perform face and various factors parameters using appropriate and appropriate
frame related to facial tools. Documents the communication
measurements features findings.
and markings in development with ● Performs frame markings,
adults/pediatrics age, prescription, and correlates to one
frame selection and another. Document the
its importance. findings.
● Ability to ● Understanding of the ● Records, updates and retrieves ● Crisp and clear
document and need and the patient information communication,
order the importance of throughout the follow-up conscientiousness
parameters of documenting visit or during legal issues.
ophthalmic lens different ● Assesses the availability and
and frame to the parameters for the orders the recommended
manufacturer laboratory and the parameters.
accepted format of
the documentation. ● Highlighting the special
instructions within the order
form.
● Ability to check ● Knowledge of ● Applies international standard
● Same as above
whether the international & tolerance level to decide
finished standards (ANSI & on acceptance or rejection of
spectacles follow BS) the spectacle parameters
international
standards &
tolerance norms

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 ● Recognizes the ● Cross-checks the frame
importance of parameters and dimension as
implementing per the original order
stringent ● Plans a course of action if the
verification of spectacle is being rejected
spectacles and
reducing patient
returns.
● Ability to adjust ● Understanding of the ● Accurately adjusts and aligns
and align importance of the spectacle as per
spectacle to precise spectacle requirements without
standard - before adjustment and causing any damage.
and at the time of alignment to
● Provides spectacle handling
delivery enhance the visual
instructions & resources to
outcome and
avoid misalignment or
comfort and the
damage.
consequence of
inappropriate
alignment.
● Knowledge of
different
tools/pliers to be
utilized for
adjusting and
aligning spectacles.
● Ability to ● Knowledge of ● Counsels for adaptation and ● Respect and respond
instruct the various adaptive usage of the new spectacle. positively to all the
patient about symptoms and their ● Demonstrates best practices questions and instruct
adaptation and solutions. in a structured
for handling the spectacle
maintenance of manner.
● Adequate knowledge and its accessories.
the spectacles of care and ● Sets realistic expectations
maintenance of the
with the new spectacles.
spectacles and
counselling
methods.

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 ● Knowledge of
frequently asked
questions and their
appropriate
answers related to
spectacle, usage,
refractive error,
ocular health,
market trends, eye
care products etc.
● Ability to gather ● Comprehensive ● Probes by asking relevant ● Listens actively, ask
information & understanding of questions to gather details on relevant questions and
manage patients complaints of the the core area of concern. uses investigative
with complaints patient and their approach
● Re-evaluates frame & lens
(Trouble- root cause. parameters and correlate any ● Empathy
shooting) ● Knowledge of step- errors to patients'
by-step procedure to complaints.
resolve the ● Rechecks spectacle fit (on
complaints and face). Identifies and corrects
underlying cause. any misalignments using
proper tools.
● Decides to re-order of lens for
non-rectifiable errors.
● Ability to Understanding of ● Observes/oversees purchasing, ● Conscientiousness
manage the concept of receiving and sale in the
Inventory inventory optical business.
management and
● Reviews vendor's product
stock keeping
availability.

Documentation
Description: Ability of the optometrists to document all the procedures, interactions and
dispositions done to the patient in either electronic records (EMR) format or the hard
copy; and preserve the document for a specific period as per the legal requirements.
Required Tools: Printed stationery of the work up sheet. Pen, color pencils and a
computer with basic software e.g., Excel / EMR software.
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 Performance Indicators
Criteria Knowledge Skill Behavior
● Ability to record ● Knowledge of ● Documents date & time, ● Attention to detail
all relevant documenting a patient's name and address, of all procedures
information standard flow of examiner‟s name. conducted
pertaining to the complete ● Documents positive and ● Conscientiousness
patient in a comprehensive eye negative history E.g., H/O
format which is examination, hard diabetes, hypertension & IHD
understandable copy/ EMR
and useable by ● Knowledge of ● Using standard terminology
the optometrist records the following –
documenting relevant
and his/her external examination / SLE /
procedures which are
colleagues Refraction in detail / IOT/
followed in optometry ortho-optic work up /
sub-specialty such as ophthalmoscopy etc.
CL, BV, LVA,
Glaucoma evaluation ● Documents with a clear
and retinal diagnostic description, drawing or photo
procedures. is for clinical findings.

● Knowledge of what ● Records brief clear notes on

instrument is used for diagnosis / discussion and
what purpose and a consultation.
clear description, ● Gives clear instructions for
drawing or photo is the next follow up visit.
provided for clinical
● Provides referral notes to
findings.
concerned specialist, ocular
● Knowledge of the /medical and urgency of
internationally referral with details of tests
accepted abbreviations carried out and provisional
and ICD codes diagnosis

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● Ability to keep ● Basic computer ● Maintains permanent ● Same as above
patient records knowledge (Microsoft &Legible labelling on
in a readily excel) to retrieve physical copy
retrievable physical copy of file / ● Retrieves data by name/ date
format and electronic medical of birth (DOB)/ phone no.
physically record (EMR) entry. (EMR & physical copy).
secure ● Knowledge of correct
labelling of physical
copies with respect to
entries in excel.
● Cross referencing
● Staff understanding
and training of filing
system.
● Knowledge of EMR
back up to cloud or
external hard drive.
● Ability to ensure ● Knowledge of relevant ● Secures records, from any ● Same as above
that access to laws relating to physical damage.
records are confidentiality and ● Maintains records in
limited to duration of accordance with ethical
authorized preservation of the standards and the law, patient
personnel and medical records of the names and addresses are not
release only patient. released for use in mailing
with the consent ● Knowledge of online lists. Anonymity of the patient
of the patient security protocols are is maintained when
followed for cloud confidential information
based EMR systems regarding the patient is
discussed with others unless
those parties are engaged in
the management of the patient
or prior consent of the patient
is obtained.

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 ● Maintains EMR back up and
stores them safely in cloud/
hard drive
● Ensures every patient signs a
consent form to state that they
have been informed of and
have understood the data
protection policy
● Ability to write ● Knowledge of the ● Writes the prescriptions for
prescriptions in format in which the spectacles, CL Low vision
the appropriate prescriptions for aids and other therapeutics as
format spectacles, CL Low per the accepted formats
vision aids and other
therapeutics are to be
written.

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 Chapter 5.1: INDIAN MASTERS LEVEL OPTOMETRY
COMPETENCY STANDARD (IMLOCS)

Competency Standards for Masters‟ level into the Profession of Optometry in

India

These standards have been developed for the profession and are expected to be altered
as technology and knowledge expand, optometrists' clinical skills and community
expectations broaden, and professional aspirations are fulfilled.

Classification Units of Competency Skills at Entry level for M.Optom

A. Research and Public Health

B. Advanced Ocular Diagnostics and Management
C. Advanced Contact Lens
D. Low Vision Care and Visual Rehabilitation
E. Vision Therapy
F. Pedagogy

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Research and ● Ability to do an evidence-based literature review on causes for eye health
Public Health disorders, and intervention strategies.
● Ability to draft research proposals/grant application.
● Ability to analyse data using statistical and other methods of data analysis.
● Ability to draft research articles (Medical writing)
● Ability to critically evaluate the research material.
● Ability to conceptualize screening and interventional strategies for a given
community.
● Ability to plan and execute community eye health programs.
● Ability to collect reliable data, analyse and report the same.
● Ability to develop hypotheses, project trends, and mathematical models for
epidemiological studies.
● Ability to innovate and conceptualize cost-effective interventions using
technology for eye health services.
Advanced ocular ● Ability to perform clinical decision-making for Ocular abnormalities
Diagnostics and
● Ability to perform and interpret corneal diagnostics including
Management
Topography/Pentacam/Orb scan, Specular microscopy, Pachymetry,
Abberometry, AS OCT, UBM
● Ability to perform pre and post Lasik evaluation
● Ability to interpret glaucoma diagnostic reports
a. OCT
b. HRT
c. Gonioscopy
d. ONH evaluation
● Ability to perform pre and post cataract work up and ocular biometry
evaluation and post op follow up management
● Ability to perform anterior segment photography and ophthalmic imaging
● Ability to manage and co-manage therapeutics for anterior segment

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 ● Ability to perform electro diagnostic procedures and interpret electro
diagnostic reports
a. ERG
b. EOG
c. VEP
● Ability to perform stereoscopic fundus photography
● Ability to perform and interpret visual fields
● Ability to use Ocular photography as tool for evidence based clinical
decision making and progression analysis
● Ability to perform posterior segment photography
● Ability to manage and co-manage diseases and disorders of posterior
segment
● Ability to perform diagnostics and develop management protocol for
Ocular surface disorders (Meibography, Lipid layer interferometry,
Staining, techniques Lid wiper epitheliopathy and Eye closure assessment)
● Ability to perform diagnostics, develop protocols for control and
management of myopia progression
a. Axial length measure
b. Accommodation
c. Peripheral refraction
Advanced Contact ● Ability to understand corneal anatomy and physiology and its oxygen need
Lens ● Ability to diagnose and manage complications due to contact lenses
● Ability to fit specialized contact lenses.
a. Keratoconus
b. Rose K lenses
c. Mini scleral lenses
d. Hybrid lenses
e. Orthokeratology
f. Scleral lenses
g. Myopia
h. Dry eyes, SJS, Post PK, Post C3R, Post LASIK ectasia
● Ability to fit paediatric contact lenses

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Low Vision Care ● Ability to diagnose and manage patients with vision impairment
and Visual
● Ability to perform specialised diagnostics
Rehabilitation
a. Rudimentary vision
b. Berkeley visual field test
c. Hand disc Perimetry
● Ability to train for eccentric viewing and steady eye techniques
● Ability to diagnose and manage patients with vision impairment
● Ability to perform specialised diagnostics for patients with low vision with
multiple disabilities
● Ability to train for eccentric viewing and steady eye techniques
● Ability to rehabilitate patients with VI with vocational counselling and
activities of daily living
● Ability to provide Orientation and Mobility training

Vision Therapy ● Ability to diagnose, manage and co-manage binocular vision, strabismic
and non-strabismic binocular anomalies
● Ability to manage and co-manage visual perceptual disorders
● Ability to manage amblyopia
● Ability to diagnose and manage neuro-vision and neuro-developmental
disorders.
Pedagogy ● Ability to frame learning objectives of a course in alignment with program
objectives
● Ability to design learning and assessment modules for the given course
● Ability to impart the instructional module to achieve intended learning
objectives
● Ability to choose the form and conduct assessment for the given course
● Ability to reflect on the academic processes by analysing learner‟s
feedback and program outcomes

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 RESEARCH AND PUBLIC HEALTH
Description: The course will aim to develop competencies to become effective
researcher. This course will provide an opportunity for students to advance their
understanding of research, ethical principles, research process and dissemination of
results. Students will gain competence in planning, conducting, evaluating, and
presenting a research project.
Required tools: Infrastructure needed to conduct research, Institutional ethics
committee, library equipped with scientific journals in optometry and vision sciences,
computers with required software (e.g., for statistical analysis, plagiarism tools),
Number of clinical instruments as per requirement of individual research study.

Indicators
Performance
criteria Knowledge Skill Behaviour

Ability to draft  Understanding  Identifies a problem and  Curiosity

research of basic concepts formulates a research  Logical thinking
proposals/grant of research, question/ problem  Analytical skills
application and ethics and statement.  Organizational
conduct research. integrity, study  Ability to perform &
types, and its literature review. communication
process  Writes aim, objectives, skills
 Knowledge of and hypothesis  Time
different  Designs study management
research study methodology and
designs research instruments
 Knowledge of  Ability to do Pilot study
sources of data to check feasibility of
for identification research methods
of problem  Obtains ethical clearance
 Knowledge of for the research study
various journal  Demonstrates Data
databases and collection, data entry and
indexing. data storage
 Knowledge of
finding and
appraising
relevant
literature

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  Formulation of
research
question and
hypothesis
 Knowledge of
Methods and
tools of data
collection,
methods of
documentation
of research
process
 Knowledge of
ethical aspects in
research
 Knowledge of
various grant
agencies in
healthcare
research
Ability to analyse  Knowledge of  Tests hypothesis by using  Analytical skills
data using descriptive and various statistical /  Presentation
statistical and inferential qualitative analysis skills
other methods of statistical methods
data analysis. methods  Demonstrates ability of
 Knowledge of using appropriate
sources of errors software for data analysis
 Knowledge of and presentation of
methods of results
analysis of
qualitative data
 Knowledge of
various software
used in data
analysis
 Knowledge of
result reporting
formats

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Ability to  Knowledge of  Writes a manuscript  Communication
communicate various channels  Presentation of research and presentation
research findings for in conference/ scientific skills
(Academic dissemination of forum/ peer groups
writing) results
 Knowledge of
essential
components of
communication
of scientific
study
 Structure of
academic
writing for
scientific
journals
 Understanding
of IPR and
plagiarism
Ability to  Knowledge of  Ability to do literature  Analytical skills
critically evaluate principles and review for the chosen  Logical
the research process of topic reasoning
material evidence-based  Critical thinking
practice
 Knowledge of
critical appraisal
tools
 Knowledge of
methods of
literature review
 Knowledge of
methods of
meta-analysis of
studies

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Ability to  Knowledge of  Demonstrates ability to  Curiosity
differentiate cost- current trends of find problems and  Innovation
effective technological provide solutions at least  Design thinking
interventions and innovations in at ideation stage
utilizing eye care
technology for  Artificial
eye health intelligence and
services other
technological
developments in
eye care
 Understanding
of steps of the
innovation
process.
Ability to  Understanding  Ability to do a situation  Ability to
implement of various analysis of population confidently
delivery models models of type and need to develop implement the
for Community service delivery protocol training and
eye health for all leading  Ability to read and access smooth
programs causes of vision recent expert committee functioning go
impairment. guidelines issues by the developed
global opinion leaders protocol.
and authorities for the
given situation.
Ability to  Understanding  Ability to do a situation  Ability to train a
implement of rapid analysis of population team for data
Epidemiological assessment of type and need to develop collection,
Surveys for eye avoidable suitable survey method / coalition and
health as well as blindness protocol. finally analysis
related systemic studies. and reporting
conditions

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  Understanding
of regional and
national
epidemiological
studies and data
in existing
domain
 Understanding
of sampling
frame and
sample size
calculation for
epidemiological
studies.

ADVANCED OCULAR DIAGNOSTICS AND MANAGEMENT

Description: Ability of the optometrist to elicit appropriate clinical history, assess the
anterior and posterior segment for their structure, health, and functional ability, perform
tests and procedures appropriate to the patient‟s condition and abilities, critically
appraise, evaluate, make clinical decisions, manage/co-manage, counsel, prescribe
and/or refer them to appropriate health care professionals/rehabilitation professionals.

Required instruments and tools:

Must Haves Desirables
● Refraction unit ● Perimeter ● Topography/Pentacam/Orbscan
● Keratometer ● Schirmer‟s strips ● Specular microscope
● Slit lamp bio- ● Fluorescein strips ● Aberrometer
microscope. ● Rose Bengal stain ● Fundus camera
● Applanation tonometer ● Sterile water vials ● AS OCT
● Non-contact tonometer ● Syringe ● Electroretinogram (ERG)
● Non-mydriatic fundus ● 26-gauge needle ● Visually evoked potential
camera ● Pachymeter (VEP)
● Brightness acuity tester ● Gonioscope
● Colour vision ● Optical coherence
● Amsler chart tomography
● A-Scan
● Ultrasound bio
microscopy
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 Indicators
Performance Criteria
Knowledge Skill Behaviour

1. Ability to obtain  Understanding the  Recognise and  Establish eye

relevant history need to gather verify the contact,
adequate information situations where rapport and
from the patient and relevant remain an
from their previous information is active listener.
records. incomplete,
inaccurate, or
biased
 Collect, Integrate,
and interpret
information from
clinical tests
performed by
other
professionals.

2. Ability to assess the  Extensive knowledge  Should assess and  Be proficient,

eye and ocular adnexal on the normal and evaluate the safe, and
regions abnormal structure, eyelids, lacrimal accurate with
health and functional gland, tear film the use of
ability of the eye and conjunctiva, equipment and
its adnexal regions. cornea, anterior in the
segment, lens, performance of
posterior techniques.
 Extensive knowledge segment, ocular  Provide clear
on the use of various surface, and skin explanation of
instruments or lesions near the the purpose of
techniques such as, eye. various tests,
but not limited to. procedures and
 Slit lamp bio diagnostic
microscopy. pharmaceutical
s used
 Direct
ophthalmoscopy

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  Indirect  Should be
ophthalmoscopy competent in
evaluating the
 Colour vision
various structures
 Amsler testing using slit lamp
 In-depth knowledge bio microscopy,
in interpreting the direct or indirect
results of the various ophthalmoscope.
tests and manage or  Should use
refer the patients appropriate
appropriately. diagnostic
pharmaceuticals
for the evaluation.
 Demonstrate the
ability to manage
and /or refer the
patients
appropriately

3. Ability to perform and  Extensive knowledge  Demonstrate  Keep the

interpret corneal on the proficient use of patient well
diagnostics instrumentation, and topographer/Penta informed about
indications of various cam/orb scan, the various
corneal diagnostics specular procedures and
microscope, ensure he/she
pachymeter, understood
aberrometer, AS before you do
OCT and/or UBM the procedures.
 Demonstrate the  Demonstrate
ability to perform patience while
pre and post Lasik performing
evaluation various
procedures on
the patients
and explain the
findings.

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  Ensure
whether patient
and the
attender got
their doubts
cleared before
they leave the
clinic

4. Ability to perform and  Extensive knowledge  Demonstrate  Communicate

interpret glaucoma on the adequate ability proficiently in
diagnostic. instrumentation, and in performing the patient‟s
indications of various applanation preferred
glaucoma diagnostics tonometry. language of the
 In-depth knowledge  Demonstrate pros and cons
on the normal and adequate ability of the testing.
abnormal results of to perform and  Patiently
various diagnostic document the clarify the
testing. findings of doubts and fear
gonioscopy and related to the
optic nerve head test performed.
evaluation  Phrase/rephras
 Demonstrate e questions and
ability to perform answers to
various diagnostic facilitate
testing such as interactive
perimetry, OCT, communication
HRT, GDx and enhance
 Demonstrate the and verify
ability to make understanding
evidence based  Ensure
clinical decision whether patient
and analyse the and the
progressions. attender got
their doubts
cleared before
they are
performing the
test

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5. Ability to perform and  Extensive knowledge  Demonstrate the  Establish
interpret ophthalmic on the ability to take patient‟s
photography and instrumentation, and stereo fundus identity.
imaging indications of various photographs.  Communicate
ophthalmic imaging  Demonstrate the proficiently in
techniques ability to capture the patient‟s
 In-depth knowledge the movement of preferred
on the effects and the dye during language of the
adverse effects of the fundus pros and cons
drugs used for fluorescein of the testing.
imaging. angiography and  Patiently
 In-depth knowledge Indocyanine clarify the
on the normal and green doubts and fear
abnormal findings of angiography. related to the
the diagnostic tests  Demonstrate the test Performed.
ability to perform  Phrase/rephras
optical coherence e questions and
tomography and answers to
interpret the facilitate
results of the interactive
study communication
and enhance
and verify
understanding.
 Ensure
whether patient
and the
attender got
their doubts
cleared before
they are
performing the
test

6. Ability to perform and  Extensive knowledge  Demonstrate the  Communicate

interpret on the ability to prepare proficiently in
electrodiagnostic instrumentation, and the patient for the patient‟s
testing indications of various electrodiagnostic preferred
electrodiagnostic testing. language of the
tests. pros and cons
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  In-depth knowledge  Demonstrate the of the testing.
on the normal and ability to identify  Patiently
abnormal findings of appropriate clarify the
various electrodes and fix doubts and fear
electrodiagnostic them at right related to the
testing places according test performed.
to the type of  Ensure
testing. whether patient
 Demonstrate the and the
ability to run attender got
various their doubts
electrodiagnostic cleared before
strategies and they are
interpret the performing the
results of the tests test

7. Ability to perform  In-depth knowledge  Demonstrate  Be proficient,

diagnostics and on the proficient use of safe, and
develop management instrumentation, and various staining accurate with
protocol for Ocular indications of various techniques, the use of
surface disorders ocular surface meibography, equipment‟s
diagnostic procedures lipid layer and the
and techniques. interferometry. performance of
 Demonstrate the various
ability interpret techniques.
the results of the  Provide clear
testing. explanation of
the purpose of
various tests,
procedures.

8. Ability to perform  In-depth knowledge  Demonstrate the  Keep the

diagnostics and on the progression of ability to perform patient well
develop management myopia and the axial length informed about
protocols for control of necessity to control it measurement. the progression
myopia progression and the
resulting
complications
of myopia.

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  Demonstrate the  Demonstrate
ability to measure patience while
corneal curvature, performing
accommodation, various
and peripheral procedures on
refraction the patients
 Demonstrate the and while
ability to interpret explaining to
the results of the them about the
testing. findings and
 Demonstrate the always seek
ability to the full
manage/co- cooperation of
manage and/or the patients.
refer the patients  Ensure
appropriately. whether patient
and the
attender got
their doubts
cleared before
they leave the
clinic

ADVANCED CONTACT LENS

Description: Ability of the optometrist to elicit relevant history, perform necessary

diagnostic tests and ascertain appropriate type of contact lenses. Optometrist should be
able to fit and dispense various types of contact lenses, counsel the patients, manage
after care and manage / co- manage patients with the other specialists when required.

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 Required instruments and tools
Must Haves Desirables
● Torch light ● Disposable multifocal ● Burton lamp
● Keratometer trial lenses (soft) ● Infographics and
● Slit lamp bio- ● Area to teach lens written instruction
microscope. insertion and removal.
● Fluorescein strips ● Mirror
● Wratten filter ● CL solutions, Saline
● Contact lens trial sets. ● Hand towels/tissues
-Scleral, ● Wash Basin
Orthokeratology, ● Topographer
Rose‟K

Performance Indicators
criteria
Knowledge Skill Behaviour
Ability to ● Understanding of ● Demonstrates proper ● Prioritize
ensure various contact lens contact lens cleaning patient‟s safety
patient solutions and their and disinfecting steps
safety in interactions with distinct using various
contact types of lenses and cleaners and even lab
lens materials cleaners
practice ● Awareness of numerous ● Makes and follows a
ways of disinfecting disinfecting routine
contact lens trial sets to of all trial sets
make them safe for conscientiously
usage
● Understanding of
various microbes that
may cause issues with
lens wear and how to
eliminate them

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Ability to ● Awareness of how the ● Elicits proper history ● Be a good
assess the lifestyle, vocational that is relevant for listener and ask
suitability needs, vision, refraction, contact lens wear probing
of contact comfort, duration of based on the questions without
lenses as a wear, environment understanding of intimidating the
form of affects contact lens wear theory patient
correction ● Knowledge and ● Assesses ocular ● Should be polite
for a understanding about the integrity and and
patient and ocular physiology and physiology (using slit understanding
counsel the systemic diseases and lamp, Keratometer, yet be confident
patient their interaction with vital staining, tear and assertive
accordingly contact lens function tests) and when conveying
materials/types correlate them to the the lens choice
● Ability to spot risks history to conclude ● Confident and
contraindicated to the type of lens efficient in
contact lens wear and design and material to performing tests
knowledge to reduce be prescribed
these risks by taking ● Counsels the patients
appropriate actions regarding probable
● In depth knowledge of risk factors, if any
all contact lens materials and what steps need
and lens. to be taken to make
contact lens wear safe
● Recommends right
lens using
professional expertise
Ability to ● Detailed knowledge of ● Makes the  Be empathetic
select, fit the range of rigid lens appropriate choice of towards any
and order materials and designs rigid lens parameters discomfort
the most available – Back vertex power, patient
appropriate ● Understanding of all the base curve, total experiences.
rigid gas parameters, range of diameter, optic zone
permeable Base curve, diameter, diameter, design,
contact and power availability of material etc.
lens various RGP CL ● Assesses the fitting of
(including companies that are a rigid lens –
Rose K available Dynamic and static
lenses) (understands and
based on interprets fluorescein
patient's patterns)

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refraction, ● Makes appropriate
visual adjustment in lens
requiremen ● Knows how to modify parameters for best
ts, and the parameters of fit.
other various RGP CL to ● Writes an appropriate
findings obtain an appropriate fit order for a rigid lens
● Knowledge of how to
assess fluorescein
pattern and the influence
of lids on the RGP fit
● Knowledge about RGP
lenses used in specialty
fitting such as
Keratoconus, OrthoK,
scleral lenses, mini
scleral lenses
Ability to ● Understanding of the ● Instructs the patient  Be patient while
instruct the rigid lens care systems- in the techniques of instructing and
patient in Disinfectants, intensive Rose K lens insertion, while the patient
Rose K cleaners etc. removal, and other is learning how
lens ● Knowledge to instruct relevant handling to use CL
handling, the patient on how to instructions  Do not intimidate
how to insert and remove Rose ● Instructs a patient on the patient while
wear and K CL. the principles of Rose teaching how to
care for ● Awareness of the K lens wear and care handle the CL.
them complications in case of including the use of  Be firm and
a non-compliant patient RGP/Rose K lens professional
care products, Do‟s, while delivering
and Don‟ts instruction for
● Explain importance CL care.
of hand hygiene and
lens case hygiene
Ability to ● Understanding of rigid ● Conducts the relevant  Observation
manage the lens (rose K) adaptation tests and assessments skills as you
aftercare of and aftercare issues and which are required in elicit history of
patients how to manage them a routine rigid patient and
wearing ● Knowledge of the lens/rose K aftercare complaints if any
rigid lenses content and routine of a consultation
rigid CL (rose K)
aftercare consultation

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 ● Schedules appropriate
timelines for after
care
● Analyses the care
regimen that the
patient is following
and correlate with
what was prescribed
● Asks probing
questions to patient in
terms of how he/she
handles and takes
care of CL
● Requests patient to
demonstrate cleaning
procedure in front of
the practitioner
Ability to ● Knowledge of the types ● Chooses the  Explain the need
manage of astigmatism appropriate type of for such a lens
astigmatic ● Understanding of the CL correction to meet and the benefits
patients designs and materials the relevant needs of of the same to
with available in toric contact the patient patient.
contact lenses ● Assesses the fit and
lenses orientation and makes
appropriate
adjustments in the
final prescription –
(application of LARS
/CAAS rule in toric
lenses)
Ability to ● Understanding of ● Explains to the  Active listening,
manage presbyopia patient diverse probing, and
presbyopic ● Knowledge of various options that are counselling
patients modes of correction for available in
with presbyopia such as correcting presbyopia
contact single vision, multifocal with CLs and
lenses lenses explains their benefits
to enhance the
lifestyle of the
patient.

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 ● Chooses the
● Understanding of ocular appropriate type of
dominance and CL correction to meet
troubleshooting in case the relevant needs of
patient is dissatisfied the patient
with the outcome ● Assesses fit, vision
and modifies the
prescription/fit if
necessary.
Ability to ● Demonstrates an ● Makes appropriate  Empathetic
prescribe understanding of choice of lens towards patient
contact conditions requiring parameters –base during the entire
lenses in paediatric contact lenses. curve, total diameter, procedure
pediatric. –Aphakia, Aniridia; material, tint etc.  Shows patience
trauma; amblyopia etc ● Accurately assesses and confidence
● Knowledge of materials, the fit of the lens while smoothly
parameters, and ● Recommends manoeuvring
availability of paediatric appropriate after care through various
lenses schedule steps
● Knowledge of fitting,
aftercare, and
complications of these
lenses
Ability to ● Knowledge of various ● Manage the  Empathetic
select, fit conditions that can be conditions that towards patient
and order managed by specialty require specialty during the entire
the most contact lens like contact lens fitting - procedure
appropriate
sclera‟s, hybrid, and Keratoconus,  Shows patience
speciality
Rose K irregular corneas, dry and confidence
contact lens
● Knowledge of materials, eye, post refractive while smoothly
like scleral
lens, hybrid parameters, and surgery etc. manoeuvring
lenses and availability of scleral, through various
Rose K hybrid and speciality GP steps
based on lenses
patient's ● Knowledge of fitting,
refraction, aftercare, and
visual complications of these
requirement lenses
s, and other
findings

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LOW VISION CARE AND VISUAL REHABILITATION

Description: After completing the course, the student should be able to understand
epidemiology of vision impairment ,various ocular diseases pathology that lead to vision
impairment, clinical and functional visual performance evaluation with internationally
accepted standard equipment, magnification, psychosocial consequences of vision
impairment, design optical & lighting environment modification for visually impaired,
sensory substitution devices, counselling, orientation & mobility training for visually
impaired and understand the role of a multidisciplinary team involved in vision
impairment & rehabilitative care.

Required instruments and tools

Must Haves Desirables
● Self-illuminated Log ● Brightness Acuity ● Catford drum
MAR chart (ETDRS) for test ● Teller Acuity Cards for
distance (BAT)Ophthalmosc children VA assessment
● The Berkeley ope for photostress ● Laser Cane
Rudimentary Vision Test recovery time ● OPtical to TActile
● Cardiff Acuity Test ● D-15 Farnsworth CONverter
● Bailey lovie word reading test ● Artificial iris contact
chart for nearby. ● Electronic Low lens
● Minnesota Low vision vision devices ● Typoscope with fixation
Read Acuity Chart for (CCTV systems) point for eccentric
reading speed, acuity etc. ● Non-Optical devices viewing training
● Full Aperture trial box (Writing guide,
and Universal Trial Frame Reading stands etc.)
● Vistech VCTS chart / ● Absorptive Filters
Evans/ Pelli Robson ● Eccentric viewing
● Low contrast visual acuity practise charts
chart ● Prisms
● Pelli-Robson low contrast ● Field Expanders
letter chart ● White cane
● Hiding Heidi low ● Braille alphabet
Contrast Face Test Tiles
● Berkeley central visual ● Software program
field test (BCFT) for Computer usage
● Hand Disc Perimeter (JAWS-Job Access
WorkStation)
● Large Print Books
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Performance Criteria Indicators

Knowledge Skill Behaviour

Ability to diagnose and ● Understand ● Utilise standard ● Be empathetic.

manage patients with vision how different instruments to ● Be kind and
impairment ocular diseases assess visual patient.
impact visual performance.
functions ● Assess visual
● Knowledge of performance in ● Consciousness
aids to manage adults and and attention to
visual acuity children with detail
loss, visual field vision
defects, contrast impairment.
loss, and colour
deficiencies.

Ability to perform specialised ● Management ● Ability to ● During every

diagnostics for patients with for multiple perform the step,
low vision with multiple. disabilities. Berkeley demonstrate
Rudimentary empathy for the
disabilities ● Knowledge of
Vision Test, patient.
procedure of
MNREAD test,
speciality tests
Vistech VCTS
of visually
test, BCFT,
impaired.
BAT etc.

Ability to train for eccentric ● Knowledge of ● Ability to ● Be calm

viewing and steady eye prism relocation determine ● Be empathetic.
techniques therapy, preferred retinal
Eccentric locus
viewing. ● Ability to
provide
eccentric
training.

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Ability to suggest environment ● Knowledge of ● Ability to ● Consciousness
modification and absorptive lighting and design optical and attention to
filters for visually impaired layouts to avoid & lighting detail
obstacles systems for
visually
impaired

Ability to rehabilitate patients ● Knowledge of ● Ability to ● Be

with VI with vocational orientation & provide nonjudgmental.
counselling and activities of mobility orientation and
daily living mobility
● Knowledge of
training.
benefits for
visually ● Ability to
challenged. provide
counselling.
● Ability to
provide daily
living activities
training specific
to their quality
of life

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 VISION THERAPY
Description: The course will aim to help expand the student‟s knowledge base in all
aspects of behavioural vision care and optometric vision therapy. Advanced
competencies are expected to be achieved in understanding the principles and
procedures used in diagnosing and treating with optometric vision therapies, behavioural
vision care, perceptual therapies, and neuro vision rehabilitation therapies.
Required instruments and tools
Must Haves Desirables
All the equipment ● Single Brock string ● DTVP 4
mentioned in IELOCS for ● Vergence facility ● Beery Buktenica VMI
binocular vision stick Saccadic stick ● Computer based
● Saccadic card set. software.
Advanced vision therapy
● Haart chart ● MIT2
kit comprising of
● Rock card set. ● VR based software.
● WFDT light torch white ● DEM complete test ● Readalyzer
● Dual polachrome set ● Visagraph
illuminated trainer. ● Peripheral charts ● Red – red rock
● Variable prismatic trainer ● Polarized bar
(attaches to readers
Bernelloscope) ● Red/green bar
● Mirror stereoscope in readers
office set ● Prism goggles adult
● TV kit large 4 and 8D
● Life saver cards set. ● Floor rotator
● Fixed demand tranaglyph ● Walking rail
kits ● Balance board
● Variable demand ● TVPS 4
tranaglyph kits ● Workbooks for
● Vectograms perceptual therapies
● Eccentric circle card set. ● Parquetry blocks
● Aperture rule kit ● Marsden ball
● Tranaglyph V/H ● Large magnetic
● Barrell convergence card white board
set. ● Loose uncut lenses
● Bernell O Scope with case of different power
● Accommodative flippers
(+/- 0.50, 0.75, 1.00, 1.25,
1.50, 1.75, 2.00, 2.50)

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Performance Indicators
criteria
Knowledge Skill Behaviour
Ability to ● In depth knowledge of ● Assessment of ● Able to establish eye
understand the principles and binocular vision contact, and rapport
principles procedures of vision conditions and with the patient.
used in therapy procedures specific test Allows the
therapy ● The epidemiological and protocols. patient/care giver to
techniques demographic ● Procedures involved speak initially and
and characteristics of in the treatment of remain an active
procedures. binocular vision anomalies of listener.
disorders binocular vision. ● Should have a good
● The characteristic ● Training the patient observation and
history, signs, and and or/the caregiver analytical, capacity to
symptoms for each in therapy procedures notice and interpret
clinical condition for home therapies. small changes in the
● Knowledge of binocular ● Explaining the movements of the
vision conditions, problem/s, treatment eyes and body while
including specific test modalities and performing the tests.
protocols and their prognosis to the ● He/she must have
interpretation patient and or/the patience to carry out
● The differential caregiver. the tests and repeat
diagnosis for binocular them if required.
vision conditions Should be able to
explain and clarify
Specific treatment and
the questions
management of each
confidently and
clinical condition
adequately.
including:
● The examiner should
● Prognostic indicators be confident,
● Knowledge of the adaptable, and
treatment options, culturally sensitive
duration, and frequency towards the patients.
of treatment ● Should be empathetic
● Treatment philosophy towards the patient
and goals and understand their
● Knowledge of lens difficulty if they are
treatment and therapy not able to perform
procedures including any procedure
rationale for treatment adequately.

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 ● Ergonomics and visual
hygiene
● Outcomes to determine
successful completion of
treatment.
● Frequency of follow-up
care and patient
instructions
● Referral criteria
(medical, neurological,
educational, etc.)
Ability to In depth knowledge of 1. Diagnostic and 1. Determine the
understand the causes, treatment various therapeutic level at which patient
diagnose options and prognosis modalities in performs easily.
and for the following: treatment of
provide strabismus and
A. Strabismus and
optometric amblyopia. 2. Be aware of the
Amblyopia:
vision frustration levels of
2. Performing all the
therapies i. Amblyopia – all the the patient.
diagnostic tests
for various types
involved in 3. Use positive
clinical ii. Strabismus – all the assessment of visual reinforcements with
conditions. types the patient while
information
processing performing therapies.
iii. Sensory adaptations
3. Performing all the 4. Maintain an
B. Knowledge of visual
tests assessing visual effective training
and neurological growth
motor coordination, level.
and development
bilateral integration, 5. Set realistic
C. Knowledge of
laterality, and therapy objectives
perception and
directionality and maintain
information processing
4. Assessment and flexibility with these
in the following:
evaluation of objectives and end
i. Neurological / point
population with
Psychological
special needs.
5. Assessment and
evaluation of patients
with brain injuries.

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 ii. Intercessory and
Sensorimotor Integration 6. Formulating a plan
Understanding and and to treat
knowledge of conditions like:
performance indicators
 Strabismus
like:
 Amblyopia
a. Laterality and  Visual perceptual
directionality disorders
b. Visual requirements  Visual motor
for academic success disorders
 Disorders emanating
c. Bilaterality
from neural injuries
d. Gross and fine motor and insult.
ability  Learning related
e. Form vision disorders
perception/visual  Oculo – Musculo –
analysis skeletal disorders like
computer vision
f. Spatial awareness
syndrome
g. Visualization  Sports injuries and
h. Visual memory visual performance
disorders

i. Visual sequential
memory
j. Form constancy
k. Visual speed and
visual span
l. Visual sequencing
D. Knowledge and
understanding of
refractive conditions and
visual skills:
a. Refractive Conditions
b. Ocular Motor

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 Function like:
i. Eye movements and
reading
ii. Pursuit dysfunctions
iii. Nystagmus
iv. Saccadic
Dysfunctions
c. Accommodation
d. Fusion in Non-
Strabismic Conditions
E. Understanding of
causations, therapeutic
procedures, and
prognosis in special
clinical conditions like:
1. Acquired brain injury
(traumatic brain injury
{TBI} and stroke)
2. Developmental
disabilities (Down
Syndrome,
Developmental delay,
etc.)
3. Visually induced
balance disorders
4. Motor disabilities
(Cerebral Palsy, ataxia,
etc.)
5. Behavioural disorders
6. autism spectrum
disorder
7. ADD / ADHD

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of Health and Family Welfare).”
 8. Dyslexia and specific
reading disabilities
9. Learning disabilities
10. Computer vision
syndrome
Ability to Complete knowledge and 1. Demonstration of 1. Should be patient
understand, understanding of the all feedback and not be in a hurry
define and following concepts and mechanisms to the to achieve results.
explain feedback mechanisms patient 2. Be empathetic
several used in optometric vision 2. Making the towards the patient
vision therapy. patients understand and encourage the
therapy a. Peripheral awareness: where they are going patient if he is unable
concepts focal / ambient roles. wrong in performing to do any procedure.
the tasks while
b. Significant findings 3. Maintain a good
which are good or poor 3. Performing the communication level
prognostic indicators of feedback tests. with the patient and
vision therapy and lens the attendant.
4. Helping the patient
application to rectify the 4. Should be
c. Behavioural lens performance errors confident in
application and ultimately everything.
achieving the desired
d. Yoked prism rationale
goals and objectives.
for treatment and
application 5. Supporting the
patient by explaining
e. The relationship
between the visual and to him the purpose
and principles of
vestibular systems
optometric vision
f. Concepts of SILO/SOLI therapies.
g. Visual stress and its
impact on the visual
system
h. Role of posture in
vision development,
comfort, and performance
i. Relationship of speech-
auditory to vision

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of Health and Family Welfare).”
 j. How television, reading, 6. Getting the patients
video gaming might, to understand that the
restricted movement, equipment is only to
computer work, nutrition, provide targets and
etc., impact vision? quantification tools,
whereas the changes
k. Perceptual Style, e.g.,
happen within the
spatial/temporal,
visual and
central/peripheral
neurological system
of the patient.

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 PEDAGOGY
Description: The course will aim to develop competencies to become effective teacher/
instructor in optometry program by imparting knowledge and skills of health professions
education. The main objective is to develop the teaching and assessment capabilities of
the candidates. Candidates are expected to possess and exhibit cognitive abilities, which
include comprehension, analysis, evaluation, understanding the structure of arguments,
deductive and inductive reasoning. The candidates are also expected to have a general
awareness about teaching and learning processes in higher education system, with focus
on medical and health professional education.
Required tools: Classroom/ clinical setup for teaching, course curriculum for
experimentation.

Performance Indicators
criteria
Knowledge Skill Behavior

Ability to  Has basic  Demonstrate the  Awareness about roles and

frame learning knowledge of ability to frame responsibilities of
objectives of a learning taxonomy, learning optometrist in general and
course in SMART objectives for the speciality optometry
alignment with objectives? course/program. practice
program  Knowledge of  Aligns the course
objectives. steps to frame the objectives with
learning objectives. the program
 Knowledge of objectives
various types of
curricula

Ability to  Knowledge of  Proficiency in  Learner centric approach

design learning principles of adult learner analysis  Communication and
and assessment learning  Designs an teamwork
modules for  Knowledge of instructional  Organisational skills
the given various module for given  Analytical thinking
course. components of learning objective.
instructional  Finds resources
design, models, and develops
and strategies, study material for
a given module.

334 | P a g e
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of Health and Family Welfare).”
  Knowledge of  Defines
Various teaching- measurable
learning and learning outcomes
assessment
methods
 Familiarity with
cognitive and
developmental
psychology

Ability to  (pre-requisite) In  Demonstrates  Critical thinking and

impart the depth knowledge strong problem-solving ability.
instructional of the subject communication  Collaborative working in
module to assigned to teach. skills. team
achieve  Understanding of  Implements  Care and inclusiveness
learning different types of various teaching  Flexibility and adaptability
objectives. learners and assignments using in different learning
learning appropriate environments
environment and technological  Cultural sensitivity
factors that solutions.  Role model behaviour
contribute to  Ability to conduct
learning. demonstration of
 Knowledge of various lab
Various teaching- experiments /
learning methods clinical tests.
 Use of technology  Demonstrates
in delivery of ability of
modules evidence-based
 Knowledge of bed teaching
side/ clinical
teaching methods
 Knowledge of
evidence-based
teaching.

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of Health and Family Welfare).”
Ability to  Knowledge of  Analytical skills  Unbiased / neutral behaviour
choose the summative and to judge the  Analytical skills
form and formative performance  Flexible approach of
conduct assessments against given communication, appropriate
assessment for  Knowledge of criteria. for pre assessment, during
the given various assessment  Ability to assessment and post
course. tools communicate with assessment sessions
 Understanding of the students
performance during and after
criteria the assessment.
 Knowledge of  Demonstrates
assessment reports reporting of
and feedback assessment.
 Gives
constructive
feedback to
students
explaining
outcomes of
assessment.

Ability to  Knowledge of  Designs a  Constructive and

reflect on the different models of student‟s collaborative approach
academic program evaluation feedback  Curiosity
processes by  Knowledge of questionnaire.  Life-long learning skills
analysing different models of  Performs
learner‟s feedback statistical
feedback and  Knowledge of Analysis of data
program channels/ tools of collected.
outcomes. data collection  Generates a report
 Knows basis for effectiveness
statistics to draw of given course
results from data.
 Understanding of
various delivery
channels/ tools to
give feedback /
reports.

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 Chapter 6
Job description
Chapter 6: Job description
Job Title: Optometrist, Assistant Manager Professional Services, Tutor/Clinical
Instructor, Scientist-B

Job Purpose: Primary Eye care practitioner: Diagnose eye ailments by performing a
comprehensive eye examination. Comprehensive eye examination will include:

a. Detailed history (ocular and general)

b. Collecting and maintaining all demographic data of patient ( Name, age,
occupation, address)
c. Vision check
d. Refraction (objective, subjective)
e. Binocular balancing
f. Ocular motility tests
g. Slit lamp examination
h. Intra-ocular pressure check
i. Use diagnostic medications namely, mydriatrics and cycloplegics (in indicated
patients only)
j. Fundus examination
k. Prescribing spectacles/Contact lenses/low vision devices wherever required
l. Refer or co-manage patient wherever appropriate
m. Perform all diagnostic tests, treat certain eye ailments that fall within their scope
of practice, prescribe spectacles, contact lenses, low vision aids.
n. Manage primary and secondary health care centres independently

Accountable to: Self-employed, report to senior optometrist in case of institutional

set up, report to medical officer in case of PHC or CHC. If employed in Industry, will
report to department in charge/CEO of the industry.

Qualification: Refer to table

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of Health and Family Welfare).”
 Job Title: Consultant Optometrist, Manager Professional Services, Assistant Professor,
Scientist-C

Job Purpose:

a. Academic: Teaching optometry subjects to undergraduate level

b. Research: Conducting independent clinical research studies
c. Clinical instructor to undergraduates
d. Private practice or primary eye care practitioner: Same as Level 10. In addition
dispense speciality contact lenses, perform vision therapy, and set up speciality
clinics.
e. Industry: Professional services, training for staff and practitioners.
f. Public health officer

Accountable to: Self-employed, report to senior optometrist in case of institutional

set up, report to medical officer in case of PHC /CHC/DH. If employed in Industry,
will report to department in charge/CEO of the industry. In academic settings will
report to the principal.
Qualification: Refer to table
Job Title: Consultant Optometrist (Senior Scale)/Superintendent Optometrist, Assistant
Professor (Senior Scale), Scientist-D
Job Purpose:
a. Academic: Teaching optometry subjects to undergraduate level and post
graduates level
b. Research: Conducting independent clinical research studies and also be a guide to
undergraduate postgraduate projects.
c. Clinical instructor to both undergraduate and post graduates
d. Private practice. Independently run clinics in institutions. Provide training to
undergraduate and postgraduates in institutions.
e. Industry: Head of professional services
f. Public health project manger

Accountable to: Self-employed, report to senior optometrist in case of institutional set

up, public health report to medical superintendent. If employed in Industry, will report
to CEO of the industry. In academic settings will report to Dean of the institute.
Qualification: Refer to table
Job Title: Senior Consultant Optometrist, Associate Director Professional Services
(country), Associate Professor, Scientist-E

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of Health and Family Welfare).”
 Job Purpose:
a. Academic: Teaching optometry subjects to undergraduate level and post
graduates level
b. Research: Conducting independent clinical research studies. Guide
undergraduate and post graduates in their research projects. Setting up of
independent research labs or clinical trials.
c. Clinical instructor to both undergraduate and post graduates
d. Private practice or primary eye care practitioner:
e. Industry: Associate Director- Country level
f. Incharge of public health projects.

Accountable to: Self-employed, report to medical director or chair in case of

institutional set up, report to medical superintendent in public sector. If employed in
Industry, will report to CEO of the industry. Academic: report to Dean.
Qualification: Refer to table
Job Title: Chief Optometrist, Associate Director Professional Services (Group of
countries), Associate Professor-Senior Scale, Scientist-F
Job Purpose:
a. Academic: Teaching optometry subjects to undergraduate level and post
graduates level
b. Research: Conducting independent clinical research studies. Guide
undergraduate and post graduates in their research projects. Setting up of
independent research labs or clinical trials.
c. Clinical instructor to both undergraduate and post graduates
d. Private practice or primary eye care practitioner:
e. Industry: Associate Director- Group of Countries
f. Incharge of public health projects.

Accountable to: Self-employed, report to medical director or chair in case of

institutional set up, report to medical superintendent in public sector. If employed in
Industry, will report to CEO of the industry. Academic: report to Dean.
Job Title: Head of Optometry, Director Professional Services (Country or Group of
countries), Professor/Principal, Scientist-G/Research Head

339 | P a g e
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of Health and Family Welfare).”
 Job Purpose:
a. Academic: In charge of running graduate and postgraduate course. Teaching
optometry subjects to undergraduate level and post graduates level
b. Research: Conducting independent clinical research studies. Guide
undergraduate and post graduates in their research projects. Setting up of
independent research labs or clinical trials.
c. Clinical instructor to both undergraduate and post graduates
d. Private practice or primary eye care practitioner: level 6 and above
e. Industry: Director Professional Services (Country or Group of countries),
f. Associate Director: public health projects.

Accountable to: Self-employed, report to medical director or in case of institutional set

up, report to medical superintendent in public sector. If employed in Industry, will report
to CEO of the industry. Academic: report to Dean.
Qualification: Refer to table
Job Title: Director-Optometry, Vice President Professional Services, Principal/Dean,
Additional Director General
Job Purpose:
a. Academic: Principal of graduate and post graduate courses. Dean of college
Teaching optometry subjects to undergraduate level and post graduates level
b. Research: Conducting independent clinical research studies. Guide
undergraduate and post graduates in their research projects. Setting up of
independent research labs or clinical trials.
c. Clinical instructor to both undergraduate and post graduates
d. Private practice or primary eye care practitioner: level 6 and above
e. Industry: Vice President Professional Services
f. Director: public health projects.

Accountable to: Self-employed, report to medical director or in case of institutional set

up, Public sector: report to director. If employed in Industry, will report to CEO of the
industry. Academic: report to Dean/Director of the Institute.
Qualification: Refer to table

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of Health and Family Welfare).”
Minimum Standard Requirement (MSR)
Bachelor in Optometry program
All existing OPTOMETRY colleges/ institute or A new Optometry college will impart
Optometry education is suggested the following conditions are fulfilled:-
1) Infrastructural, Functional & Equipment and human resource
Requirements

The establishment of an Optometry college – No person shall establish

a Optometry college/institute except after obtaining prior permission from
the National commission (NCAHP). Optometry education prepares a
person for independent practice and involves extensive clinical training
in almost every speciality & super speciality of ocular health care.

The following organizations shall be eligible to apply for permission to set up a

Optometry college, namely: -
1. A State Government/Union territory;
2. A University and Deemed to be University,
3. An autonomous body promoted by Central and State
Government by or under a Statute for the purpose of
medical education;
4. A society registered under the Societies Registration Act,
1860 (21 of 1860) or corresponding Acts in States; or
5. A public religious or charitable trust registered under the
Trust Act, 1882 (2 of 1882) or the WAKFS Act, 1954 (29
of 1954).
6. Companies registered under Company Act may also be
allowed to open Physiotherapy colleges.

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of Health and Family Welfare).”
 2) LAND AND BUILDING –

i. If the college is in the premises of NMC permitted/ recognized

medical college, no separate land is required. Existing norms of land
for medical college will suffice. Besides that the constructed
area/Building norms for Optometry College must be fulfilled as per
the requirement mentioned below. In all other cases, the applicant
must provide the land details on which the institution will be
established for providing Optometry education. It should be in the
name of society/ Trust/company applying for the same (sale
deed/lease/gift deed etc.).

ii. That the applicant Institution / Trust should have an independent

building for Optometry College and facilities for clinical training
as per the curriculum as prescribed by the commission from time
to time.

iii. Such a building should be constructed in such a way that there is

adequate parking space and recreational area or open space for
students as prescribed by the commission.

iv. Such a building should have adequate space and should have out-
patient Optometry department, various laboratories as needed, office
space, class rooms, hostel and other ancillary facilities. Optometry
OPD and the college can be placed in different buildings within 50
KM (or as per the NCAHP regulations) distance in the same state of
India.
v. Minimum exclusive built up area for such a college should be 26675
sq.ft for an intake of 30 students per batch and 35750sq.ft for the
intake of 60 students per batch.

vi. Building should be barrier free accessible to persons with disability and
as per NBCI guidelines (National Building Code of India).

vii. Building must be recorded on the appellate institute name or if the land
is under lease agreement, it must be for at least 10 years

viii. Building must have requisite clearances from the respective civic and
administrative authorities‟ like - Fire NOC, structural stability cer
tificate, land use certificates etc.

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of Health and Family Welfare).”
 ix. Building must have CCTV camera for CCTV surveillance for every
area of common use as can be prescribed.

x. Biometric facility for students and staff, faculty attendance

record/documentation

3) Optometry Departments

A well-equipped OPD facility in Optometry department with instruments of all

specialties like Contact Lenses clinic, Low Vision clinic, Binocular vision/Vision
Therapy clinic, Ocularistry Myopia clinic, Sports vision clinic etc should be
available at the college premises. A student/ patient ratio of 1:5 should be
maintained. That means a hospital with 100 OPD can have a maximum intake of
20 students per year. In addition to the own Optometry OPD in the college
building (in case of the existing institutions) if required, the College can get
attachment (through signed MOUs) to maximum 5 Optometry departments/
OPDs in various hospitals with minimum 50 patients OPD workload per day. An
out-patient Optometry department at the tie-up facility cannot be considered as
an independent Optometry OPD/ unit of the college. Besides the Optometry OPD
at the campus, the institute should also start a community / extension centre in
nearby rural /semi urban area.

4) HOSPITAL / HOSPITAL ATTACHMENT –

If the college is in the premises of MCI/NMC permitted/recognized Medical College

as constituent college, then, there is no requirement for attachment of any other
hospital.

a. In all other cases Proof of availability of own/attached hospital

(Government/Private) for clinical training of 30 students shall be furnished
(student: OPD ratio of 1:5). The hospital must be within 20 km radius of the
College. College must provide mandatory bus service to the students if the
hospital is located more than 1 km away from the College. Within 5 years of
application of these Rules, the colleges must have Own Prescribed Hospital in
the college Premises.

b. College can be affiliated to maximum five (05) hospitals having indoor and
outdoor facility in the above mentioned specialty clinics.

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of Health and Family Welfare).”
 c. Tie up hospitals cannot get attached to more than two colleges. If the affiliated
hospital is attached with two colleges, the OPD strength must be adequately
divided amongst the colleges as per the prescribed student: OPD ratio.

d. The affiliated hospital shall provide information regarding any MOU with
other colleges, if any & MOU should be for at least five years.

e. The MOU should mention the available clinical specialties, patient loads,
and availability of required equipment for clinical training with names and
designations of the faculties responsible for the training in the hospital.

f. FACULTY: The college/institute must arrange for Optometry faculty members

for supervision and clinical teaching of students inside the hospital. This can
be done either by posting its own Optometry faculty members in the hospital or
making remunerative arrangement for recruiting Optometry faculty members
of the hospital.

g. Hospitals may recruit its faculty members of Optometry for supervision and
clinical training of Optometry students and supervision of Optometry interns
with similar eligibility, pay scales and promotional avenues of Optometry
institutes.

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of Health and Family Welfare).”
5) Space allotment for an annual intake of 60 students of Bachelors in Optometry

Infrastructure requirement for the college

Area
required
Total per
number student For 30 For 60
S.No Details required in Sq.ft students students
1 Classrooms 4+1=5 10 1500 3000
2 Optics Lab 1 20 600 1200
3 Biochemistry lab 1 20 600 1200
4 Anatomy lab 1 20 600 1200
5 Clinical labs 2 20 1200 2400
6 Library 1 30 900 1800
Common room for
7 girls 1 10 300 600
Common room for
8 boys 1 10 300 600
9 Auditorium 1 - 7500 7500
10 Principal room 1 - 500 500
11 Admin room 1 - 500 500
12 Faculty room 1 - 1000 2000
13 Guest faculty room 1 - 500 500
14 Waiting/Lounge area 1 500 500
15 Toilet for girls 1 - 500 1000
16 Toilet for boys 1 500 1000
17 ECR room 1 - 350 350
18 Store room 1 - 250 500
19 Pantry 1 150 150
Total 18250 26500

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 Infrastructure requirement for Optometry Clinic
Total number Area required per
S.No Details required student in Sq.ft
1 Contact lens clinic 1 500
2 LVA clinic 1 500
3 BV/VT clinic 1 500
4 Ocularistry 1 500
5 Myopia Clinic 1 500
6 Sports vision clinic 1 500
7 Reception area 1 500
8 Patient waiting area 1 1500
9 Toilet for Women 1 500
10 Toilet for Men 1 500
Total 6000

 Total area required for Optometry college for 30 intake is 18250 + 6000 +
Plinth 10% = 26675 Sq.ft
 Total area required for Optometry clinics for 60 intake is 26500 + 6000 +
Plinth 10% = 35750 Sq.ft

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of Health and Family Welfare).”
Chapter 6.1: Minimum Infrastructure Recommendation or MSR for
Optometry College for the batch of 30 students
1. Classrooms (4)
a. Minimum number of classrooms -4
b. Size of each classroom: 10 Square feet per student (10X30= 300 Sq. ft)
2. Basic Science lab: (3)
a. Optics lab: 20 square feet per student (20X30= 600 Sq. ft)
b. Biochemistry and physiology lab: 20 Sq. ft per student)
c. Anatomy lab: 20 square feet per student (20X30= 600 Sq. ft)
3. Clinical Lab: (2)
a. Size: 20 Sq. ft per student (20X30 = 600 Sq. ft)
b. One room for Refraction Lane: 6 lanes for 30 students
c. One room for lanes on Contact lens, Binocular vision and low vision
clinic
4. Library: (1)
a. 30 Sq. ft per students (30x30= 900 Sq. ft)
5. Common Room for girls- (1)
6. Common Room for boys- (1)
7. Auditorium (optional)- (1)
8. Principal and Administration office: Two rooms of 500 sq. ft.
9. Faculty room: One room of 500 sq. ft.
10. Computers: Twenty Desktop computers with necessary software applications

Clinical infrastructure
A school of optometry should have an attached clinic/hospital to cater to the clinical
learning. Every student, irrespective of the year of the programme he/ she is enrolled in,
is expected to examine (under supervision in the first three years) at least 5 patients per
day on the days of clinical postings as prescribed in the curriculum.

Minimum Equipment (for 30 students) for the B Optom program

1. Distance vision drum: (6)
2. Trial set: (6)
3. Streak retinoscope*(6)
4. Keratometer: (6)
5. Lensometer: (6)
6. Slit lamp: (6)

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of Health and Family Welfare).”
 7. Applanation tonometer: (6)
8. Direct Ophthalmoscope*(6)
9. Indirect Ophthalmoscope: (3)
10. Non-mydriatic fundus camera-(1)
11. Color vision test (Ishihara)- (3)
12. Contact lens
RGP contact Lens kit - 3 sets comprising choices of base curves and powers
Disposable Soft contact lenses kit-3 sets comprising choices of base curves and
powers
13. Low Vision
Log MAR chart (Distance and Near) -(1 each)
Contrast Sensitivity chart-(1): Pelli-Robson CS chart
Optical low vision devices
Non optical low vision devices
Video magnifiers/ SeeTV/ Smart vision glasses – one each
14. Binocular Vision
Accommodative flippers (+/- 1.50 and 2) (1 each)
Prism Bars (1)
Stereo-acuity test chart (1)
Modified Thorington (1)
Vergence Flippers (12 BO/3 BI) (2)
Near Worth Four dot test
15. Dispensing
Geneva Lens measure (6)
Axis, PAL‟ marking and Grid charts (1 each)
PD ruler (10)
Pen torch-(10)
Uncut and cut lenses

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of Health and Family Welfare).”
 Frame adjustment kit (1)
Pupillometer- (2)
• Students are expected to possess one streak retinoscope and Direct Ophthalmoscope
on their own
• Institutions are expected to buy original versions of the test charts and maintain
calibration of all the equipment periodically

Desirable Batch size for B.Optom:

It should be proportional to the OPD (Outpatient Department) of the clinic/hospital.
Each student should be able to examine minimum of 5 patients per day. For
example: For an OPD of 150, one can have an intake of 30 students per batch. A
clinic/hospital having an OPD of 500 can have the intake of 100 students per batch.
If the intake is more than 30, infrastructure should also be increased proportionally.
Student and faculty ratio is 10:1. The maximum batch size should be proportional to
infrastructure, number of faculties and OPD.

Desirable Batch size for M.Optom:

 Maximum of 25% of Bachelor‟s program shall be the batch size of a post
graduate program.

 Teachers at the level of Assistant Professor II or Scientist D and above shall

guide the students
 The teacher student ratio for dissertation guidance shall be 1:4.

Guidelines for standalone institutes:

 A clear legal vetted (Notarised stamp paper) Memorandum of understanding
(MoU) needs to be provided for any institute/hospital for sharing the
infrastructure and it should follow the NCAHP guidelines.

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of Health and Family Welfare).”
Faculty requirement for UG:
 Full time (FT); Part time (PT)
 It is recommended that a core faculty and student ratio for UG 1:10 to be followed.
 Faculty (Optometrists) ratio shall be approximately 1:2:5 for Professor: Associate
Professor: Assistant Professor.
 Ideally all the faculties should be full time. In case of non-availability of full time
faculty, 40% may be part time/visiting/Ad hoc faculties (non-core subjects only)
 Faculties appointed for academics for teaching purposes are considered as Full time
(Maximum of 8 hours per day or Minimum 40 hours per week).
 If the college/hospital wants faculties to take care of OPD for 3 days in a week, then
faculty requirement shall be doubled.
 Visiting faculties can also be considered as part time.

Suggested faculty strength for UG:

30 seats 40 seats 50 seats 60 seats 100 Seats

(5*30=150 (5*40=200 (5*50= 250 (5*60= 300 (5*100= 500
students) students) students) students) students)
Professor – 1 Professor – 1 Professor –1 Professor – 2 Professor – 4
Assoc. Prof. - 2 Assoc. Prof. - 3 Assoc. Prof. - 1 Assoc. Prof. – 4 Assoc. Prof. – 8

Asst. Prof. – 12 Asst. Prof. – 16 Asst. Prof. – 20 Asst. Prof. – 24 Asst. Prof. – 38

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Library Details:

Item Requirement

Text Books As per syllabus; one Approximately 450 books for 30 intake and
copy of Book per 10 students. 900 books for 60 in take for UG.

Reference books 100 Advanced Books

As per requirement

Journals At least 2 international and 2 nation al

journals

Subscription to electronic data base / Required

e-journals

Mandatory Internet facility Access Minimum 15 computer terminals for 60

to e-library Equipment students/8 for 30 students.

Faculty requirement for PG:

 Principal/Vice principal/HOD is same for both UG and PG programs.

 It is recommended that a core faculty and student ratio of 1:3 for PG to be followed.
 Minimum of 5 optometry speciality clinics (headed by Optometrists only) need to
be seen by a PG student in EACH speciality clinic.
 Student faculty ratio needs to be 3:1 at least Associate professor Level for PG
teaching. In case of non-availability of full time faculty, 30% may be part
time/visiting/Ad hoc faculties.
 Separate facilities need to be provided for PG students/Fellowship programs/PhD
programs.

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of Health and Family Welfare).”
 References:
1. Narayan, K Kar, S Gupta, N. From 'Paramedics' to 'Allied Health Professionals‟:
Landscaping the Journey and Way Forward. Public Health Foundation of India: New
Delhi, India, 2012.

2. Allied Health Professions Federation. AHPs involvement in health and social care
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3. Medical Council of India. Vision 2015.Published March 2011. Available from:

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