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Here at Eye on Optometry we’re all about sharing information that’s useful to anyone thinking about pursuing a career in optometry. If that’s you, you should be aware of the opportunities available for Doctors of Optometry and optometry students through the Indian Health Service (IHS). IHS is the agency within the U.S. Department of Health and Human Services responsible for providing health care to American Indians and Alaska Natives. IHS employs all types of health professionals, including optometrists.

Rewarding Careers for Optometrists

With the IHS, optometrists provide comprehensive eye care in adventurous, culturally rich, mostly rural areas of the country. In 35 states (primarily in the West, including Alaska) they provide care for patients whose medical needs are often underserved and they do it alongside other health professionals as part of multidisciplinary health teams.

Optometrists working with the IHS fulfill crucial roles in clinics, hospitals and public health outreach programs that are important to the health of individuals, families and communities. IHS uses three human resource systems for recruiting and employing ODs: the U.S. Public Health Service Commissioned Corps, the Civil Service, and direct tribal hire. According to the IHS website, the Commissioned Corps and Civil Service provide federal benefits, while direct tribal hire is similar to employment in the private sector as benefits are provided by the individual tribal entities.

For Optometry Students

For optometry students, IHS has affiliations with many schools and colleges of optometry for externships/clinical rotations, which are customarily required in the fourth year of Doctor of Optometry degree programs. Check with each school individually, but those that offer externships in coordination with IHS include State University of New York College of Optometry, Nova Southeastern University College of Optometry, University of California – Berkeley School of Optometry, Western University of Health Sciences College of Optometry, New England College of Optometry, The Ohio State University College of Optometry, and Michigan College of Optometry at Ferris State University. Northeastern State University Oklahoma College of Optometry has a unique partnership with Cherokee Nation whereby the college’s faculty members, residents and students provide eye and vision care for Cherokee citizens at the tribe’s several medical facilities.

IHS also manages several scholarship programs available exclusively to health professions students who are members or descendants of a federally recognized (in some cases, state-recognized) American Indian or Alaska Native tribe. Seth Rich, OD, applied for and received an IHS Health Professions Scholarship. This program provides financial aid to qualified students enrolled in an eligible health professions degree program. In exchange, recipients agree to fulfill a service commitment in full-time clinical practice upon completion of their degree program.

Seth A. Rich, OD

Dr. Rich graduated from Northeastern State University Oklahoma College of Optometry in Spring 2018 and began working at the Redbird Smith Health Center in Sallisaw, Okla., on Aug. 1. The facility, located on five acres at the edge of the Sallisaw city limits, was the first Indian health clinic to be constructed from the ground up under Cherokee Nation management. “As a member of the Cherokee Tribe, I was able to apply for the scholarship once I had received my acceptance letter to optometry school,” Dr. Rich explains. “The scholarship helped me with tuition and education-related equipment fees. I was required to reapply for the scholarship each year as well as maintain a certain GPA and obtain a letter of good standing. After being accepted for the scholarship, I signed a letter of intent to work within the Indian Health Service for a period of time equal to the amount of years I received the scholarship. However, it’s my personal career goal to continue working within IHS after my required time. As a tribal member myself, I specifically feel called to work within IHS and to give back to a community that suffers from many forms of ocular disease. Growing up in a Native American community, I have seen first-hand the affects that diseases such as diabetes have on someone’s vision and quality of life. I feel that working with IHS is my opportunity to make a positive impact on the health and education of fellow tribal members.”

Dr. Rich says he considers himself lucky to be able to practice at a clinic that has an affiliation with his optometry alma mater because it allows him to mentor current optometry students. He’s also happy to be working in northeastern Oklahoma, where he was raised. “Being able to serve so close to home is something I’m very excited about,” he says. “Since August everything has been going fantastic. I couldn’t ask for a better working environment.”

For Optometry School Graduates

For optometry school graduates, IHS also offers one-year residency programs, in areas such as Primary Care, Cornea and Contact Lenses, and Low-Vision Rehabilitation. All of the residencies are associated with the Southern California College of Optometry at Marshall B. Ketchum University and filled through the ORMatch system.

In addition, IHS operates an education loan repayment program for health professionals, and optometrists are among those eligible to apply. Under the program, qualified school loans are repaid up to a certain amount for clinicians who commit to practicing for at least two years in health facilities serving American Indian and Alaska Native communities in areas of greatest need.

What’s in Store for Your Optometry Career?

For more information about opportunities for optometry students and optometrists with the Indian Health Service, explore the IHS website.

The school year is in full swing and we wanted to share this cute video from Joan Cmar, The Ohio State University, College of Optometry, Class of 2022, from her first day of school!

A few years ago, when Jessica Rodriguez was about 10 years old, she got a stye in her eye. She wondered why and how and she thought, “What if l become a doctor and treat kids like me with the same illness?” Now starting eighth grade at Indio Middle School, part of the Desert Sands Unified School District in southern California, Jessica is doing more than wondering. She’s following the PreMed Academy tract, an elective program available to all Indio Middle School sixth- seventh- and eighth-graders that exposes them to the variety of careers available in medicine and the health professions.

Jessica Rodriguez gives a presentation to third-and fourth-graders as part of a Health Education competition with her Junior Upcoming Medical Professionals group

According to PreMed Academy Instructor Nancy Rhynard-Kounovsky, “PreMed Academy has served 250-275 students each school year since its inception in 2004. During the three-year program, students move from the basics of human body systems and their associated illnesses to tackling subjects such as optometry,dentistry, forensics, veterinary science, pharmacy, acupuncture, sports medicine, epidemiology, and so on. Lessons, however, go beyond note-taking and videos. Students learn through various labs and activities, true to the medical profession, in the classroom and out in the community. Among other activities, students tour all of the local hospitals and learn American Red Cross CPR and First Aid.” PreMed Academy was among the reasons Indio Middle School was honored as a 2018 designee in the “Schools to Watch – Taking Center Stage” program run by the California Department of Education, California League of Middle Schools and other organizations.

Fueling Interest in Optometry as a Career

Jessica recalls the PreMed Academy class in which Rhynard-Kounovsky coordinated an eye dissection as “an amazing experience.” Angel Gutierrez, who is also in eighth grade this year at Indio, first became interested in optometry when his sister told him about it when he was 10. He says the Academy helps him toward his goals “by letting me experience how it is to be an optometrist and teaching me about other medical careers.” The broad scope of what students learn is an aspect of the program that Maribel Aguilar also likes. Her daughter Monika is an eighth-grader participating in year three. “It exposes her to medical careers and lets her keep her options open,” Aguilar says. “I especially like that it enhances the sciences taught at the middle school level.” Aguilar says she was relieved when Monika told her she wanted to be an optometrist because it shows she’s thinking about her future. “Usually in middle school, they’re just thinking about high school,” she says. Monika had been eager to start her second year of PreMed Academy. “I wanted to learn more and feed my curiosity,” she says. “Then when we started optometry with Mrs. Kounovsky I was excited to learn about the eye. We started to go deeper into the subject, and the more I learned the more I wanted to consider optometry to be my career choice. Pre-Med Academy not only helps me dream about optometry it actually allows me to act upon it. It lets me learn so many things about the eyes and allows me to explore the opportunities and career choices in the optometry field.”

Monika Aguilar speaks to the school board and members of the community as part of “Front and Center,” an event where students in specialty programs such as PreMed Academy share what they’ve been learning and doing in their classes and extracurricular activities

Some of the students in Indio Middle School’s PreMed Academy also participate in an outside group known as JUMP (Junior Upcoming Medical Professionals). JUMP is the Middle School Division of Health Occupations Students of America (HOSA), an international student organization recognized by the U.S. Department of Education and the Health Science Education Division of Association for Career & Technical Education. Its two-fold mission is to promote career opportunities in the healthcare industry and to enhance the delivery of quality health care to all people. JUMP engages students in a variety of ways, including regular meetings, field trips and lessons on topics such as medical math, health education, teamwork strategies and leadership skills. JUMP events give members the opportunity to showcase what they’ve learned. For example, at the Spring Showdown, different schools compete in contests such as Medical Trivia and Medical Spelling Bee.

Health Professions Education at the High School Level

After eighth grade, Indio Middle School students have the option of attending one of several district high schools that also have medical career academies. Similar pathways to an optometric or other health professions career can be found throughout the country. Blair Lukwago is one of many students seizing the opportunity. She’s been interested in optometry for quite some time. “I was very young when I first thought of becoming an optometrist, probably age 6,” she says. “Of course the word optometrist wasn’t in my vocabulary at the time, but I always told people I wanted to be an eye doctor when I grew up.” Blair’s attraction to optometry stems from having to get glasses at age 3 and visit the optometrist frequently for prescription updates. She says it was tough wearing glasses so young — her classmates were constantly asking her why — but as she got older she became fascinated by the tests the optometrist performed. “I started to memorize the different tests that I had to go through and I always tried to repeat them on my parents,” she says. Blair’s interest in optometry hasn’t waned and she chose to attend Arthur A. Benjamin Health Professions High School, which is part of the Sacramento City Unified School District in California. She’s a senior this year.

“Arthur A. Benjamin is a public high school that embeds health industry themes and topics into all of our core college prep curriculum, not just our Career and Technical Education courses,” explains Principal Marla Clayton Johnson. “Students take Medical Biology, Medical English 9-12, Medical U.S. History and Medical Spanish for the Healthcare Professional, to name just some of our courses. We also offer work-based learning opportunities such as job shadowing, internships and long-term work partnerships with industry partners small and large around the Sacramento region. We want to expand diversity in the healthcare industry so we are open to all students.” Blair has already completed one internship. From June through August 2017 she worked in the Materials Management Department at Shriners Hospital. Other health professions high schools operating around the country include Health Professions High School in Orangeburg, S.C., High School for Health Professions and Human Services in Manhattan, N.Y., and Memphis Academy of Health Sciences High School (and Middle School) in Tennessee.

Keeping a Focus on the Future

One of the questions Eye on Optometry asked all of the students is whether they look even further into the future to when they might actually be optometrists. All said yes. Monika visualizes herself helping her patients and having good relationships with them and her coworkers. “I would like to see my patients happy when they get their new pair of glasses,” she says. “And I would like to make my young patients smile when I check their eyes. Maybe I will make an adult smile too.” Blair says she wants to be like her optometrist and have “that beautiful-looking office that I grew up in with all the eye equipment that surrounded me. I can see myself using the equipment on my patients to help them with their vision problems and prescribe new lenses for them. I can see myself having my own office someday so I can check my parents’ eyes for real this time.”

No matter how much you prepare for the start of your four years in optometry school, there will no doubt be some things you end up learning as you go. To help you avoid learning “the hard way,” as they say, we found four students nearing the end of first year who were willing to share what they eventually realized about situating themselves for success. Here’s what these members of the class of 2021 had to say.

Skimping on Sleep Doesn’t Pay

Amanda Nealand, a first-year student at Midwestern University Arizona College of Optometry, says “In the beginning we were all nervous because we weren’t sure what to expect. I would spend a lot of time studying, often sacrificing sleep to do that. We would joke that we couldn’t even enjoy a nap anymore because we would feel guilty. As the year went on I learned what was expected of me and how to be more efficient in my studying. My advice is to take the nap, so to speak. If your body is telling you that you’re tired, listen to it. You won’t be able to learn at your highest level when you’re tired.”

Arra Apikian, a first-year student at Western University of Health Sciences College of Optometry, had a similar experience. “Sleep is a major factor in graduate school,” he says. “The first few weeks I stayed up late and studied while getting a maximum of five hours of sleep per night. Because my schedule was really packed, the lack of sleep was having a negative effect. When I changed my sleeping habits, I became more energized and focused with my studies, which helped me to perform even better on my exams.” In addition to getting enough sleep, Arra finds staying healthy overall is a good policy. “Taking care of yourself is important while you’re in professional school,” he says. “If you’re eating the right foods and staying fit, it helps your body maintain its strength to fight stress from school as well as illnesses. I try to fit working out into my schedule as much as I can. It helps to eliminate stress and tension.”

Good Notes are a Necessity

Reflecting on her first year, which is coming to a close at Western University of Health Sciences College of Optometry, Evalin Zhao’s thoughts turn to note-taking in class, not only in optometry school but also in undergrad. She says, “I wish I would have realized what a large portion of the science courses from undergrad is very much relevant to optometry school and the profession and understood how to take better organized and more concise notes. In undergrad, I wrote the majority of my notes in notebooks, which isn’t very efficient for optometry school. First of all, our lecture material is posted in either PowerPoint or .pdf files. Furthermore, it was very helpful to replace notebooks with a device and programs that I can draw on and type into. (I use a SurfacePro and OneNote.)” Evalin points out, too, that every course in professional school is related to one another. “Therefore,” she says, “you need an effective way to cross-reference materials, such as comparing information from current and previous lectures. This strategy is also useful in clinic. For example, when I saw an internal hordeolum (a bacterial infection of the glands inside the eyelids) during clerkship, I immediately called up what I had just learned in an anterior segment lecture to help me make a list of differential diagnoses and treatment options.”

Thoughtful notes are crucial for long-term learning as well, Evalin explains. “I also wish I had learned sooner how to retain information for long-term learning,” she says. “In undergrad, I cared more about memorization and making good grades, but my brain dumped out the information as quickly as I learned it.” Participating in a study group is a great idea in optometry school, Evalin continues. As she says, “I was never a study-group type of student in undergraduate school, but what I realized over the course of this academic year is I did better on exams if I had previously discussed the information with classmates. Whether it’s teaching the information to another student or asking for help, it reinforces the knowledge.”

Arra totally agrees about the importance of good notes, also emphasizing organizing and saving them. “All of the classes in optometry school build on each other, so having the notes saved helps you in understanding and reviewing material,” he says. “Also, you will see all the things you’ve learned on the board exams. Keeping your notes organized will help you study more efficiently and be successful when taking such a big test.”

Your Mom May Not Like This Theory, But Grades Aren’t Everything

And learning is different than grades, Arra adds. “Grades aren’t everything,” he realized. “When starting school, everyone was stressed about getting As. Getting As on exams is great, but it’s much more important to learn from your mistakes, pass your classes, and understand the material for the long run.” Adds Amanda, “Optometry school is a humbling experience. We all do well, but there will always be someone who is better at something. Take the opportunity to learn from them.”

Making Friends and Making Connections are Crucial Aspects of Optometry School

Studying hard is of course the way to go, Amanda says, but she also offers this advice: “I can’t stress how important it is to put yourself out there and make friends right away. Groups form quickly and your friends will be your life lines throughout school.” That’s right, Arra says, “You also have to realize that you’re in a class with your future colleagues, so taking time to make connections is important.” And he cites another way to connect: attend optometry conferences and meetings. “At professional meetings, you make connections with doctors and fellow students from different schools,” he says. “You’re able to learn from the experiences of people who have been in your shoes and also have become successful in their professions and practices.”

Health Professions Students Can, and Should, Have a Social Life

And, yes, optometry students can have a social life! “You just have to learn a new way to balance things,” Amanda says. “In the beginning of school, none of us expected to have a social life. The first two weeks felt overwhelming, but then we all realized that to get through this we’d need to have a little fun. I usually plan on taking a night off from studying during the week and a night off on the weekend. We plan our weekends based on what our schedule looks like for the next week. Some weeks are harder than others. Things we like to do include volunteering at vision clinics, hiking in the Grand Canyon, watching Arizona Diamondbacks spring-training baseball, and going to the zoo. It’s hot here, so we also swim a lot.”

Balance, Time Management and Creating Your Own Routine are Essential

Speaking of balance, Judy Hamouie, a first-year student at Western University of Health Sciences College of Optometry, admits that even though she had heard it was important, it didn’t really sink in until she was in school and feeling somewhat burned out. As she currently sees it, “Optometry school is our job for four years. While we have to make some sacrifices when it comes to family, friends, social life and hobbies, we don’t have to drop them.” As time progressed during first year, Judy learned to minimize her time engaging with those aspects of her life and spread them across her calendar along with her responsibilities.

All of the students who spoke with Eye on Optometry for this post say they came to understand that a healthy balance between school and other parts of life goes hand in hand with time management. “I also learned time management and presence along with balance,” Judy shares. “If I wanted to keep certain things in my life, I needed to maximize my time all the time and be really present for each task. Whether it’s schoolwork or leisure, I don’t want to waste a single moment.” There’s also a lot to be said in favor of developing a routine that works for you, Judy says. “I realize how incredibly important it is to have a good routine/rhythm for your daily life. It helps with the rigor of it all. The truth is that no matter how much you love what you’re learning, you won’t always be 100% pumped and motivated to study and work. I’ve developed my own rhythm in school, and now it’s become so routine that I don’t have to struggle with procrastinating. I ease right into the work even if other options around me are trying to grab my attention.”

Quitting What You Enjoy is Usually a Mistake

“For example, Judy continues, “I really enjoy the whole process of cooking, and before optometry school I was able to cook every night when I came home from work. When I started optometry school I thought I needed to change that so I stopped cooking altogether. Not only was I eating badly, I was also losing something I find a lot of joy in doing. It made me feel like I wasn’t really living life and I felt more apathetic in school. Now, I acknowledge that I can’t cook something new every night, but I can cook once a week and make enough to pack away for lunch and dinner for the rest of the week. Another example is making time for friends who live across town. I often download lectures to my iPad and listen to them while I’m driving to see them.”

It’s Best To Do Positive with a Capital P

From her first-year experience, Judy offers an additional insight. “I learned that the most important gift you can give yourself in optometry school is positivity. There are certainly stressful moments. Maybe you’ve been cooped up in a room somewhere studying all weekend. You still have a million things to do and it all feels overwhelming. This is when you need a good attitude to remind yourself: If you got into school, you’ll make it through school. All growth is uncomfortable, and the process is just as rewarding as the reaching the goal.”

Amanda also found her way to that perspective. She expresses how “At times, your family and friends will believe in you even when you might not believe in yourself. Trust them because they are right. You CAN do it! Optometry school will be hard, but you can do it.”

Photos:

Picture One (Amanda Nealand): Having a social life is important while you’re in optometry school. Amanda, third from left, a first-year student at Midwestern University Arizona College of Optometry, and her classmates spend time together and stay active outside of school by volunteering at vision clinics, hiking at the Grand Canyon, swimming (it’s hot in Arizona), and, as shown here, going to the zoo.

Picture Two (Evalin Zhao): Evalin, a first-year student at Western University of Health Sciences College of Optometry, says being part of a study group helped her to be a better student.

Picture Three (Arra Apikian): One secret to success in optometry school for Arra, a first-year student at Western University of Health Sciences College of Optometry, is eating healthy and staying fit.

Picture Four (Amanda Nealand): Third from left, a first-year student at Midwestern University Arizona College of Optometry, enjoys some Arizona Diamondbacks spring-training baseball with friends.

Picture Five (Judy Hamouie): Judy, on the left, is a first-year student at Western University of Health Sciences College of Optometry, with a friend, a second-year student, during a night on the town, the Student Government Association’s Annual EyeBall.

“Optometrists are in demand!”

― Sheri Beveridge, Account Executive/Recruiter with ETS Vision

“In the last three years, the number of practice opportunities listed on our career site on an annualized basis has increased 200%.”

― Lisa Wade, OD, Director of the Hayes Center for Practice Excellence at Southern College of Optometry

“There are a lot of settings that are really welcoming new grads. Five or six years ago we weren’t seeing that as much. So it’s a really great time to be coming out of optometry school.”

― Laurie Ballow, Product Manager with iHire 

“We have been placing optometrists for over 30 years and this is the best market we have seen for optometrists to find positions in every sector.”

― Lauren Simon, Owner/Recruiter with The Eye Group

If you’re looking for an update on the optometric job market, who better to ask than the people who spend their days connecting ODs with opportunities? Eye on Optometry recently checked in with four professionals in the know. Along with their general assessments presented above, they provided additional insights into current dynamics that are having an impact on the number and types of positions available to optometrists.

By all accounts, the number of available jobs for optometrists is on the rise. Laurie Ballow is a Product Manager with iHire, a network of job search websites aimed at streamlining the hiring process. She notes, “We have 56 industry-specific communities, and the optometry site is among the busiest. It’s consistently in the top 10% or 15% based on number of jobs posted, number of candidates visiting and returning, and the general activity on the site.” Also online is the placement website of the Hayes Center for Practice Excellence at Southern College of Optometry (SCO). The site accepts listings for optometric opportunities from all types of providers, which can be viewed only by students and alumni of the college. Currently, more than 1,200 opportunities are registered at the site. “With only 132 graduates, we couldn’t possibly fulfill all of the open positions,” says Center Director Lisa Wade, OD.

More People Need More Eye Care, and Other Shifts in the Landscape

The most obvious reason for an increasing number of optometric practice opportunities, which is the same reason for growth throughout health care, is the aging of the population. In a nutshell, more people need more eye care. That said, Dr. Wade points to other factors. “The increase in practice opportunities is multi-factorial and involves, for example, an aging population, an increased scope of optometric practice, a significant number of ODs reaching retirement age, eyewear as fashion, and more individuals having third-party insurance coverage for eye care and eyewear.”

In a few settings where optometrists practice, increased hiring activity has been particularly noticeable. Sheri Beveridge is an Account Executive/Recruiter with ETS Vision, a vision-only search firm that supports practices hiring optometrists and ophthalmologists. She reports that compared with 10 years ago, more ophthalmology practices are hiring optometrists. “Adding ODs to the practice allows ophthalmologists to provide patients with a “one stop,” so to speak, for primary eye care, medical, surgical and post-surgical care,” she explains. Lauren Simon, as part of The Eye Group, which recruits exclusively in optometry and ophthalmology, has also observed this trend. “There’s a strong need in the ophthalmology sector, where optometrists can complement the practice and improve productivity and efficiency and can also assist in networking with area optometrists.”

Simon mentions another change factor, too: consolidation in the optometric industry. “Consolidation has accelerated as eyecare corporations continue to purchase optometry practices, and we’re seeing related consolidation in the optical industry as well,” she says. “As a result, there’s a strong need for ODs to perform eye exams in these settings. Consolidation will likely continue for at least the next five years, sustaining an increase in job openings in corporate settings.” Adds Beveridge, “Corporate pharmacies are another entity seeking out optometrists. Some are adding hearing centers and optometrists with opticals along with their walk-in clinics.”

Private Practice and Ownership Options Endure

Alongside a growing number of corporate positions, jobs in private optometry practices and optometric practice ownership are apparently alive and well. In fact, explains Beveridge, they’re currently getting a boost as optometrists of the Baby Boom generation aim to retire or transition out. “Lots of doctors are looking for people to take over their practices and that will continue for several years,” she says. Perhaps reflecting this situation, private practice opportunities are a fixture on SCO’s job placement site. The vast majority of our students, more than 80%, pursue opportunities in private practice, most with opportunities for equity or outright purchase,” Dr. Wade says.

A New Practice Setting Emerges

A new phenomenon affecting the OD job market is the entrance of private equity into ophthalmology and optometry. Private equity firms, essentially groups of investors, have been investing in or purchasing private practices with increasing frequency. The goal is to increase their profitability through organic growth and acquisition of other practices, creating a large regional or national business entity, which is eventually sold for a return on said investment. “I don’t know if this is occurring in optometry to the extent that it’s occurring in ophthalmology, but we’re definitely seeing it,” Beveridge says. “Private equity organizations are increasingly in the mix of potential employers of optometrists.” Simon mentions the same development, commenting “The private equity strategy is another manifestation of consolidation of traditionally independently owned doctor practices, which has been occurring in many medical specialties.”

Where Do You Want to Be?

“There are a lot of great opportunities for optometrists,” Beveridge continues, “a lot of different ways to practice, to earn a good living, and have a desirable quality of life.” Figuring out where you want to work requires figuring out your priorities, she says. “Where do you want to live? Do you eventually want to be a practice partner or owner, or would you prefer not to deal with the business side of practice? What skills do you want to use? What kinds of patients do you want to work with, and how many patients are you comfortable seeing in a day? What work/life balance are you looking for? Will you only be happy with a specific schedule?”

Along the same lines, says The Eye Group’s Simon, “Typically, the three factors most important to optometrists as they search for a job are location, income and practice style.” If one of those factors is more of a priority for you than the others, some trade-offs may be necessary. For example, if you need to be in a specific area of the country, you may have to compromise on your practice type. Or, if compensation is your main priority, you may have to work a different schedule than you would prefer, i.e., weekends, or opt for a more rural than metro location. The bottom line, says iHire’s Ballow, is to find a practice culture that’s a good fit for you. She puts it like this: “You want your choice to feel right.”

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Don’t Miss ASCO’s New Online Career Center

The Association of Schools and Colleges of Optometry now offers a new Career Center resource (https://careers.optometriceducation.org/), hosted by Boxwood.

The new ASCO Career Center will help streamline your hiring process with:

Unmatched exposure for job listings – Your job post will appear on ASCO Career Center, but you now have the option of selecting The National Healthcare Network (NHCN), in which your job post will not only appear on ASCO Career Center but will automatically be distributed and displayed on 28 association healthcare career centers, creating MORE EXPOSURE!

Easy online job management – You can enter job descriptions, check the status of postings, renew or discontinue postings, and even make payments online.

Resume searching access – With a paid job listing, you can search the resume database and use an automatic notification system to receive email notifications when new resumes match your criteria.

Company awareness – Along with each job posting, you can include information about your individual company and a link to your web site.

Author:  Dr. Caryn LaBuda, Assistant Professor, Midwestern University

The buzzword throughout health care and especially throughout optometry is interprofessional communication and care.

While sounding simple on paper, interprofessional education (IPE) presents a series of challenges, but that does not mean that we should not endeavor to reach this destination, especially as the health care model continues to shift in this general direction.

Two professors that are well respected in the field of IPE, Dr. Frank Ascione and Dr. Alan Dow, presented a webinar entitled, “Innovative IPE Instructional Methods: Strategies & Lessons Learned.” IPE sounds to the average listener that it should be one of the easiest things to implement in our educational system. After all, we all do it. We communicate with primary care physicians about our diabetic and hypertensive patients. Is that enough? Is that truly what IPE is and should be for Doctors of Optometry? Do we teach our students on a daily basis that the hierarchy of medicine is no more and that we need to work with all professions to take the best care of our patients? Do we challenge ourselves to follow that rule?

Dr. Dow from Virginia Commonwealth University challenges all of us as educators and healthcare providers to evaluate education as a tree, especially that of an interprofessional nature. The roots of this tree are the pre-curricular experiences that our students have had. We know as educators that this can be extremely varied, some students have worked in health care practices, other students have never set foot in a medical office. How do we ensure that both types of students and everyone in between reaches their true potential of being the best health care provider that they can be? The answer is simple. According to Dr. Dow, it is based on the foundational experiences that we as providers and institutions provide them, and this forms the trunk of their interprofessional knowledge. These experiences are often formed through online coursework where teams of multiple professions are working together to solve a problem and devise the best solution for the patient.

At Virginia Commonwealth University, they accomplish building a solid trunk for all of their students through a series of three courses with a variety of programs involved in each course, whether that is social work, law, medicine, psychology, or dentistry. Some of these courses are simulation based and online where the students work independently, yet collaboratively on solving a patient issue. Other aspects of the course involve going to the simulation center and working on different patients and realizing that each member of the team plays a critical role in the management of the patient. And yet, we need each other in order to ensure the patient is receiving the best care. As the students move on through the curriculum and reach the branches and the leaves of their tree of learning, the experiences that they are exposed to become more rooted in their fields. For example, a practitioner who is working in an advanced ocular health clinic who gives bad news a good percentage of their day, may be paired with someone who is concentrated in social work or psychology, an occupational therapist, and a pharmacist to deliver the news and to allow a transition into other fields so the patient can maintain their quality of life.

The challenge that Dr. Dow faces is a balance between the student wanting real experiences and their actual ability to engage and learn something from these real experiences. Dow suggested that student wants, while important, should always come secondary to what they need to learn. For example, discussing a case on scleral depression before the student has learned about the sclera, may result in low engagement by the student. However, if we use the same case after a student has learned about the sclera, the retina, and the technique of BIO, then all of a sudden that case has meaning to the student and the knowledge yielded will be high. Dow suggests that faculty focus on identifying the roles of the health care team initially and build into those experiential cases.

Dr. Ascione from the University of Michigan provided a complementary perspective to this IPE seminar. He proposed that at the University of Michigan IPE should be co-curricular rather than a separate, subjective curriculum. In this sense, it is a required activity for the student to complete, and this can be affiliated with a course, but there is no grade or credit hour assigned to this specific activity. At first when this program was implemented, there seemed to be a lot of doubt as to how much effort students and faculty would put into this type of venture, but the results have far exceeded expectations and the program only continues to grow.

Dr. Ascione presented that classroom base learning is not the fundamental for their IPE, but rather it is based on case studies where discussions can continually grow and change. In these series, it is not only about treating the patient medically, but it also evaluates social justice in medicine or how the changing health care system is affecting our patients in all walks of life. He reports that the faculty have had creative license in terms of designing these co-curricular objectives and not only are multiple fields of medicine represented, but also the fields of law, insurance workers, business, and social workers.

One could easily ask after this seminar how can it be that there are two different, but yet very successful ways to implement IPE in the optometry world. The answer is these techniques are not that different, yes there is a credit hour difference and perhaps even an implementation difference, but the quality of what these programs are trying to do is the same. We as optometric educators are called to provide this type of care to our patients on a daily basis. Shouldn’t we be teaching our students to do the same?

Whether we decide to implement IPE as a course or as a required activity, the important take home message is that we are teaching students that they are part of a team, that their input matters and that the input of the other team members also matters. It is no longer a question of “I am the doctor so what I say goes.” Rather it is a question of “though I am the doctor, what does everyone else involved in the case think, so the patient receives the best care?” Of critical importance, however, as stated by both of these respected educators is that the team is not only made up of the health care workers or the lawyers or the other professions, but the patient is a key member at this table of discussion and all of us involved need to remember that.