OEP – Art & Science 2019

OEP - Art & Science 2019

Date: 20/02/2019 - 24/02/2019

Venue: Radisson Hotel & Suites, 72 Liverpool St, Sydney, NSW, 2000

Provider: ACBO

Contact: Veronica Kypros, [E] admin@acbo.org.au, [P] 0414 397 230

Learning Objectives

• Day 1.1 1. Understand a model of vision that includes its interaction with the other senses 2. Explore alternative decision making for prescribing based on case examples 3. Understand the basic relationship between vision’s “what” and “where” system to begin to develop a concept of the use of the 4 circle model
• Day 1.2 1. Understand the interaction between vestibular and vision 2. Understand the interaction between proprioception and vision 3. Discover efferent visual pathways, and the role of ancillary visual pathways in sensory integration.
• Day 1.3 1. Understand the role of the “where” system in vision attention and processing 2. Explore the cues to depth, monocular vs binocular 3. Begin to view convergence and divergence as an ocular outcome of the centering “where” process and its relationship to visuo-vestibular interaction symptoms.
• Day 1.4 1. Understand the role of the “what” system in visual attention and processing 2. Understand how the cognitive aspects of object concept fit in the “what” system 3. Understand the role of fixation and accommodation within the “what” system
• Day 1.5 1. Gain an overview of the various forms of communication 2. Understand the role of language in object names and concepts, and its interaction with vision 3. Understand how consciousness relates to both vision and language.
• Day 1.6 1. Understand visual attention mechanisms and pathways 2. Understand how visual attention fits in the framework of active visual perception 3. Understand that vision is acquired over time and is an active process
• Day 1.7 1. Understand Piaget’s Model of Vision Development 2. Understand how difficulties with control over vision attention relate to optometric vision problems 3. Gain an overview of the alternatives of care, including monitoring, refractive care and vision training
• Day 2.1 1Gain an overview of model of vision care that considers spatial representations, conscious vs unconscious control, stress and motivation 2. Understand that when analysing optometric data versus the primary symptoms or concerns of the patient, develop an understanding that the severity of either may not predict the each other 3. Understand how space representations, perceived size changes and directions are not linear and how this impacts on the measurements taken during an examination
• Day 2.2 1. Learn how to use a space board clinically 2. Understand the effect of yoked prism on space boards and reinforcement of the non-linear changes introduced by lenses 3. Discover practical applications of the space board using real patients cases.
• Day 2.3 1. Centripetal vs Centrifugal – in vs out 2. Compression vs Expansion of space – bigger vs smaller 3. Understand how this fits into a representation of 3D space and how this produces paradoxes in diagnosis when trying represent vision problems using traditional linear methods.
• Day 2.4 1. Understand what embedded vs unembedded visual behaviour is. 2. Understand how this relates to how the patient may use vision 3. Understand how this may influence what you measure and how the patient reacts to various forms of treatment.
• Day 2.5 1. Gain an overview and definition of stress concepts 2. Understand Selye’s Stress Theory and types of stress 3. Understand how Modern Stress Theory extends this theory.
• Day 2.6 1. Understand acute vs chronic stress 2. Understand stress theory as it relates to the development of vision problems 3. Understand how stress is measured or demonstrated during assessment of vision
• Day 2.7 1. Understand how structural changes arise from chronic stress 2. Understand how this relates to specific vision problems 3. Understand how optometric interventions influence this.
• Day 3.1 1. Understand the link between visual development, general development and the impact of lens prescribing. 2. Know that patient responses to different lenses help determine what lenses may be beneficial to the patient 3. Gain insight from specific examples of lens prescribing for different refractive conditions
• Day 3.2 1. Understand how the patient responds verbally during the assessment, provides an insight into how they approach challenges 2. Understand how this may influence the benefits of vision training and how this influences the overall approach in vision training 3. Discover a useful way of viewing functional vision problems via the Binocular Continuum Model
• Day 3.3 1. Experience a practical demonstration of linking assessments together 2. Experience a practical demonstration of questioning style and interpretation of answers 3. How to relate findings to core concepts presented so far
• Day 3.4 1. Understand the use of questionnaires 2. Learn 4 key questions for understanding how a vision might be influencing a patient’s activity choice and engagement in work or academic tasks 3. Explore alternative demonstration techniques to assist with the case history
• Day 3.5 1. Explore general principles of lighting conditions, speed of assessment, use of open questions. 2. Learn how to pay attention to the manner of how the VA chart is read, and changes in working distance during near testing. 3. What are the cover test observations and observational data for ocular motility testing.
• Day 3.6 1. Explore observations and data for NPC testing, and additional techniques 2. Understand how to use the worth 4 dot for suppression, response to accommodation challenge and finding the zone of binocular vision 3. Explore colour vision assessment, monocular vs binocular, functional vs pathology. Understand the different types of stereo acuity testing.
• Day 3.7 1. Understand and compare of types of near point retinoscopy 2. Gain a detailed understanding of the history, theory and practice of stress point retinoscopy. 3. Experience a practical application of stress point retinoscopy to prescribing, including demonstration and practice on other course registrants.
• Day 4.1 1. Gain an understanding on the history and modern perspective on the 21 point examination 2. Understand how different phoropters will influence the measurements taken 3. Understand the difference between dynamic vs static vs cycloplegic retinoscopy
• Day 4.2 1. Gain an insight into using the subjective refraction to get a range of lenses that helps identify which lens is most like to satisfy the patient’s needs 2. Exposure to an alternative order to binocular balance and how to refine the final “best VA” finding. 3. Learn how to select a reference lens for benchmarking other functional tests
• Day 4.3 1. Learn the value of different phoria measurements to help make prescribing decisions 2. Understand what a phoria represents regarding spatial shifts, and the effect of instructional set, lighting, and target choice 3. Learn an open instructional set for phoria and ductions
• Day 4.4 1. Understand the rationale behind measuring BO before BI and the use of the ramp method 2. Understand a model where ductions represent a person’s stress handling capability 3. Understand how to analyse findings in terms of stress and level of embeddedness
• Day 4.5 1. What targets and directions to use and how do they influence your findings? 2. Alternative techniques when patients are not sensitive to changes 3. Understand paradoxes of phorias changing in unpredictable ways
• Day 4.6 1. Recommended sequence for the analytical exam and how to measure PRA/NRA 2. Qualitative Findings 3. Vertical Testing
• Day 4.7 1. Workshop another examination to discuss differences in interpretation since starting the course. 2. Understand the concept of allowing for a buffer when prescribing 3. Understand Non-Malingering Syndrome and It’s Management
• Day 5.1 1. Re-analyze previous cases against new knowledge 2. Analyze a myopic case 3. Analyze a functional vision case
• Day 5.2 1. Show how the analytical is a dynamic test which can show how the person is changing over time. 2. Myopic behaviour vs nearsightedness 3. Statistics and nature vs nurture in myopia
• Day 5.3 1. What structurally changes in myopia 2. Effect of deprivation, behaviour and changes in analytical findings over time 3. Understand the alternatives of care in myopia
• Day 5.4 1. Elliot Forest’s theory structural changes resulting from asymmetries in function and posture. Case evidence presented to support Dr Forest’s theory 2. Difference in astigmatism types including high astigmatism in native populations, pathological/traumatic astigmatism 3. Terminology and planes of movement for visual vs head scanning. Eye scanning therapy for astigmatism
• Day 5.5 1. Spatial transformations in prisms, curved vs flat 2. Kraskin method of prescribing prism for treatment 3. Kaplan method of prescribing prism for treatment

Max points awarded: 69.00

Session Information