Semester 1

OPN161 - Advanced Eye Care 1

General Tips:

  • This unit is split into two main streams: Low Vision and Paediatrics. There is also a singular lecture on Occupational Optometry but this is fairly straightforward. 
  • In Low Vision, you will focus on the fundamentals of assessment of patients with low vision, and management options for these patients. This includes optical (e.g. magnifiers) and non-optical (e.g. mobility canes) aids. 
  • In Paediatrics, you will likewise cover the fundamentals of paediatric assessment, covering many relevant conditions you should remember from previous units as well as methods of assessing children e.g. alternate ways of measuring acuity.

Poster and Presentation:

  • This is the only assessment item for this unit during the semester. You will work in a pair to create a poster for a randomly assigned case, and then present it later in the semester to either Shelley or Steve. The cases typically fall quite clearly into a low vision or paediatric-focused theme, although sometimes the cases can be a combination. 
  • Like any assignment in the course, try to start on the poster earlier rather than later; the cases can sometimes appear more simple than they really are, and require more research than you’d think. You’ll also want to get very familiar with the case details because your panelist will ask questions that test your knowledge - for example, if you have a BV-related paeds case, Shelley could ask you if your PFV/NFV ranges meet Sheard’s criterion. 
  • On a related note, the cases given leave room for you to fabricate details, but make sure these details make sense with the information you are given, and with the diagnosis you intend to make. 
  • As for the presentation itself, they like for you to memorise your script as opposed to using palm cards especially because you’re only given 2 minutes between the pair, and for you to interact with your poster rather than have it be a glorified wallpaper while you speak.

Final Exam:

  • For Low Vision, make sure you are very familiar with both the theory components and the maths - they both show up on the final, and you are NOT given a formula sheet so commit the relevant equations to memory - easiest to do simply by doing many practice questions. 
  • For paediatrics, a good chunk of the content feels like revision from previous units, with more focus on things like clinical techniques for actually assessing children and management strategies for different conditions that you’ll see in paediatric populations. 
  • Generally speaking, most people agree this exam is the easier of the two finals in Sem 1 (the other unit with a final being Contact Lens Practice).

OPN162 - Contact Lens Practice

General Tips:

  • Ask questions if you don’t understand anything; a lot of the concepts in contact lenses overlap and relate to each other, for example contact lens materials tying into oxygen-related contact lens complications, so it is important to have a solid grasp on the big concepts in the unit. 
  • Engaging in the practicals will help these concepts stick as well by applying your knowledge in a hands-on setting. 

Mid-Semester Exam:

  • A more classic mid-semester exam than a slide exam like you’re probably used to at this point. In 2025, it covered up until Week 6 content, so focus on these weeks (or whatever weeks are assessed in 2026) leading up to the exam. 
  • Practice questions given are a pretty good indicator of the style of questions that will be asked, but don’t get complacent by just doing these over and over - go back to the lectures and revise the content surrounding these questions as well. 
  • Also make sure, for astigmatism, you definitely understand the difference between ‘along’ and ‘axis’. These are perpendicular to each other, and are not interchangeable. For example, in with-the-rule astigmatism, the cylinder ‘axis’ is ~180, but the steep meridian itself is ‘along’ 90. This is relevant for questions that ask about both topography/keratometry readings and then spectacle or CL prescriptions. 
  • There are also many questions on the theory content in the lectures too, so use flashcards to your advantage to commit the important facts to memory. 

Practical Key Skills:

  • As long as you participate and engage in the practicals, this is a free 20%. That being said, as above, engage in these pracs to help concepts stick better.

Assignments:

  • You will have two assignments, involving fitting both soft and rigid lenses to your own eyes. Get your scans and measurements done as early as possible (and make sure to save the topography maps correctly!) so you can start writing your assignments earlier - you don’t want to get late into the semester and still be getting scans and all of a sudden there is a backlog of students also taking last-minute scans. 
  • There is no word-limit on these assignments, but don’t take this to mean you can write as much as you want - still make an effort to be concise. 
  • Hamish is very pedantic about the lens order forms - while he does also expect all the relevant information in the fitting, delivery, management, and aftercare sections to be included, if there is a single detail incorrect on the lens order form, he WILL deduct marks. 
  • The OA Contact Lens Resource Guide is a very nice starting point for the assignments.

Final Exam:

  • Questions on the final exam are generally case-based that test your knowledge of the content - can you read a case, extract the important information and then remember the relevant theory from the lectures to address the problem? There are also pure theory questions every now and then though, for example asking about the tear layers and how abnormalities of these relate to contact lens complications, including how to manage them. 
  • You get 2 hours to answer 6 questions, i.e. 20 minutes per question. As tempting as it is to try and just regurgitate all the relevant information you can remember relating to a question, try to organise your answers into paragraphs in a logical fashion that addresses the main points of the question. You can also consider underlying key phrases in your answer to try and draw attention to your answers to these main points. 
  • Do not disregard the contact lens material lecture - whole questions on lens materials can and have popped up in the past.

OPN163 - Clinical Practice 1

General Tips:

  • No final exam for this unit! Because there is no final for this unit or for Research, your SWOTVAC will probably be more calm than you might be used to in previous semesters. 
  • Most of your marks for this unit will come from practical assessment items, so try to practice as much as you can. In 4th year, you will only see one patient a week, which will take up 2 hours of your scheduled 4 hours of clinic - do not waste the other two hours. Use this time to either finish your reflections/logbook or practice with your friends in the same clinic session and same appointment times. 
  • On reflections: Try to do these along the way - it is very hard to reflect on your performance in an appointment you conducted a month or two ago. Your SWOTVAC self will also thank you because you’ll have one less thing to worry about while studying for your two finals. 

Skills Exams:

There are two skills exams this semester. 

Skills Exam 1 consists of Case History, Prelims, Refraction, and BV/Near Vision. 

  • CH: Be very familiar with the type of questions you need to ask for each section of CH (e.g. remembering to ask about meds and allergies in GH, remembering to ask about driving in VT), but also know how to think on the spot and ask additional questions where relevant. The markers give the student-patients a fake history to give that will prompt you to ask more questions e.g. positive history of thyroid disease, requiring questions into for example current treatment and management. 
  • Prelims: Have your set order of prelims down pat, because you will need to be very efficient to finish on time AND record your findings. Also try not to record as you go (except for VAs) and instead record all at the end to save time - your peers will more than likely have normal findings to record, which just gives you a few numbers (PD, NPC) to remember. 
  • Refraction: Task is to perform ret and then subjective on ONE eye, and then binocular balance (left Rx is given for you). Again, the name of the game is efficiency, don’t get too bogged down on getting the patient to read the same letters over and over. Also don’t forget to fog, occlude, and open up the left eye where relevant, which may feel funny since you aren’t actually manipulating the left Rx at all yourself until binocular balance. 
  • BV: Fairly simple, just measure amps (RE, LE, BE) and phorias using Von Graefe. Remember to measure phorias correctly, especially vertical (requires both which eye the prism was in front of, and the direction of the deviation). This is the quickest and easiest of the skills exams. 

Skills Exam 2 consists of Direct ophthalmoscopy, Anterior Slit Lamp, Tonometry, and Dispensing/Vertometry. 

  • Direct: Task is to direct both eyes and record results in time. Make sure you’re familiar with patient set-up and instructs, and start with high plus for anterior media, reducing plus as you move towards the retina. Common problems: Poor instructions/explanations, not providing a fixation target, not getting close enough for a good direct view, and not racking through lenses/power as you change WD. 
  • Anterior slit lamp: Again, task is to examine both eyes, your usual anterior slit lamp procedure in addition to a special technique just like in your third year slit lamp skills exam. This part of the skills exam should be very familiar, just a little faster with the idea that you should be more efficient in fourth year. 
  • Tonometry: Your choice of Goldman or Perkins, but probably a good idea to get used to both since you won’t always get to choose in clinic. You only have to do one eye. Main focuses are again instructions and explanations, but also hygiene, obtaining consent, and asking about allergies/pregnancy/breastfeeding. 
  • Dispensing/Vertometry: Dispensing portion of exam involves adjusting frame to student-patient, then accurately taking measurements (seg heights for bifocals, fitting cross height for progressives, pupil height for SV, and then PDs using pupillometer). Vertometry portion of exam involves getting either SV specs with prism or progressive specs, and then measuring power using a manual vert (and determining add for progressives via markings) - heights and PD will be given. Practice in your clinic sessions, and make sure you know where to take measurements for different lens types. 

Patient Consultations:

  • You are marked on three different patient consults, and in each one you will be marked on either (1) CH + Prelims, (2) Refraction + BV/Near vision, or (3) Ocular health including tonometry. You will know ahead of time what is being assessed in what week, so you can use that to focus your practice on one part of your consult in particular. You are not just marked on your clinical ability in these consults, but also your recording and your time efficiency - you will be timed. Otherwise, these assessments are just like your other patient consults, so use your non-marked ones as good practice for your assessment. 

Referral Letter/Vision Report:

  • You will be marked on either a referral letter (if you needed to write one throughout the semester) or a vision report (if you did not) that you wrote for a real patient you saw in the clinic. This is a low-stakes assessment item, but make sure you properly redact all patient information from your submission (i.e. any patient-identifying information should be removed). 

Case Study:

  • This is a short case study on one interesting patient you saw during your clinic sessions. In previous years, this was completed as a “Clinical picture”, essentially a short article composed of: a brief introduction to the case and relevant topic; the case report section where you summarise patient information, history, and clinical findings; and then discussion where you discuss your learnings and key takeaways from the case. This year they’re asking for a narrated PowerPoint, a different format but they will likely ask for similar information. Good advice is to carefully consider what information is most relevant for the assignment, and to cover these pertinent points first as you will likely have a restricted word/slide count. Easy marks are deducted if you omit key information e.g. talking about retinal detachments but forgetting to mention Shafer’s sign, or PVD and forgetting to mention Weiss rings. 

OPN164 - Vision & Eye Research 1

General Tips:

  • Try and establish a good communication channel early on, both with your group members, and also your supervisor. Some supervisors prefer email, some are happy to be in a Messenger group chat, just discuss with them and figure out what will work for your team.

Critical Analysis:

  • This assessment item involves your group reading through and criticizing a published paper that is relevant to your chosen topic, ending with a recommendation on whether the paper should be published (with your group essentially acting as reviewers as if the paper has not been published yet), and whether minor/major improvements or revisions should be made first. 
  • Your group is free to structure your critical analysis however you’d like, there is no absolute set layout you must follow, but examples are given that you can roughly follow. One example layout might be: 
  1. Summary of article: Brief overview of the article and its methods and findings.
  2. General impressions: Broad impressions of the article, positive or negative. 
  3. Major comments: Major points of improvement identified, organised by section of the paper (e.g. points of improvement in the paper’s “Experimental design” section, “Methods” section, etc.). 
  4. Minor comments: Minor nitpicks for improvement, things like poor phrasing, ambiguity in language, inconsistencies. 
  5. Recommendations
  6. Publication recommendation: Should the paper be published? Do revisions need to be made first?
  • One way to approach the assignment might be to each read through the article individually, come together to ensure your understanding of the paper is on the same page, come up with general impressions together, and then split off into sub-groups to critique and analyse each section of the paper. 

Critical Analysis Presentation:

  • In 2025, the presentation assessment was about your project itself - explaining the topic, stating aims, outlining intended apparatus, methods, pilots, data analysis, and a project outline. This year, they’ve changed it to a presentation about your critical analysis. I can’t give any specific advice on this, but general advice I can give for research presentations is make sure you cover everything they want you to, both what’s mentioned in the marking rubric and the assessment details page, as they aren’t always identical. Split the workload appropriately between your members, but ensure that each member can then explain what they’ve done to the rest of the team so everyone is on roughly the same page. 
  • They do really care about the presentation itself, so make sure you don’t just present slides with walls of text - put in effort to make the PowerPoint interesting and visually engaging, while still being professional and academic in nature. Obviously dot points and figures will be your friend in doing this.
  • Timing also tends to be quite important in these presentations - make sure you know your expected presentation runtime and account for assessment-day nerves to add on a little time too. 

Project Report:

  • This is the big assessment item for this unit, worth a whopping 60% of your mark. Like the project proposal presentation, it is a report justifying your research topic and outlining your planned apparatus, procedures, and statistical analyses, just in a lot more detail. This is also an individual assessment item, so while you can discuss aspects of your research with your group, be careful not to accidentally plagiarize each other. 
  • It is also a very long assignment so please do not leave this until last minute. 
  • Use the marking criteria is a checklist of things you need to include in your report, and prioritise covering these before adding any additional information you feel you want to add. 
  • It is very easy to go over the word limit in this assignment, so consider giving yourself sub-word limits for each of your planned sections of the report to try and keep yourself in check along the way - or else you might be stuck trying to cut a lot of words the night before submission. 
  • If you have any questions or confusions about your research at this point, do NOT be afraid to contact your supervisor and ask questions - they are there to help you and make sure you actually understand your topic. For example, if any parts of your research methodology or your planned stats procedures are confusing, clarify these with your supervisor so you can properly and accurately explain these in your report.