Work-Based Learning (WBL) Model to Develop Self-Directed Learners in Optometry Education - An Evaluation

Special Issue - Optometry

J Ophthalmol & Vis Sci. 2021; 6(2): 1048.

Work-Based Learning (WBL) Model to Develop Self-Directed Learners in Optometry Education - An Evaluation

Tan LL*, Kallakuri S and Yeo AC

School of Chemical and Life Sciences, Singapore Polytechnic, Singapore

*Corresponding author: Li Li Tan, School of Chemical and Life Sciences, Singapore Polytechnic, 500 Dover Road, Singapore

Received: March 25, 2021; Accepted: April 16, 2021; Published: April 23, 2021

Abstract

Purpose: This paper evaluated the effectiveness of work-based learning (WBL) model to develop self-directed learning skills in optometry education.

Methods: ‘WBL cohort 1’ in Academic year (AY) 1819S1 (n = 20) and ‘WBL cohort 2’ in AY1920S1 (n = 65) were studied and compared with a ‘traditional cohort’ (n = 42). The following were investigated: (i) Student Survey (SS); (ii) Focus Group Interview (FGI); (iii) adjunct lecturer survey and (iv) Final Module Score (FMS) in four core modules.

Results: Through SS, >60% reported that WBL enabled them to be selfdirected learners and >80% felt that it helped to develop useful optometry skills and knowledge. Through FGI, 83% of the ‘WBL cohort 1’ and 54% of the ‘WBL cohort 2’ reported that it trained them to be self-directed learners. More than 60% of the adjunct lecturers surveyed reported that students who underwent the WBL model had exhibited good interpersonal skills, critical thinking and good traits of an independent optometrist. However, these were not as clearly evident when the cohort size was increased. Based on academic performance (with FMS as an indicator), WBL produced variable results in the four core modules surveyed, with WBL cohorts 1 and 2 performing differently.

Conclusion: WBL model was able to develop self-directed learners and professional dispositions as well as generic employability skills. To scale WBL for larger cohorts, considerations must be given to faculty and resource availability, which it demands.

Keywords: Work-based learning; Self-directed learning; Optometry; Workplace

Introduction

Self-Directed Learning (SDL) is a skill that has received increasing attention in recent years, particularly in the context of Singapore education. The Ministry of Education, Singapore, in its Masterplan for Information and Communications Technology in Education, has identified self-directed learning as one of the key 21st century skills that should be nurtured in our students. Broadly, SDL refers to the process in which an individual learner is motivated to take responsibility and accountability for his/her own learning [1]. Tan, Divaharan, Tan, and Cheah [2] have gone one step further and examined ways of assessing SDL that are viable within our local educational context. They defined SDL as skills that encompasses the following features: (i) Ownership of learning; (ii) Self-management and self-monitoring; (iii) Extension of learning.

Despite many approaches and models in the literature, there is general agreement that SDL involves the following iterative stages, irrespective of the specific terminology employed:

• Planning Learning

• Managing Learning Performance and Process

• Reviewing and Evaluating Learning;

Hence, the use of cognitive strategies is of significant importance in developing students’ SDL skills [3].

Work-Based Learning (WBL) is an educational model that provides students with real-life work experiences where they can apply academic and technical skills and develop their employability. It is a series of educational courses which integrate the school or university curriculum with the workplace to create a different learning paradigm. WBL deliberately merges theory with practice, knowledge with experience, and acknowledges the intersection of explicit and tacit forms of knowing [4-6]. WBL encompasses a diversity of formal and informal arrangements including apprenticeships, work placement and informal learning on the job. The key driver is the need for active policies to secure learning that meets the need of the workplace [7]. Smith and Mick [8] refer to programs of WBL as “throwing a net around slippery experience and capturing it as learning”.

From an educational institution perspective, Alkestma and McDonald [9] outlined four typical models of work experience and endorsed by Institute for Adult Learning (IAL) Singapore [10] as WBL model:

Fully integrated workplace learning: Most of the learning takes place on-the-job and is supported by learning materials from the workplace and the educational institution. Learners are supported by their employers and by staff (e.g. supervisors at work and in their educational institution). It includes learning for attaining qualifications, as well as professional learning that seeks to develop people already in work.

Learning practicums: Learners - such as chefs, nurses, social workers, or engineers - are placed in workplaces for ongoing blocks of learning during their time of study. These are variously referred to as practicums, placements and field-based education.

Work integrated learning: Learners work on a project basis for short periods of time. This includes internships.

Simulated learning situations: Learners are fully located within an educational institution but participate in replicated workplace learning situations. This can range from using software that workplaces use to simulate the work context, through to simulated clinical settings and actual construction projects or hospitality work within the educational institution.

Work-based learning model in the Diploma of Optometry course at Singapore Polytechnic

Work-Based Learning (WBL) was first introduced to Year 2 Diploma of Optometry (DOPT) students at Singapore Polytechnic in semester one of the 2018/2019 academic year (AY1819S1) in response to curriculum review and pedagogy for the profession. It was introduced to address gaps in the traditional system of block rotations; in recognition that existing clinical training can be structurally and educationally enhanced and last but not least, to inculcate SDL.

WBL is a relative new approach in higher education in the UK [11] and has been used and studied in nursing [6,11,12]. To date, no study has been done on the impact of this teaching approach in optometry. This paper evaluated if WBL model could develop SDL skills and improve the academic performance (indicated by final module scores) in our optometry students.

Materials and Methods

The annual DOPT course intake comprises three classes of students of approximately 20 students per class. WBL model was first introduced in AY1819S1 for year 2 students, on an opt-in basis. To date, WBL model has been implemented for two cohorts of optometry students: ‘WBL cohort 1’ in AY1819S1 (the pilot cohort, one class only, n = 20) and ‘WBL cohort 2’ in semester one of the 2019/2020 academic year (AY1920S1) (all three classes, n = 65). The other two classes in AY1819S1 were taught using traditional/conventional mode of lesson delivery (n = 42) and they are called ‘Trad cohort’. Students from AY1819S1cohort are the ‘senior’ cohort and the students from AY1920S1cohort are the ‘junior’ cohort.

Four core modules were surveyed

CP3065 Binocular Vision (BV), CP3066 Contact Lens (CL), CP3056 Ocular Disease 1 (OD1) and CP3062 Clinical Optometry 3 (CO3). These are four core modules in optometry covering the major clinical disciplines required by a professional optometrist in their workplace. Students in WBL cohorts were taught using WBL teaching approach whereas students in Trad cohort were taught using the traditional/conventional teaching approach (Figure 1). All students, regardless of the cohort they belonged, were taught using the same teaching materials and same means of assessment were applied through-out the semester.