Introduction apid innovation in informa- tion technology is having a significant impact on the pro- R fession of optometry. Innova- tions include technologies such as high- capacity digital networks, powerful Model Approach computer hardware and software, high- resolution digital image compression, for Incorporating the Internet, very high data speeds and the capability for faster and lossless im- Informatics in age transmission.1 By embracing these innovations in ways such as tying in Optometric Curriculum digital devices to the electronic , optometric practices and clinics may improve workflow, maximize elec- tronic medical record use, and enhance Sajeesh Kumar, PhD patient experiences and satisfaction.1 Despite some attention to the advances James E. Venable, OD, FCOVD relevant to the practice of optometry in the past decade, many optometric educators are still not fully embracing these advances in the informatics field Abstract and their growing importance to opto- The digital revolution is transforming the profession of optometry. Increasingly, metric practice or the delivery of opto- 2-4 optometric information is being recorded, stored and analyzed using computer- metric curriculum. Optometric edu- cation is a relative latecomer to the field ized tools. This concept paper discusses the integration of informatics into clini- 5 cal optometry training and, specifically, a framework for an optometric infor- of medical informatics. Nevertheless, some optometry schools have increased matics curriculum. Within this framework, the objectives, course sections and the use of informatics in their pro- a model curriculum are described. Optometry informatics curriculum aims to grams, but only in their clinical facili- equip students with the knowledge and tools they will need in their future role as ties.2-6 Although computing skills have decision-makers to use, design, implement, maintain or evaluate an optometric increased among optometry students,2 informatics application. and prospective students may enter op- Key Words: education, informatics, optometry tometry school better prepared to use the technology,3 there is still a need for improvement in preparing optometry students for the technology challenges they will encounter as future practitio- ners.3 After graduation, information technology and computing resources can play a major role in their optomet- ric practice.4 Optometric informatics may be de- fined as the use of electronic commu- nication and information technologies to provide and support a diverse group of activities related to eye health and vi- sion care for the practitioner. This defi- nition of optometric informatics could even be expanded to include the myriad technologies used in educating the op- Dr. Kumar is an Associate Professor in the Department of & Information tometric physicians of tomorrow. The Management at the University of Tennessee Health Science Center in Memphis. His research American Medical Informatics Asso- focuses on design and development of optometry informatics, teleophthalmology technology, ciation (AMIA) defines medical infor- education technologies and technology evaluation. matics more broadly, “Biomedical and Dr. Venable is an Assistant Professor and Vice President for Clinical Programs at Southern health informatics has to do with all College of Optometry in Memphis, Tenn. He teaches both didactic and clinical courses and is the aspects of understanding and promot- instructor of record for Practice of Optometry I & II. ing the effective organization, analysis,

Optometric Education 74 Volume 39, Number 2 / Winter/Spring 2014 management, and use of information the following: had to rethink their delivery methods 7 in health care.” Optometric informat- • Overview of the field of optometric and find ways of incorporating technol- ics covers many activities, including informatics ogy and engaging students for the most diagnosis, treatment, prevention, pa- effective outcomes. In the clinical set- tient education, practice management, • The role of optometric informatics ting, attending optometric physicians research, community outreach and in practical applications of infor- have been challenged to interact with even optometric education of future mation systems in eye health and interns and residents with technology practitioners. If implemented and used vision care and in ways other than the traditionally optimally, it will change the delivery • Fundamental concepts of informa- accepted Socratic Method of engage- and efficiency of eye health and vision tion systems in the optometric set- ment. The students and residents have care curricula and better prepare future ting responded positively to SCO’s attempts optometric physicians. The Association at making material accessible utilizing • Current trends in health care and of Schools and Colleges of Optometry technology. telecommunication technology (ASCO) formally recognized the im- that affect the design and evolution The following sections outline the ideal portance of informatics to optometric of optometric informatics applica- components of an optometric infor- education by supporting formation of tions matics curriculum. the ASCO Optometric Informatics Special Interest Group (SIG) in De- • The use of optometric informatics Definitions/glossary cember of 2000.8 Now known as the in the assessment of a community’s Students should be introduced to for- Educational Technology SIG, one of its eye health and vision care needs. mal definitions of health informatics most important activities has been the Upon successful completion of this and optometric informatics. Because development of guidelines (June 2007) curriculum, students should be able to: of the continuous advancements in for the use of information technology telecommunications, application areas • Determine the need for optometric by ASCO’s member schools and colleg- for informatics are evolving, and new 9 informatics applications in practice es of optometry. Unfortunately, a re- terms arise. Frequently, one term is used view of many of the current programs’ • Utilize the role of informatics in to describe different tasks. It is impor- curricula finds optimal application of optometric care process re-engi- tant for students to be equipped with these guidelines lacking. neering a definitions list, which should include Jenna Hildebrand et al. (2007) suggest, • Describe the data and information the items of the “Informatics Guide- contrary to popular belief, that optom- security needs of optometric care lines for Schools and Colleges of Op- 11 etry students may not be as “computer- processes tometry” proposed by ASCO and be expanded to incorporate specific terms savy” as many educators expect them to • Implement an evaluation frame- be.10 Interviewees, after experiencing that are currently used in optomet- work for optometric informatics ric informatics. In addition, students their clinical externships, expressed a applications general interest for more exposure and should be introduced to the wealth of training in information technology • Utilize current technology in the resources related to informatics, such as within the optometric curriculum.10 diagnosis, treatment and manage- the major journals of the field, sites of ment of eye health and vision care national and international associations In the following section, integration of disorders. and online databases. informatics into an optometry program is discussed, and a framework for the Curriculum Framework Evolution of the field design of an optometric informatics Interest in optometric informatics curriculum is presented. The aim is to The proposed model curriculum de- seems to have increased in the past discuss concepts and topics that would scribed below is adapted from one cur- few years due to recent advances of be essential for integration into an op- rently in use at SCO. For several years telecommunication technology.12 An tometry program and to present an ap- now, the administration, faculty and introduction to the history and evolu- proach currently being utilized at the staff have incorporated new approaches tion of optometric informatics will help Southern College of Optometry (SCO) to didactic, laboratory and clinical in- students understand the diffusion and in Memphis, Tenn. struction to fully utilize optometric development of this innovation and its informatics. From technology in the growing use in optometric practice. Objectives classroom and laboratory to focused in- struction in clinical (CLN) courses, ev- Technical background An optometry informatics curriculum ery attempt is being made to assist the should be designed to develop intel- Optometry students are traditionally Millennial learners’ acceptance and as- being introduced to data transfer and ligent consumers, managers and re- similation of material and technology. searchers of optometric informatics communication within other under- through guided exploration into the The process of conversion to this new graduate or graduate courses related components of information systems. delivery system has been rather smooth to computer science. However, a brief The courses should involve the practical yet not without challenges. Faculty review of information technologies and application of optometry informatics. members with 15 or more years of ex- protocols that are being utilized for Specifically, the courses should address perience in academic optometry have informatics applications is a necessary

Optometric Education 75 Volume 39, Number 2 / Winter/Spring 2014 component of an optometry informat- practice liability and reimbursement provoke ever-increasing levels of critical ics course. This section isnot designed to name a few. For example, interstate thinking.21 Throughout the curriculum to provide expertise in the technical practice of optometric consultations us- the following tools should be used: aspects of informatics but rather to fa- ing optometry informatics or telemedi- 1) Literature review. Because of the miliarize optometry students with the cine raises licensure questions, such as innovative and recently evolving terminology and different types of tech- whether optometrists can be practicing nature of the field, optometric nologies and networks, their features, telemedicine in a remote state in which informatics literature is lacking a limitations and costs. Students’ aware- they do not have a practicing license. great number of quality studies, ness of clinical and practice manage- The Health Insurance Portability and 18 data collection instruments that ment technology limitations, including Accountability Act of 1996 (HIPAA) have been tested for reliability and costs, facilitates the understanding of and the Family Educational Rights and 19 validity, and, in some cases, sound informatics evaluation studies. Privacy Act of 1974 (FERPA) are two statistical methods. It is therefore Informatics’ Impact on Optometry examples of federal legislation to pro- important to encourage students tect the personal information of all in- Cost of care to be critical of the generalization dividuals to whom clinical or academic of methods and results. One of the learning objectives of this services are provided. Other federal and section should be to make clear that the state legislation extends similar protec- 2) Practical exposure. On-cam- measurement of potential cost savings tion to sensitive information. It also pus clinical facilities should be associated with informatics application includes protection from the inadver- equipped with state-of-the-art di- depends on the interest group (e.g., op- tent destruction or corruption of in- agnostic, treatment, patient care tometrist, patient, health maintenance formation due to failures of hardware and business operations technol- organization, society).13 or software, losses of information due ogy. During the first two years of the professional program, site visits Quality of care to carelessness, ignorance, accident on the part of authorized users, and those to clinical settings where informat- Informatics assists in the measurement resulting from natural disasters such as ics is being practiced can be of ben- of the quality of care provided either fire, flood, earthquake and unexpected efit to optometry students. During on a biomedical/bioengineering basis surges or loss of electrical power.11 the clinical externship, selection of sites with advanced technology (clinical performance, clinical efficacy, Security essentials efficiency, safety) or a health services and clinicians versed in informat- basis (appropriateness of the treatment It is essential that optometry students ics applications is desirable. Dur- chosen, policy adapted to improve understand the importance of infor- ing these experiences, students health status).14,15 mation confidentiality, integrity and will have the opportunity to assess Access to care accessibility. These goals safeguarding healthcare providers’ perceptions of patient privacy may be achieved more and attitudes toward optometry in- Access to health services reflects the ‘‘fit efficiently through the application of formatics applications and discuss between healthcare resources (includ- informatics applications in addition their impact on daily care delivery. ing hospitals, clinics, optometry offices) to current administrative and physical Additionally, industry representa- and the healthcare needs of the people safeguards.11 ASCO lists guidelines to tives and vendors should be invited they serve.”14 Students should discuss follow when adopting clinical systems to interact and present their prod- the three primary types of barriers to at schools and colleges of optometry, ucts for different application areas access16 in relation to informatics — which include that clinical software throughout the program. structural, financial and personal/cul- should be Health Level 7 compliant, 3) Use of educational technol- tural — and the ways informatics can and diagnostic instruments should be ogy. Tools such as Computer- eliminate those and possibly introduce 11 DICOM-compliant. Assisted Testing System (CATS), new ones because of the technology Training tools CourseWeb, MediaSite, Moodle, use. Student Response Systems and Success and failure factors Active learning in the classroom is achieved through incorporating in- Tegrity Campus should be imple- Students should study literature that teractivity into instruction. Today’s mented throughout the didactic shows the success or failure of informat- students are tapping into numerous and laboratory course work. The ics interventions and identify common technologies to enhance productivity application of informatics in pa- patterns that could be listed as success as well as lend real-world relevance to tient care and business operations predictors or lessons learned from past 20 in the clinical setting is also essen- their studies. We must no longer ex- 22 applications.16,17 pect teaching methodologies of the tial. Legal and ethical issues past to be sufficient for the Millennial Optometric Informatics learner. The lecture, structured note A series of legal and ethical issues associ- service, guest speaker and activities in Experience: Southern ated with the utilization of informatics which students work individually and College of Optometry should be introduced to students. These in groups must utilize new technologies SCO has been working to most ef- issues should include licensure, accredi- to present time-honored material and tation, privacy of medical data, mal- fectively model the leading-edge 21st

Optometric Education 76 Volume 39, Number 2 / Winter/Spring 2014 century optometric practice in its clini- cal facilities while incorporating ap- Figure 1 propriate standards as outlined in the Turning Technologies ResponseCard RF Educational Technology Guidelines for Schools and Colleges of Optometry.11 This effort has resulted in the incorpo- ration of various topical and techno- logical inclusions in SCO’s curriculum to address the changing needs of today’s professional student and to highlight the use of optometric informatics in clinical practice. An emphasis is placed on the aspects of optometric informat- ics relating to cost of care, quality of care, access to care, use of electronic health records and privacy of personally identifiable health information. The use of technology to better meet the needs of the Millennial-aged pro- SCO uses this system as a platform for capabilities for sharing with anyone, on fessional student in knowledge acquisi- online courses and in “blended learn- nearly any device in person or remotely. tion and critical thinking has been im- ing” courses to augment face-to-face in- Little has been written regarding the plemented throughout the curriculum. struction. The software contains activ- Millennial-aged learner in professional Most recently these changes have taken ity modules such as forums, databases healthcare education, especially opto- place in the didactic classroom and lab- and “wikis” that provide for the cre- metric curriculum, and the SCO facul- oratory as educational technology, and ation of elaborate communities around ty is working to adapt the current theo- new approaches to the traditional lec- individual courses. Tegrity Campus ries and approaches in pedagogy and ture have been applied.21,23-25 SCO has is an automated lecture capture sys- use of technology.20,22,24 This requires been involved in optometric informat- tem that SCO utilizes in traditional, a rethinking of delivery methods at all ics through a vision science index-ref- hybrid and online courses. It records levels of the curriculum and cannot be erenced service, Visionet, since 1975. presentations and supplemental course adequately undertaken without a firm Technology advances have allowed content for reference, review and study understanding of the role of technology SCO to embrace the concept of library by students. This has proven to be es- and informatics. as a “Learning Commons” – a physical pecially helpful as students prepare to and virtual space providing access to take national board examinations. The Table 1 represents a curriculum model information, materials and software to software package also allows personal- for optometric informatics instruction. authenticated users regardless of their ized learning features for users enabling Beginning in the first professional year physical location. Today our students them to better organize material and (PY1) of the program, concepts related have access to the same resources at even review related topical content in to optometric informatics are presented home or in the local coffee shop as they previously taken courses. Use of Turn- in OPT 219 - Practice of Optometry do in our library on campus. Addition- ing Point ARS helps faculty better en- I. In this course, PY1 students are in- ally, since early in the 21st century, SCO gage students and creates a more active troduced to the impact of informat- has had faculty actively engaged in the learning environment. This automated ics on quality of care, cost of care and development and utilization of educa- student response system is composed of the importance of published studies to tional software specific to optometric radio-frequency (RF) ResponseCards. aid utilization. The first in a two-year education, from computerized models It provides an opportunity for student- sequence of Optometric Theory & to assist in understanding ray tracings lecturer interaction in larger classes Methods courses (OPT 110, 120, 200, and physiological optics to simulation and accommodates testing. (Figure 1) 210, 220) introduces the PY1 student of the eye movements of a patient with When it is used as a means of formative to Compulink Electronic Health Re- Brown’s Retraction Syndrome.26,27 assessment, immediate feedback is pro- cords (CEHR). (Figures 2 and 3) The CEHR is in use in the clinical facilities Within the past three years, SCO has vided to students on their performance of the program, and students begin re- added the use of four forms of com- as it relates to other members of their cording data and manipulating screens mercially available educational technol- class or team-based learning (TBL) in the system two years before using the ogy to assist in the delivery of curricular group. Student data is captured, graded CEHR to assist optometric physicians content. These include Moodle, Mc- and prepared for transfer to Moodle or in the provision of patient care in The Graw-Hill’s Tegrity Campus, Turning other grading formats. Camtasia Studio Eye Center (TEC) at SCO or other ex- Technologies Turning Point audience is a powerful software format that facil- ternal clinical facilities. response system (ARS) and Tech Smith’s itates the creation of professional-grade Camtasia Studio. Moodle is an open- videos allowing on-screen activity and In the second professional year (PY2), source, course management system. interactive elements and transmission concepts of patient access, inter-pro-

Optometric Education 77 Volume 39, Number 2 / Winter/Spring 2014 Table 1 A Curricular Model for Optometric Informatics Instruction*

Professional Course Title Relevant Content Educational Modality Year Optometric Theory & Methods Application of optometric informatics in clinical Traditional lecture, e-capture, I & II setting - skills and techniques for direct patient care e-management & practical laboratory PY1 Introduction to optometric informatics in clinical Blended learning, e-capture, Practice of Optometry I setting - access, quality of care, cost of care e-management

Optometric Theory & Methods Application of optometric informatics in clinical Traditional lecture, e-capture, III , IV & V setting - skills and techniques for direct patient care e-management & practical laboratory Legal & ethical issues related to informatics, Blended Learning, e-capture, Practice of Optometry II assessing community health needs, HIPAA, DICOM e-management PY1 Clinical Communication & Application of optometric informatics in clinical Blended learning, e-management & Patient Care setting - skills and techniques for direct patient care practical laboratory

Clinical Internship I, II & III Application of technology in patient care, general Active participation, online resources office operation and patient satisfaction

PY3 Practice Management Design & assessment of optometric informatics Blended learning, e-capture, for patient flow, patient contact, office efficiencies, e-management patient experience

Clinical Internship IV Application of technology in patient care, general Active participation, online resources office operation and patient satisfaction

Clinical Externship I Observation, assessment and critical analysis of Active participation, online educational PY4 optometric informatics in various practice modalities modules

Clinical Externship II Observation, assessment and critical analysis of Active participation, online educational optometric informatics in various practice modalities modules

*Curriculum based, in part, on that in place at SCO for Academic Year 2012-2013. This model does not include the various basic science and optometric curricular components without a direct tie to the informatics content. e-Capture with Tegrity Campus® e-Management with Moodle® Online Educational Modules with Camtasia Studio® by Tech Smith® & Moodle®

Figure 2 Figure 3 Compulink Sign-In Tab Compulink (CEHR) History Tab

Optometric Education 78 Volume 39, Number 2 / Winter/Spring 2014 fessional relationships and legal and satisfaction, and practice management is DICOM (Digital Imaging Commu- ethical issues associated with informat- utilizing informatics and technology. nication in Medicine) compliant. This ics use are covered (OPT 219 – Prac- An emphasis is placed on the methodi- facilitates the development of common tice of Optometry II). In this course cal development of appropriate critical formats and protocols for the sharing a thorough review of the application thinking skills in the clinical setting.21,29 and output of data from diagnostic of HIPAA is covered. In OPT 216 – Informatics is utilized in the clinical fa- equipment. Optometric faculty have Clinical Communication & Patient cilities at SCO including practice man- naturally incorporated these and many Care, PY2 students are involved in the agement software (PMS); interfaces other advanced technologies as they practical application of informatics and with external databases and clearing have become accepted and supported data manipulation as it relates to com- houses for insurance authorization and by evidence-based studies for their ap- munity health initiatives and direct pa- electronic claim submission; CEHR; plication in patient care. tient care. Vital data gathered from the e-prescribing; interface with the Es- In the Fourth Professional Year (PY4) School Screening Program of the Com- silor Mr. Blue Fabrication System in of the curriculum, the intern spends munity Vision Health Services of the the SCO finishing laboratory; and in one of three trimesters on campus Clinical Programs at SCO is analyzed conjunction with Demand Force, a (CLN 400 Series). Two are spent on by students including various forms of web-based patient contact software sys- clinical externship. During their clini- statistical analysis aided by technology. tem providing text and e-mail contact cal assignments on campus the PY4 Third professional year (PY3) interns for scheduling appointments, appoint- interns become fluent in use of the are introduced to the many uses of ment reminders and notification of latest in automated technology for informatics in the practice setting in completed optical jobs. subjective refraction. The Marco Total courses entitled Clinical Internship I, During PY3, the interns are immersed Refraction Systems (TRS) are used in II, and III (CLN 306, 316, 326). The in these practice management and the PY4 Adult Primary Care Services in students’ use of CEHR reaches its most efficiency-enhancing aspects of effec- TEC. These systems incorporate clini- practical application in the clinical tive patient care, and utilize the clini- cal informatics by gathering pretesting setting during PY3. During this first cal application of basic technology in data that is automatically entered into year of the clinical internship, the PY3 the contemporary practice of optom- the phoroptor and CEHR. Use of this student is actively engaged, as a non- etry (i.e., diagnosis, treatment and technology enhances efficiency and al- physician extender, with optometric management). Today, it is considered lows us to model the use of technology physicians (i.e., clinical faculty) pro- “standard of care” to utilize what even in the provision of patient care for the viding comprehensive eye health and a decade ago might have been consid- 21st century practice of optometry. vision care at TEC. Through secure, ered futuristic technology. Computer- While off campus in one of their two encrypted web-based access, interns ized tomography, digitized photogra- clinical externship rotations, interns utilize the CEHR in external clinics as phy, computer-enhanced and validated are engaged and interact with faculty well as the nursing home/assisted living perimetry, optic nerve head imaging, on campus through both required and program. Clinical faculty utilize each electronic transmission of fundus pho- optional online educational modules. patient encounter for maximum edu- tography, image archival systems and These modules are designed to enhance cational exposure including, but not even corneal thickness measurement the clinical externship experience by limited to, enhancing quality of care, and analysis is commonplace. All in- drawing parallels between the various increasing efficiency, enhancing patient strumentation in SCO clinical facilities sites through standardized business

Figure 4 Figure 5 Southern College of Optometry’s Advanced Procedures Digital Observatory at the Southern Theater College of Optometry

Optometric Education 79 Volume 39, Number 2 / Winter/Spring 2014 Figure 6 Southern College of Optometry’s Patient Flow System (grey = blocked room, green = room available, yellow = patient in route, red = exam in progress)

practice models. The development of after the National Center of Clinical to patient care but also is essential to critical evaluation of business practices Testing in Optometry (NCCTO) of 21st century clinical education. SCO in various modalities are also fostered the National Board of Examiners in clinical Chiefs of Service worked with through use of this technology. Optometry in Charlotte, NC. ISD to develop SCO’s e-Clinical Grad- SCO recently completed construction SCO interns also have exposure to pro- ing System. (Figures 7 and 8) This of a unique Advanced Procedures The- prietary systems designed in-house for web-based software application tracks ater/Digital Observatory and Digital the efficient delivery of patient care and each intern’s encounters, automatically Examination Rooms located in TEC. clinical instruction. The Information forwards content to clinical faculty for (Figures 4 and 5) These state-of-the- Services Department (ISD) at SCO grading and then sends the results to art teaching facilities use new infor- consists of a half dozen individuals the intern’s internal e-mail immediately matics technology for the clinical in- committed to assisting all aspects of the upon completion. SCO is currently in struction of diagnostic and therapeutic institution in efficient use of technol- the process of evaluating faculty/stu- procedures including, but not limited ogy and informatics. In conjunction dent reaction to the curriculum. to, binocular indirect ophthalmoscopy, with TEC staff members, the ISD de- Conclusion biomicroscopy and various ophthalmic veloped a one-of-a kind software appli- laser procedures. Utilizing new video cation, the SCO Patient Flow System. The use of informatics will be a key ele- and audio technologies applied to Zeiss (Figure 6) This informatics applica- ment in the future delivery of eye health ophthalmic equipment, interns are able tion monitors examination room sta- and vision care for the continued suc- to observe these procedures being per- tus and patient movement throughout cess of optometric practices. It is also es- formed in a unique way. Remote obser- the clinic in order to streamline and sential to include these technologies and vation of the surgeon’s field of view, the enhance the patient experience. With practices in the educational curriculum patient’s field of view and generalized 35 optometric physicians, more than itself. Informatics will not only improve video of the procedure environment is 100 interns and 45 staff members pro- quality of care, patient experiences and transmitted for presentation by clinical viding care to as many as 350 patients business practices but also help to ensure faculty in one of two different theater- each day, TEC could easily become dis- the continued success of the optometric like settings. The Digital Examination organized. The SCO Patient Flow Sys- practice in an increasingly discerning Rooms afford clinical faculty the op- tem keeps that from happening. This and competitive marketplace. The pro- portunity to expose greater numbers of web-based patient flow system assists posed framework in this concept paper students to techniques and interesting in providing care without undue wait constitutes the outline of an optometric clinical findings and SCO interns the times for patients and keeps physicians, informatics curriculum for optometry opportunity to practice examination interns and staff on schedule. Effective programs that provides students with an techniques in an environment modeled application of informatics is important overview of the field and practical ap-

Optometric Education 80 Volume 39, Number 2 / Winter/Spring 2014 Figure 7 Figure 8 E-Clinical Grading System – Student Tab E-Clinical Grading System – Attending Staff Doctor Tab

plication experience and prepares them tioned or with any competitor com- 6. DiStefano AF, Dayhaw-Barker for their future roles as decision-makers pany. P, Oleszewski S, Dell WM. The and healthcare practitioners. Pennsylvania College of Optom- References Despite these observations, the authors etry transforms its Curriculum for recommend that new studies be con- 1. Kumar S, Wang EH, Pokabla MJ, the Preparation of 21st Century ducted to specifically identify learning Noecker RJ. Teleophthalmology Optometrists. Optometric Educa- attributes and outcomes of teaching Assessment of Diabetic Retinopa- tion 2001;27(1):11-19. and utilizing optometric informatics in thy Fundus Images: Smartphone 7. American Medical Informatics As- the widely accepted framework of to- versus Standard Office Computer sociation. About informatics [cited day’s optometric curriculum. Workstation. Telemed J E Health 2012 November 27] Available 2012 Mar;18(2):158-62. from: http://www.amia.org/infor- Acknowledgements 2. Rainey B. Optometry Student matics/. 8. Association of Schools and Col- The authors would like to express sin- Computer Skill Trends. Optomet- ric Education 2001;26(4):122- leges of Optometry. Optometric cere gratitude to Professor Elizabeth Informatics SIG [cited 2012 No- Bowman and Professor Rebecca R. 125. 3. Perry CA. Information Literacy vember 27] Available from: http:// Reynolds, EdD, RHIA, Department www.opted.org/pdf/oi.pdf. of Health Informatics & Information in the SUNY Optometric Cur- riculum. Optometric Education 9. Association of Schools and Col- Management, UTHSC-Memphis; As- leges of Optometry. Vision Science sociate Professor John Mark Jackson, 2001;26(4):105-112. 4. Farra T, Hoppe E, Hutchison L, Librarians SIG [cited 2012 No- OD; and Dr. Sharon Tabachnick, Di- vember 27] Available from: http:// rector of Library Services, SCO, for all Scott C. Technology Familiarity and Use among Entering Optom- www.opted.org/pdf/vsi.pdf. of their support and encouragement of 10. Hildebrand JM, Stolee P, McKillop this work. etry Students. Optometric Educa- tion 2006;31(2):55-58. I, Jones DA, Strong GJ. Senior The authors have no financial interests 5. Fendick M. Informatics in Op- Optometry Students’ Experiences or conflicts of interest pertaining to any tometric Education. Optometric With Information Technology in of the corporations or products men- Education 2007;33(1):6. Optometric Practice. Optometric Optometric Education 81 Volume 39, Number 2 / Winter/Spring 2014 Education 2007;33(1):19-24. Based Learning. Med. Teach 11. Informatics Guidelines For Schools 2012;32/2:123-9. And Colleges Of Optometry, 25. Beaty S, Kelley K, Metzger A, Bel- ASCO, May 2007. lebaum K, McAuley J. Team-based 12. Gerson-Cohen J, Colley A. Teledi- Learning in Therapeutics Work- agnosis. Radiology 1950;55:582-7. shop Sessions; Am J Pharm Educ 13. 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Optometric Education 82 Volume 39, Number 2 / Winter/Spring 2014