Abstract

In several countries such as the UK, the optometric profile has shifted towards a healthcare professional. The optics lecturer has thus to help students with often a limited interest and background in optics to become professionals with a reasonable understanding of the main optical phenomena and how they can be put in use in optometric instruments. In this context, and in order to help improving teaching strategies, the aim of this study was to identify misconceptions in optics among optometry students, and to assess if these misconceptions would change with professional experience and continuous education. An on line, anonymous, survey was carried out among first, second, third year Optometry students and qualified optometrists registered for at least two years with the General Optical Council. The number of respondents in the four groups was respectively 67, 54, 22 and 74. The survey consisted of 40 True/False/Pass questions regarding the nature of light (7), geometrical optics (8), visual optics (11) physical optics and ophthalmic applications (14). Results show that the misconceptions identified are similar to those reported in other science groups (e.g. image formation, wave nature of light) with the exception of few more directly related to Optometry concepts. If globally, students understanding improve with academic education, a number of misconceptions however persist along their studies and new misconceptions may also appear as students are introduced to new concepts, which may not always be clarified afterwards with professional experience.

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