Curriculum

Anatomy, Physiology and Assessment of the Eye

Lecture content:

Introduction to the anatomy and physiology of the globe: conjunctiva, cornea and lens, sclera, choroid, iris, ciliary body, aqueous humour, vitreous body, vascular and nervous supply, retina. Anatomy and physiology of the lacrimal organs and eyelids. Assessment methods such as slit lamp, tonometry, ophthalmoscopy, exophthalmometry, Schirmer test, imaging methods in ophthalmology, colour vision assessment.

Learning Outcomes:

The graduates know the most important relevant anatomical terms. They learn about the anatomy and physiology of conjunctiva, lacrimal organs, cornea, sclera, tenon, lens, iris, ciliary body, vitreous body, retina and eyelids. They learn the basic ophthalmologi-cal assessment methods, including through self-experience, and can allocate the meth-ods to the respective structures to be examined. The graduates know the structure and principles of relevant colour tests (e.g. Ishihara; HRR; Farnsworth, etc.), the respective test procedure and documentation and on each other (skills lab).

Superior module:

Medical and Psychological Basic Principles

Module description:

Graduates have a sound knowledge of the relationship between the anatomy, physiology and pathology of the human body. They apply a holistic approach to the human organism and are well versed with biomedical systematics and terminology. They understand morphological and functional coherences of a healthy human body and the aetiology of disease. This aids in a wider understanding of physiological and pathological processes. Students are able to recognise life-threatening disease and apply first aid treatment. A basic competency for working in the health care system is a knowledge of the processes that lead to the spreading of infectious disease and an awareness of actions which prevent this. They are well aquainted with the anatomy and function of the eye, the lacrimal system and the lids, as well as assessment of the anterior segments of the eye and medical imaging in ophthalmology. They understand the concept of health and illness and of factors influencing them. Graduates have a knowledge of the classicifications and principles of disability and illness, and they have an exemplary understanding of relevant psychological diseases.

Basic Principles of Hygiene

Lecture content:

Basic terms (bacteriology, virology, parasitology) and work fields of infection hygiene, environmental hygiene and epidemiology. Measures to prevent infections ¿ prophylaxis, vaccination/immunisation, antisepsis, disinfection/sterilisation. Nosocomial infections and hospital hygiene, environmental hygiene, water hygiene, waste disposal.

Learning Outcomes:

Graduates are able to describe basic concepts of hygiene (e.g. bacteriology, virology, parasitology, immunisation, epidemiology etc.), they know the tasks of infection hygiene, the basic principles of hospital hygiene and can explain professionally relevant measures for infection prevention (hygiene, disinfection, sterilisation, immunisation, prophylaxis), they are proficient in personal hygiene, especially hand hygiene. They know the princi-ples of environmental hygiene (incl. water hygiene) and waste disposal.

Superior module:

Medical and Psychological Basic Principles

Module description:

Graduates have a sound knowledge of the relationship between the anatomy, physiology and pathology of the human body. They apply a holistic approach to the human organism and are well versed with biomedical systematics and terminology. They understand morphological and functional coherences of a healthy human body and the aetiology of disease. This aids in a wider understanding of physiological and pathological processes. Students are able to recognise life-threatening disease and apply first aid treatment. A basic competency for working in the health care system is a knowledge of the processes that lead to the spreading of infectious disease and an awareness of actions which prevent this. They are well aquainted with the anatomy and function of the eye, the lacrimal system and the lids, as well as assessment of the anterior segments of the eye and medical imaging in ophthalmology. They understand the concept of health and illness and of factors influencing them. Graduates have a knowledge of the classicifications and principles of disability and illness, and they have an exemplary understanding of relevant psychological diseases.

Basic Principles of Oculomotor Functions

Lecture content:

Anatomy of the bony orbit, anatomy and physiology of the internal eye muscles (pupil, iris, ciliary muscle) and eyelids. Detailed anatomy of the external eye muscles and liga-mentous apparatus. Detailed physiology of eye muscles as well as their function and de-termining parameters (e.g. laws of innervation, Listing's plane, etc.).

Learning Outcomes:

Graduates have detailed knowledge of the structure of the bony orbit and the topograph-ical anatomy of the oculomotorically relevant orbital contents. They can describe the anatomy and physiology of the external eye muscles (incl. ligamentous apparatus; e.g. structure, attachment, histology, blood and nerve supply, laws of innervation etc.). They can describe the following in detail: eye position, diagnostic gaze positions (primary, secondary, tertiary), Listing's plane, eye movement laws (Hering, Sherrington), as well as terms such as: synergist, antagonist, vergences, ductions, versions, torsion etc., and the mechanisms of physiological muscle contraction. They understand the paired function of the eye muscles and learn about the function of the six external eye muscles in primary position and in the directions of gaze. The grad-uates can derive the movement mechanics of the eyes from the anatomical conditions; they learn about the anatomy and physiology of the inner eye muscles as well as the lid motor muscles.

Superior module:

Basic Principles of Orthoptics 1

Module description:

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Basic Research Skills

Lecture content:

Learning as a process, applied learning psychology, learning motivation, promoting concentration skills; mnemonic, reading and structuring techniques; specific learning concepts at university level, learning in groups, exam preparation; library use: excursion and introduction to local subject-specific library/ies. Types of presentations, structure of a presentation, preparation, media, interaction with the audience, speech and presentation technique. Development of scientific competence (WIKENT): Basic principles of citation and literature research (e.g. citation structure, citation styles, types of sources, search strategies in medline and internet, plagiarism etc.).

Learning Outcomes:

The graduates know the most important prerequisites for "learning" (current state of knowledge), the importance of motivation for learning. They have become familiar with different learning strategies and reflected on their relevance for their learning. They know mnemonic, reading and structuring techniques as well as methods for exam prep-aration and reflect on their importance for their learning. Graduates know important goals and methods of literature research (subject-specific da-tabase use, internet research, types of literature) and can implement them in search as-signments. They know the basic principles of scientific citation, practice applying ac-quired citation rules for the first time and can explain the reasons for using the rules in support of good scientific practice. They know the library of the UAS Salzburg and can use the offers in a goal-oriented way. Graduates are familiar with presentation types and techniques, relevant presentation media as well as the importance of structuring presentations and practise those in an exemplary manner.

Superior module:

Introduction Profession and Studies

Module description:

Graduates are informed about the running, organisation, contents and focus of the course and become aware of the places of study and their specific organisation. They get an accurate insight into the profession of orthoptists and a basis to reflect on their decision to choose this profession.They know the different work areas of orthoptics and their specific tasks and aims and they can relate those to other health care professions. They know the core competencies of their own and related professions and where these link together. They know ethical, social, legal and institutional conditions of the orthoptic profession and can analyse the work field of Austrian orthoptists in comparison to international orthoptists. They know the term "orthoptic process". They understand the social environment of their future work and its influence on it. By discussing the topics of gender and diversity they begin to understand the complexity of health care system and the necessity of individualising care for their patients. Graduates have developed their learning skills. They have reflected their learning behaviour and acquired knowledge of further methods of organising learning.They understand learning as a process with its successive steps and can now deduct learning strategies and plans. They reflect their motivation for learning and how they may influence it. They know reading styles, structuring techniques and mnemonic training methods and in which situations to use them.They implement scientific methods of collecting subject-specific information. Graduates know the basics of project management and presentation methods.

Course accompanying the placement 1

Lecture content:

Introduction to clinical placements, objectives of practical training, FH-MTD-AV, practical placements protocols and guidelines, placement procedures (supervision and guidance), introduction to and practicing of patient documentation and placement reports, preparation for the introductory placement, supervision and follow-up, presentation, analysis and reflec-tion of reports. First aid measures in the orthoptic environment.

Learning Outcomes:

The graduates know the basic principles for their (practical) training (e.g. FH-MTD-AV). They get to know the process of placements and reflect on the tasks and goals of placement supervision (at the placement and in the course). They know placement guidelines and practical training protocols as well as their tasks during the various placements (placement goals, documents to be submitted according to checklists, evaluation). The graduates know the procedure and the goals of the introductory placement, learn the semester-specific pa-tient documentation for the placements and can carry it out. They reflect on the terms `reflec-tion¿ and `feedback¿ and practise reflecting and giving feedback. They reflect on their teach-ing block and accompanying placement (their actions/interpersonal experiences at the placement site or with patients) in single and group settings. They know where they can get help in case of problems during the placements. The graduates know first aid measures in general and in particular concerning the main placement site (chains of communication, tel-ephone numbers, responsible persons).

Superior module:

Placement 1

Module description:

The graduates acquire general basic knowledge for the clinical placements and special organisational and administrative knowledge for the introduction in practical training. In this training, they reflect upon their first encounters with different professional groups in an institutional context and with patients and their family members. They see that in orthoptics, a scope of action and decision making exists. They understand the meaning of a systematical documentation in the orthoptic and the educational process. They know how to discuss and to reflect upon contentual-methodical and social-communicative aspects of the respective phase of their practical training. They recognise life-threatening conditions and can provide first aid.

Human Biology and Pathology

Lecture content:

Basic principles of anatomy, physiology, histology and pathology (structure, function and diseases). The cell - from the cell to the tissue to the organs; cardiovascular system, nervous system, respiratory tract, kidney and urinary tract, musculoskeletal system, lym-phatic organs, gastrointestinal tract, reproductive organs, skin, sensory organs, endo-crine organs. Life-threatening situations and first aid measures.

Learning Outcomes:

The graduates build on their previous knowledge and understanding of the structure and (mal)functions of the human body: i.e. they can describe the cell (structure and func-tion), know the basic structure of the human body, especially of the nervous system, respiratory tract, kidney, urinary tract, gastrointestinal tract, reproductive organs, skin, sensory organs, endocrine organs as well as the musculoskeletal system and the cardi-ovascular system and know the physiological functional principles and essential pa-thologies of the body systems mentioned. The graduates repeat theoretically already learned first aid measures and reflect on parameters that can be helpful to assess a life-threatening situation.

Superior module:

Medical and Psychological Basic Principles

Module description:

Graduates have a sound knowledge of the relationship between the anatomy, physiology and pathology of the human body. They apply a holistic approach to the human organism and are well versed with biomedical systematics and terminology. They understand morphological and functional coherences of a healthy human body and the aetiology of disease. This aids in a wider understanding of physiological and pathological processes. Students are able to recognise life-threatening disease and apply first aid treatment. A basic competency for working in the health care system is a knowledge of the processes that lead to the spreading of infectious disease and an awareness of actions which prevent this. They are well aquainted with the anatomy and function of the eye, the lacrimal system and the lids, as well as assessment of the anterior segments of the eye and medical imaging in ophthalmology. They understand the concept of health and illness and of factors influencing them. Graduates have a knowledge of the classicifications and principles of disability and illness, and they have an exemplary understanding of relevant psychological diseases.

Introduction Profession and Studies

Lecture content:

Introduction to the course and orthoptics as a subject: the study locations of the Uni-versity of Applied Sciences (UAS) Salzburg and Salzburger Landeskliniken (SALK), course and content of the programme, general legal framework, relevant parts of the accreditation application and assessment regulations of the UAS, general contents and main focus of semesters and clinical placements. Introduction to the profession and professional fields of an orthoptist; legal framework conditions (MTD-Act) and changes of the professional field, historical development and international comparison of the profession. Special attention is paid to professional ethics and duties as well as inter-faces and core competences of related profession e.g. doctors, nurses, opticians, early intervention specialists, MTDs, etc. Description of the orthoptic process, the special importance of target group-oriented advising is emphasised. Introduction of ¿gender & diversity¿ and their meaning in orthoptics. Accompanying advising, discussion and reflection troughout the introduction phase.

Learning Outcomes:

The graduates get to know the contents and structure of the orthoptic programme (e.g. main focus of semesters, contents of the courses of the curriculum or the placements). They get to know the special features of the two training locations UAS Salzburg vs. main placement SALK. The graduates are familiar with the specifics of the first year of studies (e.g. committee work, role and functions of graduates, study programme guide-lines, etc.); they are aware of the compulsory vaccination for orthoptics placements and take the necessary steps independently to achieve their immunisation. The graduates reflect on the legal framework conditions of the study programme and with the orthop-tics application of the UAS Salzburg and can reproduce essential points of it (e.g. FHG; MTD law; FH-MTD-AV, exam regulations; accreditation application). They understand the necessity and goals of an evaluation (e.g. of placements, of courses). The gradu-ates reflect on the (inter)national history of orthoptics, know the professional duties of orthoptists, professional ethical and moral basic principles relevant for health and so-cial professions, especially for orthoptics, and can apply this knowledge to theoretical examples. They know the orthoptic process and the orthoptic tasks as well as the tasks of related professions (e.g. eye-care, health sciences (GWS) UAS Salzburg, MTD pro-fessions) and the term "gender & diversity" and its significance for orthoptics.

Superior module:

Introduction Profession and Studies

Module description:

Graduates are informed about the running, organisation, contents and focus of the course and become aware of the places of study and their specific organisation. They get an accurate insight into the profession of orthoptists and a basis to reflect on their decision to choose this profession.They know the different work areas of orthoptics and their specific tasks and aims and they can relate those to other health care professions. They know the core competencies of their own and related professions and where these link together. They know ethical, social, legal and institutional conditions of the orthoptic profession and can analyse the work field of Austrian orthoptists in comparison to international orthoptists. They know the term "orthoptic process". They understand the social environment of their future work and its influence on it. By discussing the topics of gender and diversity they begin to understand the complexity of health care system and the necessity of individualising care for their patients. Graduates have developed their learning skills. They have reflected their learning behaviour and acquired knowledge of further methods of organising learning.They understand learning as a process with its successive steps and can now deduct learning strategies and plans. They reflect their motivation for learning and how they may influence it. They know reading styles, structuring techniques and mnemonic training methods and in which situations to use them.They implement scientific methods of collecting subject-specific information. Graduates know the basics of project management and presentation methods.

Introduction to Clinical Psychology

Lecture content:

Bio-psycho-social model of illness, psychosomatics, behavioural medicine, health and illness, salutogenesis versus pathogenesis, coping and compliance, empowerment.

Learning Outcomes:

Graduates are able to distinguish between terms such as clinical psychology, psycholo-gy, psychotherapy, psychiatry; they know important definitions of terms such as health, illness, salutogenesis and pathogenesis and have discussed different models of illness. They know the importance of subjective theories of illness and their relevance for the course of illness, compliance, coping, etc. The graduates know the importance of classi-fication schemes in medicine and psychology and have dealt with ICD 10 and ICF (DSM IV in rudimentary form) as examples. They learn about some basic mental disorders (e.g. anxiety disorder: fear of taking blood/ of going blind) and discuss possibilities of han-dling this in a professional manner as a therapist. The graduates learn the most important terms of diagnostics, epidemiology and the evidence levels of studies (e.g. test quality criteria, prevalence, etc.).

Superior module:

Medical and Psychological Basic Principles

Module description:

Graduates have a sound knowledge of the relationship between the anatomy, physiology and pathology of the human body. They apply a holistic approach to the human organism and are well versed with biomedical systematics and terminology. They understand morphological and functional coherences of a healthy human body and the aetiology of disease. This aids in a wider understanding of physiological and pathological processes. Students are able to recognise life-threatening disease and apply first aid treatment. A basic competency for working in the health care system is a knowledge of the processes that lead to the spreading of infectious disease and an awareness of actions which prevent this. They are well aquainted with the anatomy and function of the eye, the lacrimal system and the lids, as well as assessment of the anterior segments of the eye and medical imaging in ophthalmology. They understand the concept of health and illness and of factors influencing them. Graduates have a knowledge of the classicifications and principles of disability and illness, and they have an exemplary understanding of relevant psychological diseases.

Orthoptic Practice 1

Lecture content:

Relating to the lectures of the current semester, practical exercises are held for example on clients and patients at placement. Practice of acquired assessment methods (e.g. vis-ual acuity test, cover test, etc.) in small groups on each other and on selected persons. Practice in documenting assessment results, creation of first assessment plans. Seminar-istic sessions for repetition as needed, as well as initial introduction to a synopsis of findings and plausibility checks. Support of the theory-practice transfer (TPT).

Learning Outcomes:

Graduates are able to take a medical history according to their level of training, they can independently carry out the inspection within the framework of the standard orthoptic status and document it correctly. They can handle trial frames professionally. They are able to check fixation, interpupillary distance, the covertest, motility and convergence in cooperative persons (patients or colleagues), correctly document the results and inter-pret straightforward orthoptic findings under supervision. They can select an adequate orthoptic method for visual acuity assessment or squint angle measurement depending on the age and cooperation of clients or patients. The graduates are able to carry out the squint angle measurement by means of APCT, EPCT and SPCT as well as the objective angle according to Hirschberg or Krimsky in cooperative persons (patients or col-leagues) in straightforward orthoptic cases, interpret the results correctly and document them. They can correctly apply eye drops to cooperative persons (patients or col-leagues). The graduates critically reflect on their actions within the orthoptic process; they learn to name strengths as well as weaknesses and to work on them.

Superior module:

Basic Principles of Orthoptics 2

Module description:

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Placement 1

Lecture content:

Introductory placement: Get to know the professions in ophthalmology and their fields of activity ¿ especially of orthoptists ¿ in intra- and extramural settings; block placement: participant observation of the orthoptic process; carrying out first assessments on select-ed patients under supervision: e.g. visual acuity, ocular alignment, angle of squint meas-urement, ocular motility, fixation, preparation for retinoscopy, etc.; documentation of the findings of observed and self-performed assessments; hygiene measures in the orthoptic work place.

Learning Outcomes:

Within the first semester the focus is on reflection and documentation of observations and the first (guided) independent implementation of learned methods. The graduates can se-lect adequate visual acuity assessment methods, apply them correctly and document the results. They can verbalise and, if necessary, document observations of the performed cover test and derive results. They practise the application of eye drops and learn about professional patient handling.

Superior module:

Placement 1

Module description:

The graduates acquire general basic knowledge for the clinical placements and special organisational and administrative knowledge for the introduction in practical training. In this training, they reflect upon their first encounters with different professional groups in an institutional context and with patients and their family members. They see that in orthoptics, a scope of action and decision making exists. They understand the meaning of a systematical documentation in the orthoptic and the educational process. They know how to discuss and to reflect upon contentual-methodical and social-communicative aspects of the respective phase of their practical training. They recognise life-threatening conditions and can provide first aid.

Principles of Orthoptic Assessment Methods

Lecture content:

Introduction to assessment methods of a standard orthoptic status e.g. basic terminol-ogy, basics and methods of: inspection, visual acuity assessment, cover test, meas-urement of the angle of squint, fixation, ocular motility, medical history, interpupillary distance, angle kappa, synoptophore and preparation for retinoscopy; handling of respective assessment equipment and tests; assessment results and their documentation.

Learning Outcomes:

Graduates can explain relevant orthoptic terminology in a professional manner. They can describe the assessment parameters of inspection. They know the procedure and relevant questions of the general medical history. The graduates can explain the basic principles and influencing factors of the visual acuity assessment. They can describe the basics/functional principles as well as the assessment procedure of the covertest, measurement of the angle of squint, motility and convergence assessment, fixation and interpupillary measurement, as well as interpret simple results theoretically and document them professionally. The graduates can list all eye drops for the preparation to retinoscopy and select suitable drops following a drop-scheme (e.g. contraindications). They can define angle kappa, alpha and gamma (meaning, definition, measurement). The graduates can explain the basics of operating the synoptophore. They know the typical orthoptic assessment procedure (standard orthoptic status). They are able to select suitable orthoptic methods depending on the individual assessment situation (environmental conditions, age of the patient) within first theoretical case examples (first case management) and are able to analyse and interpret the assessment results of the methods learned to address straightforward situations. They practise specific methods for the first time.

Superior module:

Basic Principles of Orthoptics 2

Module description:

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Sensory fundamentals of (binocular) vision

Lecture content:

Introduction into sensory perception e.g. sensomotoric coordination of the eyes, relative monocular localisation, absolute localisation, sensory fusion including retinal corre-spondence, prerequisits and degrees of binocular vision, binocular vision in case of dis-parate images, binocularly triggered inhibition processes, development of binocular vi-sion, basic principles of processing visual input from the retina to the primary visual cor-tex (e.g. phototransduction, receptive fields, stimulus transmission, visual pathway); or-thophoria, orthoposition, resting positions, fusion range.

Learning Outcomes:

Graduates can describe in detail the sensorimotor basic principles of normal monocular and binocular vision (e.g. subjective visual acuity, spatial values of the retina, relative vs. egocentric localisation, field of view, etc.). Graduates can explain how normal binocular vision works (e.g. normal retinal correspondence, sensorimotor circuit, Panum's space, physiological diplopia, suppression, etc.). They can explain the degrees of binocular vi-sion and know the developmental steps of normal binocular vision. Graduates understand the term "resting position of the eye" and can differentiate between orthotropia and ortho-phoria. They can describe the path of visual input from the retina to the primary visual cor-tex. They are aware of the qualities of their binocular vision.

Superior module:

Basic Principles of Orthoptics 1

Module description:

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Strabismus

Lecture content:

Introduction such as terminology, classification; pathological binocular vision (diplopia, suppression, anomalous retinal correspondence), binocular sensory functions in strabis-mus, neuropathology of binocular vision in strabismus, principles of prevention, diagnosis and therapy, aetiology and pathogenesis, heredity of strabismus.

Learning Outcomes:

Graduates know relevant terminologies and classifications. They are able to distinguish and describe the basic processes of binocular sensory perception and the neuropathology of binocular vision in strabismus (e.g. physiological vs. pathological diplopia or suppression, etc.). The graduates can describe the specificities of anomalous retinal correspondence and eccentric fixation by means of one developmental model. They know the basic principles of the development of amblyopia. The graduates know the principles of orthoptic prevention, diagnostics and therapy of strabismus and general basic principles of the aetiology, pathogenesis and heredity of strabismus.

Superior module:

Basic Principles of Orthoptics 1

Module description:

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Technical and Hygienic Standards

Lecture content:

Introduction to the technical and hygienic standards of an orthoptic workplace (e.g. get to know basic orthoptic assessment and treatment equipment/materials etc.). Intro-duction to the basic technical equipment of the ophthalmological workplace, as well as applied hygiene measures.

Learning Outcomes:

The graduates know the devices/assessment materials of an orthoptic workplace, can name them, explain their basic mode of operation and the respective area of use as well as explain how to clean and store the device professionally. In particular, the described learning outcome includes orthoptic basic material, visual acuity assessment methods, binocular and stereo tests, devices for squint angle measurement, devices for amlyopia treatment, devices for binocular training as well as contrast and colour tests, aniseico-nia tests, nystagmus spectacles, devices for measuring head tilts, etc. The graduates know the basic equipment of an ophthalmological workplace, can name it and explain the basic functioning and the respective are of use as well as explain how these devic-es are cleaned and stored professionally (e.g. devices for refraction, devices for visual field assessment, ophthalmoscope, slit lamp, tonometer, exophthalmometer, basic sur-gical instruments, etc.). The graduates know the general basic personal hygiene, the special handling of sharp and pointed objects, can describe correct hand hygiene and know the general hygiene measures at the orthoptic workplace (e.g. guidelines of the SALK/ main placement etc.).

Superior module:

Basic Principles of Orthoptics 2

Module description:

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Accommodative concomitant Strabismus

Lecture content:

Fully accommodative strabismus, partially accommodative strabismus, hyperkinetic and hypoaccommodative convergence excess, adduction excess, special orthoptic methods in cases of suspected accommodative strabismus, binocular visual acuity in accommodative strabismus, therapy and management of accommodative strabismus (e.g. full correction, spectacle adaptation, amblyopia therapy, determination of re-quired near addition in accommodative convergence excess). Relevant English termi-nology incl. its use.

Learning Outcomes:

Graduates have in-depth knowledge of the clinical appearance of fully accommodative and partially accommodative convergent strabismus. This means that they can explain the clinical characteristics, causes and therapy of (fully) accommodative convergent strabismus. They can define "convergence excess", explain the typical characteristics of hyperkinetic or hypoaccommodative convergence excess or adduction excess and describe the orthoptic diagnosis and therapy of the different types of convergence excess. They specifically and in detail can describe the orthoptic assessment and di-agnosis, the management in cases of suspected accommodative strabismus, they can document and interpret the results; they know how to determine a suitable addition for near in convergence excess. The graduates know the relevant English terminology and can apply it appropriately

Superior module:

Concomitant Strabismus

Module description:

Graduates know types of concomitant squint, sensory and motoric characteristics, specific assessment procedures, treatment, course of disease and prognosis. They have detailed knowledge of amblyopia, its causes, classification, assessment and treatment options and can deduct appropriate therapeutic needs from the assessment findings and the age of the patients.They know about the importance of prevention. Graduates know selected theories and models of communication, basic principles of conversation and can apply them to their professional practice. They know how to brief patients and their relatives about the assessment and treatment plan. They appreciate the necessity of adressing potential conflicts within their team, are able to give appropriate feedback and to search for common solutions. They are able to carry out a full orthoptic assessment, choose and utilise the appropriate tests. They can document the results and - under supervision - analyse these results, distinguish normal and conspicuous results and match them with a diagnosis. They are able to draw up simple orthoptic diagnostic and therapeutic concepts, choose and use the appropriate tests, equipment and materials. They have practiced these skills on examples of the orthoptic process. They know basic English terminology related to concomitant squints.

Amblyopia and Support of Compliance

Lecture content:

Definitions, prevalence, risk factors, clinical manifestations, aetiology and pathogene-sis, consequences of amblyopia (e.g. functional and psychosocial), orthoptic diagnos-tics, differential diagnoses, orthoptic and pleoptic interventions, patient education and councelling (e.g. patient management, compliance promotion, role of telemedicine etc.), prevention etc.

Learning Outcomes:

Graduates can correctly handle and explain relevant terminology in oral and written form; they can describe the basic neurophysiological aspects of amblyopia. They can comprehensively explain the causes, forms and associated functional disorders of am-blyopia as well as the specific orthoptic assessment methods and the importance of amblyopia prevention. They know (pleoptic) methods of amblyopia therapy and can explain their mechanisms. The graduates know the criteria for developing an amblyo-pia therapy plan, practise this on case reports and understand the necessity of adapt-ing therapy materials and methods to clinical findings, compliance, age group, etc. They know the measures/factors influencing compliance and can take these into ac-count when discussing management in first theoretical case examples. They under-stand that particular patient guidance is required (to increase compliance) in amblyopia therapy and practise (in theory) professional councelling in amblyopia.

Superior module:

Orthoptic Patient Management

Module description:

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Assessment of Sensory Functions

Lecture content:

Orthoptic methods for the assessment of the sensory system: e.g. binocular vision (e.g. Bagolini, Worth), stereopsis, fusion range, suppression/diplopia, exclusion zone, reti-nal correspondence (different methods), synoptophore, determining a need for prisms, etc.

Learning Outcomes:

Graduates are able to describe the orthoptic methods of assessment of binocular vision and stereo vision, fusion range, width of an exclusion zone and retinal correspond-ence assessment (e.g. questioning technique, possible applications, methods, stand-ard values, basic principles, etc.) as well as appropriate documentation of results, in-terpretation of results using straightforward theoretical examples (quality of binocular vision, fusion vs. exclusion, correspondence situation, prism requirements, etc.). Graduates are able to describe the assessment procedure for suppression and di-plopia, differentiate correctly between monocular vs. binocular diplopia; they know the basics of prism adjustment (methodology, indications); they know the significance of retinal correspondence for orthoptic findings. They know the methodology and indica-tions for widening the exclusion zone. Furthermore, they can list which assessments are possible using the synoptophore, explain the procedure of synoptophore assess-ments, document results and interpret results using straightforward, theoretical exam-ples.

Superior module:

Concomitant Strabismus

Module description:

Graduates know types of concomitant squint, sensory and motoric characteristics, specific assessment procedures, treatment, course of disease and prognosis. They have detailed knowledge of amblyopia, its causes, classification, assessment and treatment options and can deduct appropriate therapeutic needs from the assessment findings and the age of the patients.They know about the importance of prevention. Graduates know selected theories and models of communication, basic principles of conversation and can apply them to their professional practice. They know how to brief patients and their relatives about the assessment and treatment plan. They appreciate the necessity of adressing potential conflicts within their team, are able to give appropriate feedback and to search for common solutions. They are able to carry out a full orthoptic assessment, choose and utilise the appropriate tests. They can document the results and - under supervision - analyse these results, distinguish normal and conspicuous results and match them with a diagnosis. They are able to draw up simple orthoptic diagnostic and therapeutic concepts, choose and use the appropriate tests, equipment and materials. They have practiced these skills on examples of the orthoptic process. They know basic English terminology related to concomitant squints.

Basic Principles of Pharmacology

Lecture content:

Definitions, terminology, legal basis, phases of pharmaceutical development, prescrip-tion only regulations, general pharmacology ¿ Austria Codex, Vidal, Medis, measures of dosage, application and absorption, pharmacokinetics, pharmacodynamics, phar-maceutical forms. Ophthalmic drugs, basics of side effects of eye medication, mode of action of analgesics, introduction to the autonomic nervous system. Relevant drugs in strabology (e.g. cyclopentolate, homatropin, mydriaticum, fluorescin). (Side) effects, interactions and contraindications.

Learning Outcomes:

Graduates know the essential terminology of pharmacology (e.g. units of measurement, prescription only regulations, pharmaceutical development, definitions, etc.) and can convert the units of measurement correctly. They can describe the basic principles of pharmacokinetics and pharmacodynamics, know pharmaceutical forms, their applica-tion and absorption. They know relevant ophthalmic drugs and can explain in particu-lar the mode of action of the strabologically relevant drugs (e.g. cyclopentolate, homat-ropine, mydriaticum, fluorescin), as well as name desired effects, side effects, interac-tions and contraindications. The graduates know the basic principles of the side ef-fects of drugs on the eye. They can explain how analgesics act on the eye and have become familiar with the pharmacological influence on the autonomic nervous system in the field of ophthalmology.

Superior module:

Ophthalmology and Optometry

Module description:

Graduates know the basics of pathology of the anterior and posterior segments of the eye, of the lacrimal gland and the lids, as well as glaucoma. They know assessment techniques used to diagnose and evaluate ocular disorders and have basic knowledge of the indication and effectiveness of pharmacological and surgical therapies. They know the basics of pharmacology i.e. the mechanism of action of the most common agents in strabismology. Graduates know the neuroanatomical and -physiological foundations of vision and visual perception. They have detailed knowledge of physical and physiological optics. They can explain the optics of emmetropic and ametropic eyes and the influence of lenses. They know about the quality of vision with glasses and can measure all types of spectacle lenses using manual vertometry. They know about types of spectacles, lenses and frames and know the basic parameters of a spectacle prescription. They know about refractive development, accommodation, pupillary reactions, presbyopia and the correction of refractive anomalies.

Basic research skills 2

Lecture content:

Introduction to basic statistic principles (scale levels, descriptive statistics, introduction to statistical testing of questions) and data entry and processing in Excel. Library use (excursion and introduction to local subject-specific libraries, e.g. PMU). Introduction to study assessment (e.g. study sample, dropouts etc.). Basics of project management: project types, project delimitation, project organisation, goal definitions, project phases, scheduling, resource planning, cost planning, docu-mentation and creation of a project plan.

Learning Outcomes:

The graduates have dealt with the scale levels in statistics and practise the assessment of statistic scale levels on the basis of exemplary studies. They know simple statistical key figures of descriptive statistics; they practise the calculation and interpretation of statisti-cal key figures (e.g. mean, median and mode) mathematically or on the basis of study ex-amples. The graduates build on existing Excel competence and are able to enter simple data sets and carry out simple calculations in Excel. They get to know the library practic-es of the Paracelsus Medical University (PMU). The graduates know the parameters relevant for the assessment of a study sample and learn to assess the presentation of dropouts (respectively the (non-)documentation in studies) by practising and discussing this in an examplary manner. They learn about relevant basic principles of project management such as project types, target-non-target definition, project phases, milestone planning, resource planning and project documentation

Superior module:

Introduction Profession and Studies

Module description:

Graduates are informed about the running, organisation, contents and focus of the course and become aware of the places of study and their specific organisation. They get an accurate insight into the profession of orthoptists and a basis to reflect on their decision to choose this profession.They know the different work areas of orthoptics and their specific tasks and aims and they can relate those to other health care professions. They know the core competencies of their own and related professions and where these link together. They know ethical, social, legal and institutional conditions of the orthoptic profession and can analyse the work field of Austrian orthoptists in comparison to international orthoptists. They know the term "orthoptic process". They understand the social environment of their future work and its influence on it. By discussing the topics of gender and diversity they begin to understand the complexity of health care system and the necessity of individualising care for their patients. Graduates have developed their learning skills. They have reflected their learning behaviour and acquired knowledge of further methods of organising learning.They understand learning as a process with its successive steps and can now deduct learning strategies and plans. They reflect their motivation for learning and how they may influence it. They know reading styles, structuring techniques and mnemonic training methods and in which situations to use them.They implement scientific methods of collecting subject-specific information. Graduates know the basics of project management and presentation methods.

Case Management 1

Lecture content:

Clinical Reasoning (introduction of the term, first synopsis of findings/ deduction of di-agnosis/ therapy plans in straightforward cases of concomitant strabismus), in-depth discussion of specific orthoptic topics of the current semester such as assessment in cases of functional monocularity, pseudostrabismus, subnormal binocular vision, horror fusionis, etc.

Learning Outcomes:

Graduates have basic knowledge of the methodology of clinical reasoning (CR) and can describe why CR is used. They apply CR to theoretical cases for the first time, i.e. they practise deriving simple, concomitant orthoptic diagnoses and refer to background knowledge from relevant courses or lectures (e.g. refraction, amblyopia; case management). They can develop and justify first therapy and treatment plans in straightforward cases of concomitant strabismus. The graduates can describe how the orthoptic status needs adapting in cases of functional monocularity. They have dealt in-depth with specific orthoptic topics, such as subnormal binocular vision.

Superior module:

Concomitant Strabismus

Module description:

Graduates know types of concomitant squint, sensory and motoric characteristics, specific assessment procedures, treatment, course of disease and prognosis. They have detailed knowledge of amblyopia, its causes, classification, assessment and treatment options and can deduct appropriate therapeutic needs from the assessment findings and the age of the patients.They know about the importance of prevention. Graduates know selected theories and models of communication, basic principles of conversation and can apply them to their professional practice. They know how to brief patients and their relatives about the assessment and treatment plan. They appreciate the necessity of adressing potential conflicts within their team, are able to give appropriate feedback and to search for common solutions. They are able to carry out a full orthoptic assessment, choose and utilise the appropriate tests. They can document the results and - under supervision - analyse these results, distinguish normal and conspicuous results and match them with a diagnosis. They are able to draw up simple orthoptic diagnostic and therapeutic concepts, choose and use the appropriate tests, equipment and materials. They have practiced these skills on examples of the orthoptic process. They know basic English terminology related to concomitant squints.

Central Oculomotor Functions

Lecture content:

Anatomy of the brain with focus on the visual pathway, visual cortex and gaze centres (including basic principles of the vestibular system), nervous control of eye movements and central nervous supply of the eye muscles.

Learning Outcomes:

The graduates repeat, as required, their acquired basic knowledge of brain anatomy, anatomy and physiology of the eye muscles as well as nerve supply and they solidify their knowledge of the pathways of the oculomotor nerves; they can describe pathways as well as topographical characteristics and deal in depth with brain areas involved in visual processing, especially eye movements. I.e. they can describe cortical areas relat-ed to ocular movements (cortical and supranuclear gaze centres, internuclear connec-tions, subnuclei, etc.) relevant for smooth pursuit, saccades, VOR, OKN or convergence ¿ yet still without reference to pathologies.

Superior module:

Ophthalmology and Optometry

Module description:

Graduates know the basics of pathology of the anterior and posterior segments of the eye, of the lacrimal gland and the lids, as well as glaucoma. They know assessment techniques used to diagnose and evaluate ocular disorders and have basic knowledge of the indication and effectiveness of pharmacological and surgical therapies. They know the basics of pharmacology i.e. the mechanism of action of the most common agents in strabismology. Graduates know the neuroanatomical and -physiological foundations of vision and visual perception. They have detailed knowledge of physical and physiological optics. They can explain the optics of emmetropic and ametropic eyes and the influence of lenses. They know about the quality of vision with glasses and can measure all types of spectacle lenses using manual vertometry. They know about types of spectacles, lenses and frames and know the basic parameters of a spectacle prescription. They know about refractive development, accommodation, pupillary reactions, presbyopia and the correction of refractive anomalies.

Communication and Patient Guidance

Lecture content:

Introduction to communication: theories and models, preconditions and techniques of conversation, non-verbal communication, communication in a professional context (interdisciplinary-multiprofessional team). Introduction to patient guidance and councelling: principles of therapeutic decision-making (e.g. informed consent, informed decision making,...), basic principles of councelling and patient management (e.g. learning theories and their relevance for patient advice, stress and coping, compliance, motivation and empowerment), medical history and councelling interview.

Learning Outcomes:

The graduates know theoretical concepts of communication, have learned about the importance of non-verbal communication and understand that mindful communication is particularly important in their professional context (interdisciplinary-multiprofessional team). They know the basic principles of councelling and patient management, in particular they know the variants of therapeutic decision-making (Informed Consent, Informed Decision Making etc.). They understand the importance of compliance, coping, motivation and empowerment, especially in long-term therapies, and know the specifics of a therapist-patient conversation (roles, speaking time, etc.).

Superior module:

Orthoptic Patient Management

Module description:

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Course accompanying the placement 2

Lecture content:

Parallel to the placements, patient protocols and reports are written which serve the doc-umentation, analysis, presentation, discussion and reflection of the technical-methodical and social-communicative findings and insights. Patient colloquia and OSCE (objective structured clinical assessment) training support the theory-practice transfer (TPT). Inter-views for defining placement objectives and appraisal interviews are held before and after the placements in single and group settings.Graduates conclude their placement with practical patient demonstrations.

Learning Outcomes:

Graduates write patient protocols (PdWs), preferably of clinical findngs corresponding to the current level of training. They reflect on their actions during the orthoptic assessment (systematic, adapted to patient needs...) and analyse their report, discuss the orthoptic status performed, including the deduction of the diagnosis (if necessary including thera-py and councelling) with regard to plausibility, completeness, etc. in group setting and thus improve their professional and social-communicative understanding. They pursue the practical semester goals, reflect on what went well or not that well, assess how they achieved their goals (predetermined and personal placement goals) and assess their performance during the placement and in the patient protocols (PdWs). The graduates use advice from the structured feedback (e.g. via OSCE exercises) to increase their pro-fessional competence by reading up or asking. In a first patient demonstration on coop-erative patients (concomitant clinical image), they demonstrate the orthoptic professional competence achieved so far by collecting, documenting and analysing a case according to the current level of training.

Superior module:

Placement 2

Module description:

The graduates acquire organizational and administrative basic knowledge for the respective practical training of the semester and its objectives. They are able to produce a report according to their individual level of training. On volunteer patients they can take the medical history and carry out standard orthoptic examinations, document the results, take measurements for unifocal glasses and give treatment for amblyopia. They can carry out selected ophthalmologic examinations (e.g. automatic perimetry, diagnostic examinations for glaucoma, etc) and hygienic measures needed for their orthoptic work. They can write anonymized patient demonstrations, process work results, analyse and reflect. With first patient demonstrations, they learn how to deal with test situations in practice in an adequate way. They further learn how to analyse, to reflect upon and to present their diagnostic acting. They also know how to assess their practical level of training, how to recognise learning and improvement potential and how to assure learning progress. Graduates realize the importance of systematical, empirical data acquisition in the orthoptic process. They reflect upon institutional parameters and know how to classify their areas of responsibility within orthoptics. They can discuss and reflect upon content-methodical as well as social communicative aspects of their respective stage within the practical training.

Non-accommodative Concomitant Strabismus

Lecture content:

Classification, clinical presentations such as heterophoria, asthenopia, infantile eso-tropia, nystagmus blocking syndrome, dissociated vertical deviation, divergent stra-bismus (e.g. intermittent, constant, secondary, consecutive), late onset (normosensori-al) strabismus, strabismus acutus, microtropia etc., for these specifically: aetiology and pathogenesis, basic and specific orthoptic diagnostic methods, assessment proce-dure, differential diagnoses, therapy, course and prognosis, patient education and councelling in case of non-accommodative concomitant strabismus; relevant English terminology incl. its use.

Learning Outcomes:

Graduates have in-depth knowledge of heterophoria, asthenopia, (acute) non-accommodative convergent strabismus, infantile esotropia, microtropia, exodeviations, dissociated vertical deviation, age-related strabismus, cyclic strabismus, as well as secondary and consecutive strabismus: this means that they can define clinical charac-teristics of these forms of strabismus, they know the specific orthoptic assessment methods to secure a diagnosis or discuss differential diagnoses; they can correctly document and interpret possible assessment results and name causes and/or triggers; they can describe therapy options. They know the relevant English terminology and can apply it appropriately.

Superior module:

Concomitant Strabismus

Module description:

Graduates know types of concomitant squint, sensory and motoric characteristics, specific assessment procedures, treatment, course of disease and prognosis. They have detailed knowledge of amblyopia, its causes, classification, assessment and treatment options and can deduct appropriate therapeutic needs from the assessment findings and the age of the patients.They know about the importance of prevention. Graduates know selected theories and models of communication, basic principles of conversation and can apply them to their professional practice. They know how to brief patients and their relatives about the assessment and treatment plan. They appreciate the necessity of adressing potential conflicts within their team, are able to give appropriate feedback and to search for common solutions. They are able to carry out a full orthoptic assessment, choose and utilise the appropriate tests. They can document the results and - under supervision - analyse these results, distinguish normal and conspicuous results and match them with a diagnosis. They are able to draw up simple orthoptic diagnostic and therapeutic concepts, choose and use the appropriate tests, equipment and materials. They have practiced these skills on examples of the orthoptic process. They know basic English terminology related to concomitant squints.

Ophthalmology

Lecture content:

Pathology of the orbit and the anterior and posterior segment of the eye: conjunctiva, cornea, sclera, iris, lens, choroid, vitreous body, retina, glaucoma; special assessment methods (e.g. imaging in ophthalmology). Assessment of the eyelid. Pupillomotor dis-orders, trigeminal and facialis disorders. Ophthalmic surgery, medications in ophthal-mology, traumatology in ophthalmology.

Learning Outcomes:

The graduates know the clinical appearance and pathophysiology of as well as the (ophthalmological) diagnostics and therapeutic approaches in developmental disor-ders/misformations and tumours of the eyes, ocular inflammations, ocular migraine, reti-nal detachment, vascular occlusions, dystrophies, Vth and VIIth cranial nerve lesions. They know of physiological/pathological changes of the eyes during pregnancy and in general diseases and can explain the pathological changes and their related symptoms. They know relevant parameters of the eyelid and practise the correct measurement (e.g. in the skills lab). The graduates can name typical pupillomotor disorders, they can de-scribe pupil changes in different lighting conditions (e.g. within their assessment), and can conclude pathologies from knowledge about the location of lesions (pupil pathway). They know the course and the basic function of the Vth and VIIth cranial nerves. The graduates learn about the pharmacology related to ophthalmology, in particular they know the mode of action of the most common eye drops. The graduates learn about ophthalmological surgical options (e.g. cataract surgery, corneal transplantation, etc.). They reflect on (their role in) traumatology in ophthalmology (injury mechanisms, first aid for eye injuries, follow-up care).

Superior module:

Ophthalmology and Optometry

Module description:

Graduates know the basics of pathology of the anterior and posterior segments of the eye, of the lacrimal gland and the lids, as well as glaucoma. They know assessment techniques used to diagnose and evaluate ocular disorders and have basic knowledge of the indication and effectiveness of pharmacological and surgical therapies. They know the basics of pharmacology i.e. the mechanism of action of the most common agents in strabismology. Graduates know the neuroanatomical and -physiological foundations of vision and visual perception. They have detailed knowledge of physical and physiological optics. They can explain the optics of emmetropic and ametropic eyes and the influence of lenses. They know about the quality of vision with glasses and can measure all types of spectacle lenses using manual vertometry. They know about types of spectacles, lenses and frames and know the basic parameters of a spectacle prescription. They know about refractive development, accommodation, pupillary reactions, presbyopia and the correction of refractive anomalies.

Orthoptic Practice 2

Lecture content:

Relating to the lectures of the current semester, practical exercises are held for example on clients and patients at placement. Practice of acquired assessment methods (e.g. bin-ocular- and stereotests, range of fusion and exclusion, retinal correspondence, etc.) in small groups. Practice of documentation of assessment results, create first assessment and therapy plans under supervision; repetition in plenary sessions as needed, as well as first synopsis of findings and/or plausibility checks. Support of theory-practice trans-fer (TPT).

Learning Outcomes:

The graduates can correctly perform and document the following orthoptic assessment methods (on cooperative clients/patients with straightforward concomitant strabismus) and interpret the significance for the findings: measurement of subjective/objective angles of squint, assessment of binocularity, assessments on the synoptophore, measurement of the accommodation near point, fusion range, exclusion zone, angle kappa, assessment of retinal correspondence. They can derive the degree of binocular vision from assessment results and perform an orthoptic assessment in straightforward cases of suspected inhibition/diplopia. The graduates can assess the need for prisms as well as required prism strength (in straight-forward orthoptic cases). They are able to adapt the orthoptic assessment correctly (e.g. in the case of variable angle of squint, functional monocularity). They are able to select, perform, document correctly and completely as well as interpret diagnostically relevant methods for the extended orthoptic status in a straightforward case of concomitant squint. They reflect on their orthoptic actions.

Superior module:

Orthoptic Patient Management

Module description:

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Orthoptics and Refraction

Lecture content:

The eye as complex optical system, refractive anomalies and their correction, (influenc-ing factors) refractive development (e.g. childhood refractive development, emme-tropisation, myopia progression and its prevention etc.). Accommodation (e.g. devel-opment, measurement (incl. skills lab), clinical standards etc.). Presbyopia. Relevance of (sub-)optimal refraction for ocular deviations, relevance of refraction for orthoptics (case management).

Learning Outcomes:

The graduates repeat the basis knowledge of the optical media of the eye and relevant measurement methods as required. They understand the basics of the cooperation of the optical system `eye¿ (monocular vs. binocular). They can broadly explain the normal development of refraction (incl. emmetropisation), refractive anomalies (hyperopia, my-opia, astigmatism, presbyopia) and theories about their development; they know rele-vant measurement methods (e.g. biometry), options for correcting and preventing the progression of refractive errors. Graduates know the development of accommodation, can cite standard values and describe in detail orthoptically relevant subjective/objective accommodation assessment methods (incl. indication and prerequisites) and document and interpret measurement results accordingly. The graduates test their understanding of the influence of optimal vs. suboptimal refraction in orthoptic findings using case re-ports (case management). They understand the influence of refraction on ocular devia-tions and on a patients complaints/symptoms or freedom thereof.

Superior module:

Ophthalmology and Optometry

Module description:

Graduates know the basics of pathology of the anterior and posterior segments of the eye, of the lacrimal gland and the lids, as well as glaucoma. They know assessment techniques used to diagnose and evaluate ocular disorders and have basic knowledge of the indication and effectiveness of pharmacological and surgical therapies. They know the basics of pharmacology i.e. the mechanism of action of the most common agents in strabismology. Graduates know the neuroanatomical and -physiological foundations of vision and visual perception. They have detailed knowledge of physical and physiological optics. They can explain the optics of emmetropic and ametropic eyes and the influence of lenses. They know about the quality of vision with glasses and can measure all types of spectacle lenses using manual vertometry. They know about types of spectacles, lenses and frames and know the basic parameters of a spectacle prescription. They know about refractive development, accommodation, pupillary reactions, presbyopia and the correction of refractive anomalies.

Physiological optics

Lecture content:

Introduction and explanation of terms: physical vs. physiological optics, theory of light properties, geometrical optics (such as law of reflection, law of refraction, imaging on lenses), spectacle theory such as vision with spectacles, types of spectacles, spectacle frames, spectacle prescription; measuring lenses on the (manual) focimeter (skills lab).

Learning Outcomes:

Graduates know the basic laws of optics and can transfer relevant principles to the op-tical system of the eye. They can recognise by inspection the type of spectacles (varifo-cals, hyperopic vs. myopic lenses, rough estimation of lens thickness, etc.); they can fundamentally explain the optical conditions in a normal and ametropic eye and how they are influenced by spectacles. They can independently carry out and document the measurement of the different types of spectacle lenses on the manual AND automatic focimeter. The graduates can describe the influence of spectacles on vision and possi-ble aberrations; they know the essential parameters of a spectacle prescription, can fill in and interprete them correctly. They know types of spectacles, types of lenses and spectacle frames, as well as the parameters of adequate children's spectacles.

Superior module:

Ophthalmology and Optometry

Module description:

Graduates know the basics of pathology of the anterior and posterior segments of the eye, of the lacrimal gland and the lids, as well as glaucoma. They know assessment techniques used to diagnose and evaluate ocular disorders and have basic knowledge of the indication and effectiveness of pharmacological and surgical therapies. They know the basics of pharmacology i.e. the mechanism of action of the most common agents in strabismology. Graduates know the neuroanatomical and -physiological foundations of vision and visual perception. They have detailed knowledge of physical and physiological optics. They can explain the optics of emmetropic and ametropic eyes and the influence of lenses. They know about the quality of vision with glasses and can measure all types of spectacle lenses using manual vertometry. They know about types of spectacles, lenses and frames and know the basic parameters of a spectacle prescription. They know about refractive development, accommodation, pupillary reactions, presbyopia and the correction of refractive anomalies.

Placement 2

Lecture content:

Carrying out a straightforward patient history and standard orthoptic status under super-vision on selected patients at placement. Extension of the standard orthoptic status in the case of concomitant strabismus (e.g. assessment of binocular functions). Documenta-tion of the assessment results. First analyses of findings and deduction of diagnosis un-der supervision. Measuring spectacle lenses (manually/automatically). Carrying out se-lected ophthalmological assessments. Hygiene measures in the orthoptic work place.

Learning Outcomes:

The graduates reflect and document what they have observed (orthoptic status). They practise (independent) implementation of methods learnt (including straightforward pa-tient history); in particular, they practise the implementation of methods for the diagnosis of concomitant strabismus. The graduates are able to correctly measure the squint angle of concomitant strabismus and select suitable methods for this. They can correct-ly/comprehensively perform and document a standard orthoptic status (on cooperative patients) and derive known clinical conditions from their findings - still under guidance. They can measure spectacle lenses manually and carry out hygiene measures and se-lected ophthalmological assessments.

Superior module:

Placement 2

Module description:

The graduates acquire organizational and administrative basic knowledge for the respective practical training of the semester and its objectives. They are able to produce a report according to their individual level of training. On volunteer patients they can take the medical history and carry out standard orthoptic examinations, document the results, take measurements for unifocal glasses and give treatment for amblyopia. They can carry out selected ophthalmologic examinations (e.g. automatic perimetry, diagnostic examinations for glaucoma, etc) and hygienic measures needed for their orthoptic work. They can write anonymized patient demonstrations, process work results, analyse and reflect. With first patient demonstrations, they learn how to deal with test situations in practice in an adequate way. They further learn how to analyse, to reflect upon and to present their diagnostic acting. They also know how to assess their practical level of training, how to recognise learning and improvement potential and how to assure learning progress. Graduates realize the importance of systematical, empirical data acquisition in the orthoptic process. They reflect upon institutional parameters and know how to classify their areas of responsibility within orthoptics. They can discuss and reflect upon content-methodical as well as social communicative aspects of their respective stage within the practical training.

Reflective Learning and Placement Support Semester 2

Lecture content:

Information on relevant topics and questions arising from lectures / the course, preparation for the placement, exchange about learning experiences and the course of the placements, questions and problem solving, reflection on cooperation and conflicts, graduate¿s self-care in direct contact with the patients, learning and communication aspects in the professional field, motivation of the graduates.

Learning Outcomes:

The graduates have an overview of the courses/activities of the semester; they understand where their cooperation and commitment outside of lectures is necessary; they know the key data of the placement of the 2nd semester and can reflect on institutional conditions (course, UAS, (main) placement). They can actively process social processes and learning processes and can address content-related methodical as well as social-communicative aspects of the respective study phase.

Superior module:

Placement 2

Module description:

The graduates acquire organizational and administrative basic knowledge for the respective practical training of the semester and its objectives. They are able to produce a report according to their individual level of training. On volunteer patients they can take the medical history and carry out standard orthoptic examinations, document the results, take measurements for unifocal glasses and give treatment for amblyopia. They can carry out selected ophthalmologic examinations (e.g. automatic perimetry, diagnostic examinations for glaucoma, etc) and hygienic measures needed for their orthoptic work. They can write anonymized patient demonstrations, process work results, analyse and reflect. With first patient demonstrations, they learn how to deal with test situations in practice in an adequate way. They further learn how to analyse, to reflect upon and to present their diagnostic acting. They also know how to assess their practical level of training, how to recognise learning and improvement potential and how to assure learning progress. Graduates realize the importance of systematical, empirical data acquisition in the orthoptic process. They reflect upon institutional parameters and know how to classify their areas of responsibility within orthoptics. They can discuss and reflect upon content-methodical as well as social communicative aspects of their respective stage within the practical training.

Acquired incomitant Strabismus

Lecture content:

General introduction to ocular muscle palsies (characteristics of incomitant acquired strabismus, differentiation of incomitant vs. incomitant strabismus, symptoms, course, prognosis, deduction of clinical appearances based on muscle functions). Acquired in-comitant strabismus (e.g. VIth, IVth and IIIrd cranial nerve palsy, thyroid eye disease, strabismus in high myopia, orbital fractures, etc.): clinical appearance, aetiology and pathogenesis, extended orthoptic status (incl. documentation), differential diagnoses, interpretation of findings, therapy, changes in the condition with time and prognosis, councelling. Diagnostics in special situations (e.g. assessment in case of limited mobili-ty, differential diagnosis of functional vs. organic visual loss). Relevant English termino-logy incl. its use.

Learning Outcomes:

Graduates will be able to describe in detail the symptoms of acquired incomitant strabismus, changes in the condition with time and prognosis as well as differentiate it from concomitant strabismus. They can describe and derive the clinical characteristics of VIth nerve palsy, IVth nerve palsy palsy, IIIrd nerve palsy, thyroid eye disease, strabismus in high myopia and orbital fractures; they know the aetiology, prognosis, differential diagnoses and therapeutic approaches for these types of strabismus. Graduates are able to describe in detail the special orthoptic diagnostics and special methods when suspecting acquired incomitant strabismus (extended orthoptic status, specific medical history, inspection parameters, methods such as Maddox rod test, measurement of cyclorotation, etc.), document and interpret assessment results in a professional manner. They can differentiate between organic vs. functional visual loss and can explain the orthoptic therapy options for incomitant strabismus (e.g. prisms, motility exercises). The graduates recognise the necessity of interdisciplinary cooperation in the care of patients with acquired incomitant strabismus; they know the relevant English terminology and can apply it appropriately.

Superior module:

Incomitant strabismus

Module description:

Graduates consolidate their knowledge of the anatomy and physiology of cranial nerves and acquire an expertise in the pathology of cranial nerves and acquired oculomotor palsies. They have a knowledge of the specific criteria in order to differentiate between a congenital and acquired palsy and also differentiate them against concomitant types of strabismus. They know the different orthoptic assessment options and are able to use them appropiately on patients with ocular motility disorders. They recognise the necessity for interdisciplinary diagnostic workup. They have developed within the orthoptic process and start to introduce diagnostic, treatment and patient consultation plans to the assessments of simple orthoptic cases. They are able to document assessment and treatment results in a professional manner, analyse the results and match them with relevant diagnoses. They have basic knowledge of the English terminology of incomitant strabismus. Graduates improve their communication skills and competency in giving patient advice. They can structure conflictual situations, work on constructive solutions and develop their own conflict skills. They engage in and deal with professional situations where they practice interdisciplinary conflict management.They address difficult situations in patient advice situations and patient management and develop an awareness for individual needs and coping strategies of their patients. They learn about the influence of subjective theories of disease and learn to reflect personal values and attitudes. Graduates know the impact of health literacy and medical sociology on their professional field.

Basic Principles of Statistic

Lecture content:

Introduction to statistics: repetition and consolidation as needed: statistic scale levels, descriptive data, Gaussian distribution, statistical testing of research-questions, simple methods of inferential statistics. Data input and output, data analysis and interpretation are shown and practiced using specific straightforward examples. Practical relevance is achieved through the systematic analysis and critical assessment of exemplary scientific literature.

Learning Outcomes:

The graduates repeat their knowledge of scale levels, simple statistical ratios (e.g. mean, median, etc.) and ways of presenting statistical testing of research questions. They get to know simple methods of inferential statistics, practise their use exemplarily; they gain a deeper understanding of the importance of scale levels for hypothesis testing through practice and deal exemplarily with hypothesis testing and its presentation and interpreta-tion in studies (specialised literature). They get to know methods of testing hypotheses for variables of different scale levels (e.g. T-test, Chi2, correlation, regression) and prac-tise the evaluation of suitable statistical tests for specific data through study analysis. They consolidate what they have learned through exemplary data entry and data analy-sis.

Superior module:

Scientific Work 1

Module description:

The graduates have gained an insight into the specific scientific approach of dealing with problems; they are familiar with relevant research methods and can frame research questions relevant to their field. They can differentiate between assumptions, personal experiences and sound knowledge. They can independently write smaller scientific papers relating to their field (Bachelor Thesis) and present facts as well as personal reflections concisely and comprehensibly. Graduates have basic knowledge of quality development and quality management.

Basic research skills 3

Lecture content:

Scientific competence development [WIKENT/SCD]: common versus scientific knowledge; research: process, study procedure, formal criteria, framework conditions; citation: repetition and consolidation of knowledge, systematic literature search (e.g. search strategies, literature search in medicine or orthoptics), use of literature manage-ment software, good scientific practice vs. plagiarism. Introduction to critical study eval-uation (e.g. study designs, quality criteria, bias, etc.), incl. practical application. Ethics in science.

Learning Outcomes:

The graduates know the criteria of scientific work, understand their necessities and can differentiate between common and scientific knowledge. They repeat and consolidate the implementation competence of correct citation by practising with more complex problems and can implement citations using citation software (e.g. Citavi). They repeat-edly discuss the topic of good scientific practice vs. plagiarism. The graduates learn the most important parameters of studies/study designs: sample, research question, study limitations, influencing factors, study evaluation, etc. They know criteria for the critical evaluation of research and practise this using the PICO scheme. They reflect on ethical criteria in the development/implementation of studies.

Superior module:

Scientific Work 1

Module description:

The graduates have gained an insight into the specific scientific approach of dealing with problems; they are familiar with relevant research methods and can frame research questions relevant to their field. They can differentiate between assumptions, personal experiences and sound knowledge. They can independently write smaller scientific papers relating to their field (Bachelor Thesis) and present facts as well as personal reflections concisely and comprehensibly. Graduates have basic knowledge of quality development and quality management.

Case Management 2

Lecture content:

Clinical reasoning, especially in case of incomitant strabismus; preparation of basic therapy and treatment plans in the sense of case management; integrated skills lab on orthoptic methods learnt for assessing incomitant strabismus.

Learning Outcomes:

The graduates apply the methodology of clinical reasoning to incomitant strabismus for the first time, i.e. they analyse straightforward Harms tangent screen findings initially under guidance and later independently; they practise deriving straightforward, incomi-tant orthoptic diagnoses in (theoretical) cases; they are able to create first straightfor-ward therapy and treatment plans for incomitant strabismus (case management) and practise orthoptic methods they have learned for incomitant strabismus on each other for the first time within a skills lab.

Superior module:

Incomitant strabismus

Module description:

Graduates consolidate their knowledge of the anatomy and physiology of cranial nerves and acquire an expertise in the pathology of cranial nerves and acquired oculomotor palsies. They have a knowledge of the specific criteria in order to differentiate between a congenital and acquired palsy and also differentiate them against concomitant types of strabismus. They know the different orthoptic assessment options and are able to use them appropiately on patients with ocular motility disorders. They recognise the necessity for interdisciplinary diagnostic workup. They have developed within the orthoptic process and start to introduce diagnostic, treatment and patient consultation plans to the assessments of simple orthoptic cases. They are able to document assessment and treatment results in a professional manner, analyse the results and match them with relevant diagnoses. They have basic knowledge of the English terminology of incomitant strabismus. Graduates improve their communication skills and competency in giving patient advice. They can structure conflictual situations, work on constructive solutions and develop their own conflict skills. They engage in and deal with professional situations where they practice interdisciplinary conflict management.They address difficult situations in patient advice situations and patient management and develop an awareness for individual needs and coping strategies of their patients. They learn about the influence of subjective theories of disease and learn to reflect personal values and attitudes. Graduates know the impact of health literacy and medical sociology on their professional field.

Communication and Patient Guidance 2

Lecture content:

Health and illness models (e.g. bio-psycho-social approach, salutogenesis), resili-ence, subjective illness theories, medical sociology (micro level - illness perception and risk behaviour, macro level - social inequality), health literacy (importance in health care). Deepening of communication competence: specific groups of people in respect of diversity (e.g. children, relatives, elderly people, people with visual impair-ment and blindness, multiple disabilities, deafness, "difficult patients" (e.g. aggression, dementia, intercultural communication, influence of culture on disease theories, lan-guage barriers). Emotions in patients. Consolidation of abilities in patient guidance and councelling: medical history and councelling interview (e.g. client-centred ap-proach), psychoeducation, behavioural medicine.

Learning Outcomes:

Graduates know health and disease models, understand the importance of resilience and health literacy in relation to subjective disease theories, risk behaviour, disease behaviour and social differences. They engage in depth with the topic of communica-tion, i.e. they know the special communication needs of specific patient groups (e.g. children, relatives, elderly people, people with visual impairment and blindness, multi-ple disabilities, deafness, "difficult patients" - e.g. aggression, dementia, diversity of culture, language barriers,...); they practise exemplary communication skills. They also practise councelling and medical history dialogues, get to know the client-centred ap-proach of dialogues as well as elements of behavioural medicine and psychoeduca-tion.

Superior module:

Refraction, Prevention and Communication

Module description:

Graduates have a basic knowledge of health science and can integrate their own discipline of orthoptics into medical science and a wider framework. They know about the influence of health promotion and prevention. They know which orthoptic screening methods may be useful at different ages and differentiate the treatment criteria of refractive error in relation to preventing vision problems. They can apply their knowledge to a first health promotion / prevention project. They know methods of objective and subjective refraction and use them in simple cases. They know of the possibilities, indication and contraindication of laser refractive surgery. They know different types of contact lenses, their areas of use and handling as well as the basics of fitting contact lenses.

Congential Incomitant Strabismus

Lecture content:

Congenital incomitant strabismus (e.g. disorders involving the oblique eye muscles, CCDDs...) clinical appearance, aetiology and pathogenesis, extended orthoptic status (incl. documentation), differential diagnoses, interpretation of findings, therapy, course and prognosis, councelling. Relevant English terminology incl. its use.

Learning Outcomes:

The graduates have in-depth knowledge of the clinical appearance of congenital incomi-tant strabismus: they can describe and derive the clinical characteristics of the following clinical appearances: strabismus sursoadductorius, strabismus deorsoadductorius, com-bined oblique disorders, Brown syndrome, Duane syndrome, fibrosis syndrome, Möbius syndrome; they can list the aetiology, prognosis, differential diagnoses and therapeutic approaches in these types of strabismus, define the term CCDD and match it to clinical appearances. The graduates are able to explain in detail specific orthoptic diagnostics in cases of suspected congenital incomitant strabismus (e.g. measurement of monocular excursion, strabismus angle measurement in incomitant strabismus, angle of squint and head tilt measurement, Bielschowsky head tilt test, field of binocular single vision, binocu-lar field of fixation, etc.). They are able to document and interpret the assessment results of the extended orthoptic status in congenital incomitant strabismus in a professional manner. They know the relevant English termnology and can apply it appropriately.

Superior module:

Incomitant strabismus

Module description:

Graduates consolidate their knowledge of the anatomy and physiology of cranial nerves and acquire an expertise in the pathology of cranial nerves and acquired oculomotor palsies. They have a knowledge of the specific criteria in order to differentiate between a congenital and acquired palsy and also differentiate them against concomitant types of strabismus. They know the different orthoptic assessment options and are able to use them appropiately on patients with ocular motility disorders. They recognise the necessity for interdisciplinary diagnostic workup. They have developed within the orthoptic process and start to introduce diagnostic, treatment and patient consultation plans to the assessments of simple orthoptic cases. They are able to document assessment and treatment results in a professional manner, analyse the results and match them with relevant diagnoses. They have basic knowledge of the English terminology of incomitant strabismus. Graduates improve their communication skills and competency in giving patient advice. They can structure conflictual situations, work on constructive solutions and develop their own conflict skills. They engage in and deal with professional situations where they practice interdisciplinary conflict management.They address difficult situations in patient advice situations and patient management and develop an awareness for individual needs and coping strategies of their patients. They learn about the influence of subjective theories of disease and learn to reflect personal values and attitudes. Graduates know the impact of health literacy and medical sociology on their professional field.

Course accompanying the placement 3

Lecture content:

Parallel to the placement, patient protocols and reports are written which serve to docu-mentation, analysis, presentation, discussion and reflection on the technical-methodical and social-communicative findings and insights. Patient colloquia and OSCE (objective structured clinical assessment) training support the theory-practice transfer (TPT). Inter-views for defining placement objectives and appraisal interviews are held before and after the placements in single and group settings. Final practical patient demonstrations of the graduates at placement.

Learning Outcomes:

The graduates write patient protocols (PdWs), preferably of diagnoses that correspond to the current level of training. They reflect on their procedure in the orthoptic status (systematic, adapted to the patient...), analyse their report, practise case presentation to colleagues, discuss the orthoptic status carried out including the deduction of the diag-nosis (if necessary including therapy and councelling) with regard to plausibility, com-pleteness etc. in the group and thus improve their professional and social-communicative understanding. The graduates pursue the aims of orthoptic practice in this semester, reflect on what went (not that) well. They assess their achievements (pre-determined and personal placement aims and objectives), their performance during the placement as well as in the patient protocols (PdWs) and use the structured feedback given (via OSCE exercises) to increase their professional competence by reading up or asking. In a patient demonstration on cooperative patients, they show the orthoptic ex-pertise they have achieved so far by collecting, documenting and analysing a finding according to the current level of training.

Superior module:

Placement 3

Module description:

The graduates acquire organizational and administrative basic knowledge for the respective practical training of the semester and its objectives. They are able to produce a report according to their individual level of training. They can carry out advanced examinations on patients with concomitant and incomitant strabismus, document the results, analyze and interpret them with assistance, make orthoptic diagnoses with assistance, develop diagnostic and therapeutic concepts and take measurements to fit bifocal glasses. They can write anonymized patient demonstrations, process work results, analyse and reflect. With patient demonstrations, they learn how to deal with test situations in practice in an adequate way. They further learn how to analyse, to reflect upon and to present their diagnostic acting. They also know how to assess their practical level of training, how to recognise learning and improvement potential and how to assure learning progress. They reflect upon institutional parameters and know how to classify their areas of responsibility within orthoptics. They can discuss and reflect upon content-methodical as well as social communicative aspects of their respective stage within the practical training.

Orthoptic Practice 3

Lecture content:

Relating to the lectures of the current semester, practical exercises are held for example on clients and patients at placement. In-depth practice of the assessment and treatment methods learnt for incomitant strabismus (e.g. Harms tangent screen, measurement of compensatory head posture, etc.) in small groups. Practice of the orthoptic process (pa-tient history, diagnostic plan, diagnostics, documentation, deduction of diagnosis, first therapy concepts under supervision, first introduction to patient information and coun-celling, first generation of reports on straightforward findings). Repetition as needed and review of findings or plausibility check; support of theory-practice transfer (TPT).

Learning Outcomes:

Graduates are able to select methods from the extended orthoptic status according to the findings in order to obtain a complete assessment, especially in cases of incomitant strabismus. They are able to apply the assessment and treatment methods learnt (e.g. medical history in incomitant strabismus, inspection (in-depth), assessment of head pos-ture, motility (in-depth), measurement of monocular excursion, specifics of squint meas-urement using APCT, the tangent scale, coordimetry, measurement of cyclorotation, Bielschowsky head tilt test (BKNT), reversed fixation test, field of binocular vision, binoc-ular field of fixation, synoptometer, Maddox rod test, testing for retraction or erroneous regeneration, for signs of Graves diesease and/or sensory disturbances) in cases of in-comitant strabismus on cooperative persons. Under supervision, the graduates write their first reports and reflect on their orthoptic actions.

Superior module:

Incomitant strabismus

Module description:

Graduates consolidate their knowledge of the anatomy and physiology of cranial nerves and acquire an expertise in the pathology of cranial nerves and acquired oculomotor palsies. They have a knowledge of the specific criteria in order to differentiate between a congenital and acquired palsy and also differentiate them against concomitant types of strabismus. They know the different orthoptic assessment options and are able to use them appropiately on patients with ocular motility disorders. They recognise the necessity for interdisciplinary diagnostic workup. They have developed within the orthoptic process and start to introduce diagnostic, treatment and patient consultation plans to the assessments of simple orthoptic cases. They are able to document assessment and treatment results in a professional manner, analyse the results and match them with relevant diagnoses. They have basic knowledge of the English terminology of incomitant strabismus. Graduates improve their communication skills and competency in giving patient advice. They can structure conflictual situations, work on constructive solutions and develop their own conflict skills. They engage in and deal with professional situations where they practice interdisciplinary conflict management.They address difficult situations in patient advice situations and patient management and develop an awareness for individual needs and coping strategies of their patients. They learn about the influence of subjective theories of disease and learn to reflect personal values and attitudes. Graduates know the impact of health literacy and medical sociology on their professional field.

Placement 3

Lecture content:

Carrying out orthoptic diagnostics and documentation with a focus on the extended or-thoptic status in concomitant and incomitant strabismus on selected patients at place-ment. Analysis and interpretation of findings, deduction of diagnoses and preparation of first therapy concepts under supervision. Hygiene measures at the placement.

Learning Outcomes:

Graduates are able to take and document a medical history in a professional manner, they are proficient in measuring compensatory head postures and cyclodeviations. They are able to carry out and document the measurement of the angle of squint (horizontal/ vertical/ torsional) in the diagnostic gaze positions in incomitant strabismus appropriate-ly. Furthermore, they can derive previously learned diagnoses (under supervision) and improve on the correct and comprehensive standard orthoptic status, with the aim of in-depth understanding and professionalisation. They carry out hygiene measures profes-sionally and as a matter of course. They practise, under supervision, writing therapy plans. They critically reflect on their orthoptic actions.

Superior module:

Placement 3

Module description:

The graduates acquire organizational and administrative basic knowledge for the respective practical training of the semester and its objectives. They are able to produce a report according to their individual level of training. They can carry out advanced examinations on patients with concomitant and incomitant strabismus, document the results, analyze and interpret them with assistance, make orthoptic diagnoses with assistance, develop diagnostic and therapeutic concepts and take measurements to fit bifocal glasses. They can write anonymized patient demonstrations, process work results, analyse and reflect. With patient demonstrations, they learn how to deal with test situations in practice in an adequate way. They further learn how to analyse, to reflect upon and to present their diagnostic acting. They also know how to assess their practical level of training, how to recognise learning and improvement potential and how to assure learning progress. They reflect upon institutional parameters and know how to classify their areas of responsibility within orthoptics. They can discuss and reflect upon content-methodical as well as social communicative aspects of their respective stage within the practical training.

Prevention in Orthoptics

Lecture content:

General definitions e.g. public health, health promotion, prevention (WHO) and their meaning; methods and models of prevention. Prevention in the field of orthoptics (e.g. strabismus, amblyopia, visual impairment, progressive myopia etc.). Examples of appli-cation and their evaluation (e.g. eye screening, mother-child passport...). Special or-thoptic methods and their implementation in screening. Selected elaborated screening projects in ophthalmology, e.g. glaucoma screening.

Learning Outcomes:

Graduates can distinguish between primary, secondary and tertiary prevention. They know models of screenings in children (e.g. Austria, Salzburg). They know the specific orthoptic methods, their possibilities and limits as well as the assessment procedure for eye-screenings. They know the critical limits in eye screening (orthoptic, refractive, ophthalmological). The graduates know the relevance of amblyopia and blindness (prevalence rates) as well as the importance of orthoptics in visual rehabilitation. They know the basic principles concerning the economic evaluation of prevention projects. They get to know terms (public health, health promotion), methods and models of prevention and evaluation using relevant projects as examples.

Superior module:

Refraction, Prevention and Communication

Module description:

Graduates have a basic knowledge of health science and can integrate their own discipline of orthoptics into medical science and a wider framework. They know about the influence of health promotion and prevention. They know which orthoptic screening methods may be useful at different ages and differentiate the treatment criteria of refractive error in relation to preventing vision problems. They can apply their knowledge to a first health promotion / prevention project. They know methods of objective and subjective refraction and use them in simple cases. They know of the possibilities, indication and contraindication of laser refractive surgery. They know different types of contact lenses, their areas of use and handling as well as the basics of fitting contact lenses.

Project within a specific orthoptic field

Lecture content:

Conception, organisation and implementation of a project related to the professional field on course contents of semesters 1 to 3.

Learning Outcomes:

The graduates design a project - according to (jointly developed) objectives - and implement it independently under the supervision of the lecturer / course advisor (= project client). After a kick-off meeting, they organise meetings (incl. agenda and minutes) independently, document the progress of the project and the project results and reflect comprehensively and critically on their behaviour and activities within the project team with regards to their respective role (team leader, group leader, team member). They can present project results (if possible in front of an external audience).

Superior module:

Refraction, Prevention and Communication

Module description:

Graduates have a basic knowledge of health science and can integrate their own discipline of orthoptics into medical science and a wider framework. They know about the influence of health promotion and prevention. They know which orthoptic screening methods may be useful at different ages and differentiate the treatment criteria of refractive error in relation to preventing vision problems. They can apply their knowledge to a first health promotion / prevention project. They know methods of objective and subjective refraction and use them in simple cases. They know of the possibilities, indication and contraindication of laser refractive surgery. They know different types of contact lenses, their areas of use and handling as well as the basics of fitting contact lenses.

Quality Development and Assurance

Lecture content:

Introduction to quality assurance: genesis of the concept of quality, quality awareness; principles of quality management (planning, assurance, measurement and improvement of quality); documentation; introduction to the most common quality management mod-els (ISO, EFQM, TQM etc.). Quality in health care: quality dimensions according to Donabedian, legal framework of quality management, documentation, patient orienta-tion, etc. critical appraisal of relevant topics of quality assurance within the field of or-thoptics.

Learning Outcomes:

The graduates learn basic terms of quality management, reflect on concepts of quality and quality assurance in the health care system. They get to know the process of com-plaint management as a method of quality management in the health care system and recognise its importance, they are able to apply the basic principles of quality manage-ment learnt to the field of orthoptics. They reflect on the relevance of quality in orthoptic activity and recognise the importance of quality management for orthoptics.

Superior module:

Scientific Work 1

Module description:

The graduates have gained an insight into the specific scientific approach of dealing with problems; they are familiar with relevant research methods and can frame research questions relevant to their field. They can differentiate between assumptions, personal experiences and sound knowledge. They can independently write smaller scientific papers relating to their field (Bachelor Thesis) and present facts as well as personal reflections concisely and comprehensibly. Graduates have basic knowledge of quality development and quality management.

Reflective Learning and Placement Support Semester 3

Lecture content:

Information on relevant topics and questions of the course, preparation for the place-ment, exchange about learning experiences and the course of placements, questions and problem solving, reflection on cooperation and conflicts, graduates¿ self-care in direct contact with patients, learning and communication aspects in the professional environ-ment, motivation of the graduates.

Learning Outcomes:

The graduates have an overview of the courses/activities of the semester; they recognise where their cooperation and commitment outside of lectures is necessary. They know the specifics of the placement in the 3rd semester, can reflect on institutional conditions (course, UAS, (main) placement) and can actively process placement experiences. They can actively work up social processes and learning processes, and address content-related, methodological and social-communicative aspects of the respective study phase.

Superior module:

Placement 3

Module description:

The graduates acquire organizational and administrative basic knowledge for the respective practical training of the semester and its objectives. They are able to produce a report according to their individual level of training. They can carry out advanced examinations on patients with concomitant and incomitant strabismus, document the results, analyze and interpret them with assistance, make orthoptic diagnoses with assistance, develop diagnostic and therapeutic concepts and take measurements to fit bifocal glasses. They can write anonymized patient demonstrations, process work results, analyse and reflect. With patient demonstrations, they learn how to deal with test situations in practice in an adequate way. They further learn how to analyse, to reflect upon and to present their diagnostic acting. They also know how to assess their practical level of training, how to recognise learning and improvement potential and how to assure learning progress. They reflect upon institutional parameters and know how to classify their areas of responsibility within orthoptics. They can discuss and reflect upon content-methodical as well as social communicative aspects of their respective stage within the practical training.

Refraction and Contact Lenses

Lecture content:

Methods of subjective refraction (such as measurement of spherical and astigmatic re-fractive errors, binocular balance, near correction); methods of objective refraction (such as retinoscopy, autorefraction), refractive surgery (methods, benefits and limitations); basic principles of contactology (e.g. lens types, indication and contraindications of contact lenses, hygiene measures and care products, etc.). Fitting and handling of con-tact lenses, patient instructions, intolerance and risks of contact lenses. Practice of ob-jective and subjective refraction in the skills lab and in practical exercises: Practice of assessment and fitting methods for various refractive errors (on each other and if possi-ble on clients and patients at placement) (e.g. correcting lenses, contact lenses incl. contact lens fit).

Learning Outcomes:

The graduates know the methods of subjective and objective refraction and can name the advantages and disadvantages of different methods. The graduates know the basic principles of contactology including patient training (e.g. risks, hygiene measures, etc.) and exercise fitting of (rigid/soft) contact lenses including the assessment of the contact lens fit. They understand that objective refraction in particular requires extensive and regular practice in order to master it; they know the possibilities and limits of refractive surgery.

Superior module:

Refraction, Prevention and Communication

Module description:

Graduates have a basic knowledge of health science and can integrate their own discipline of orthoptics into medical science and a wider framework. They know about the influence of health promotion and prevention. They know which orthoptic screening methods may be useful at different ages and differentiate the treatment criteria of refractive error in relation to preventing vision problems. They can apply their knowledge to a first health promotion / prevention project. They know methods of objective and subjective refraction and use them in simple cases. They know of the possibilities, indication and contraindication of laser refractive surgery. They know different types of contact lenses, their areas of use and handling as well as the basics of fitting contact lenses.

Scientific Writing

Lecture content:

Characteristics of scientific texts (argumentation, comprehensibility, structure, relevance problem, linguistic clarity); criteria for scientific writing (incl. practical exercises such as critical text analysis); excerpting; planning a writing project (time and resources); finding a topic; research question and hypothesis (exemplary practice); research designs, incl. exercises. Structure of a scientific paper and its contents (abstract, introduction, conclu-sion, table of contents, etc.); issues of external design: layout, rough draft and revision, incl. exercises.

Learning Outcomes:

Graduates know the process of creating an excerpt and the conditions of scientific writ-ing (keywords: argumentation, comprehensibility, text structure, relevance, linguistic clar-ity); they practise exemplarily creating an excerpt and writing a scientific text. They know the structure of a scientific paper. The graduates know the structure and function of an abstract and analyse different ab-stracts for practice. They reflect on questions of the design of a scientific paper (layout, rough draft, revision), they learn the planning process of a writing project and the steps in finding a topic for a scientific paper and practise topic finding, defining a research question and hypothesis development

Superior module:

Scientific Work 1

Module description:

The graduates have gained an insight into the specific scientific approach of dealing with problems; they are familiar with relevant research methods and can frame research questions relevant to their field. They can differentiate between assumptions, personal experiences and sound knowledge. They can independently write smaller scientific papers relating to their field (Bachelor Thesis) and present facts as well as personal reflections concisely and comprehensibly. Graduates have basic knowledge of quality development and quality management.

(Re-) habilitation and Support for Visual Impairment / Blindness

Lecture content:

Low vision diagnostics and (re)habilitation incl. special procedures for children; so-cio-legal fundamental knowledge, basic principles concerning Cerebral Visual Im-pairment (CVI), early visual support (SFF), integration and interdisciplinary care of the visually impaired (e.g. practical life skills (LPF), mobility training (O&M), sighted guidance for blind persons); special conversational skills and target group-oriented councelling. Optic and electronic magnifying vision aids, non-magnifying vision aids and assistive devices: selection and fitting, guidance, prescription, councelling and documentation. Interprofessional management in case of visual impairment.

Learning Outcomes:

The graduates have learned special orthoptic methods and approaches in low-vision diagnostics and can describe when they have to use them. They can describe the sub-areas of visual development and the influence of visual impairment on (visual) development in more detail. They know the term CVI and can define differences be-tween habilitation and rehabilitation. The graduates know the terms integration and inclusion as well as the role of orthoptics in this field. They know the principles of sighted guide techniques for blind persons and can apply the basic techniques. They have become familiar with the tasks of SFF, LPF and O&M, know the interfaces in the field of low vision and can explain when and where blinds have to be referred to if necessary. The graduates know the special needs in communication with visually im-paired and blind persons, know the socio-legal basic principles in case of visual im-pairment or blindness. They know the most important, current optical and electronic magnifying visual aids and non-magnifying visual aids, can describe the essential aspects of councelling, fitting and guiding affected persons with regard to necessary visual aids and correctly document the steps of fitting aids.

Superior module:

Low Vision and (Re-)Habilitation

Module description:

Graduates know the symptoms, pathology and assessment methods of disorders of the visual system, especially those resulting in permanent visual impairment. They know diagnostic methods for patients with low vision and multiply disabled patients.They can interpret test results and learn about legal, target group oriented and principle based advice to give to patients / relatives. They know the basics of prescribing magnifiers in accordance to patient needs and abilities, they know about support and rehabilitation and get first insight into the interdisciplinary management of patients with low vision. They know about surgical options in (re-)habilitation of squint and nystagmus and the necessary pre-and postoperative measures. They understand dose-response-relationships of the most widely used surgical methods and can justify necessity, timing, indication and procedure. They know the psychosocial impact of strabismus.

Accompanying Seminar and Bachelor Thesis 1

Lecture content:

Scientific competence development [SDI]: Development of individual research questions and exposés under guidance; presentation of the up to date status of their Bachelor the-sis in the group, exchange of ideas, discussion of the results; writing of a first scientific paper (bachelor thesis 1, BA1), presentation of the results of the bachelor thesis. Reflec-tion.

Learning Outcomes:

Graduates can develop questions related to their professional context and refine them through literature research. They practise the critical appraisal of subject-related litera-ture and can independently excerpt the relevant contents, present the current results and findings to colleagues and critically discuss those with them, as well as give col-leagues critical feedback on their questions and their work. The graduates are able to independently write a first scientific paper (BA1) related to the professional field - still under close guidance; they write down facts and, above all, their deductions in a con-cise and comprehensible manner (if applicable, reference to a selected patient case/ mini study using statistical/scientific methods learnt, etc.). They can adequately present their findings to an expert audience or defend them in an expert discussion. They criti-cally reflect on their scientific work.

Superior module:

Scientific Work 2

Module description:

Graduates know the design, operation and indications of use of digital photography and videography and can use these for the documentation of strabismological and neuroophthalmological disorders. They can process digital data, use image processing and video editing programs. They are aware of patient confidentiality and how to deal with sensitive data, as well as the necessary patient information and patient consent needed, as regulated in Data Protection laws. They are aware of the influence of photo- and videodocumentation in quality control within the orthoptic process. They develop research questions within their field of work, search literature, compile and critically analyse information within academic work. They start writing professional texts (Bachelor thesis 1) and present facts and theories within these texts in a clear and structured manner.

Course accompanying the placement 4

Lecture content:

Parallel to the placements, patient protocols and reports are written which serve to doc-umentation, analysis, presentation, discussion and reflection on the technical-methodical and social-communicative findings and insights. Patient colloquia and OSCE (objective structured clinical assessment) training support the theory-practice transfer (TPT). Interviews for defining placement objectives and appraisal interviews are held before and after the placements in single and group settings. Final practical pa-tient demonstrations of the graduates at placement.

Learning Outcomes:

The graduates write patient protocols (PdWs), preferably of clinical images that corre-spond to the current level of training. They reflect on their approach to the orthoptic status (systematic, adapted to the patient...), analyse their report, discuss the orthoptic status carried out, including coming to a diagnosis, therapy and councelling regarding plausibility, completeness, etc. in the group and thus improve their professional and social-communicative understanding. The graduates follow the practical semester goals, reflect on what went (not that) well, assess how they achieved their aims and ob-jectives (predetermined and own placement aims) and their professional performance both during the placment and in the patient protocols (PdWs). They use the structured feedback fiven (via OSCE exercises) to increase their professional competence by read-ing up relevant literature or asking. They demonstrate orthoptic competence achieved so far in a patient demonstration on cooperative patients by collecting, documenting and analysing a finding according to the current level of training.

Superior module:

Placement 4

Module description:

The graduates acquire organizational and administrative basic knowledge for the respective practical training of the semester and its objectives. They are able to produce a report according to their individual level of training. Relative to the disorders being studied they can improve and increase their orthoptic procedural skills. They can make clinical diagnoses especially for nystagmus and visual impairment, determine subjective refraction, take refractometer measurements and perform basic retinoscopy. They can write anonymized patient reports according to their level of training, they know how to prepare, analyse and reflect upon work results. With the help of patient demonstrations, they learn how to deal with examination situations and increasing challenges in an adequate way. They also learn to analyse, to present and to reflect upon their diagnostic, therapeutic and advising skills. They can assess their actual level of training, realise their learning and improvement potential and assure learning progress. They begin to understand the meaning of a systematical, empirical data acquisition as a measure to assure quality in the orthoptic process. They reflect upon institutional parameters and know how to classify their areas of responsibility within orthoptics. They can discuss and reflect upon content-methodical as well as social communicative aspects of their respective stage within the practical training.

Eye Diseases and Visual Impairment

Lecture content:

Diseases leading to permanent visual impairment: in particular diseases involving the retina; retinal and corneal dystrophies, diabetogenic and blood pressure-related changes, vascular occlusions, retinal detachment, vitreous degeneration, optic atro-phy/neuropathy, malformations, age related macula degeneration (AMD), etc. Interpro-fessional management of visual impairment, relevance of psychological support of pa-tients with low vision, socio-legal fundamental knowledge.

Learning Outcomes:

The graduates have gained in-depth knowledge of the clinical appearance of diseases of the anterior and posterior segment of the eye that lead to permanent visual impair-ment/blindness. I.e. they know signs and symptoms, pathogenesis and prognosis as well as the relevant ophthalmological assessment methods; they know possible thera-py approaches and can explain them; they can decide which orthoptic assess-ment/diagnosis is of particular importance for the described clinical pictures. They know the related professions that reflect on the topic of low vision and what they can offer visually impaired people. They perceive the great importance of interdisciplinary cooperation in the field of low vision. The graduates have dealt with coping strategies in the case of blindness and are aware of the importance of an accompanying psycho-therapeutic/psychological intervention. They are aware of social-legally relevant help options in cases of visual impairment and blindness and can inform those affected.

Superior module:

Low Vision and (Re-)Habilitation

Module description:

Graduates know the symptoms, pathology and assessment methods of disorders of the visual system, especially those resulting in permanent visual impairment. They know diagnostic methods for patients with low vision and multiply disabled patients.They can interpret test results and learn about legal, target group oriented and principle based advice to give to patients / relatives. They know the basics of prescribing magnifiers in accordance to patient needs and abilities, they know about support and rehabilitation and get first insight into the interdisciplinary management of patients with low vision. They know about surgical options in (re-)habilitation of squint and nystagmus and the necessary pre-and postoperative measures. They understand dose-response-relationships of the most widely used surgical methods and can justify necessity, timing, indication and procedure. They know the psychosocial impact of strabismus.

Neurology

Lecture content:

Clinical-neurological assessment; instrument-based and laboratory-chemical diagnos-tics; neuroanatomy and neurophysiology; important neurological syndromes; vascular diseases; neoplastic diseases; diseases with seizure-like character; headaches and fa-cial neuralgia; inflammations of the nervous system; movement disorders; traumatic damage of the CNS and meninges; metabolic and toxic damage to the CNS; diseases of the peripheral nervous system and musculature; developmental disorders and malfor-mations of the CNS.

Learning Outcomes:

The graduates are theoretically familiar with clinical neurological assessments and rel-evant apparatus and laboratory-chemical diagnostics in neurology. They learn about neurological diseases relevant to the orthoptic profession (clinical appearance, neuro-logical diagnostics in: syndromes, vascular diseases, neoplastic diseases, diseases with seizure-like character, headaches and facial neuralgia, inflammations of the nerv-ous system, movement disorders, traumatic damage to the CNS and meninges, metabol-ic and toxic damage to the CNS, diseases of the peripheral nervous system and muscu-lature, developmental disorders and malformations of the CNS etc.). They repeat the anatomy and physiology of the brain as required. The graduates practise to recognise clinical signs and symptoms of the most important clinical pictures and to match pos-sible underlying diseases on the basis of case reports.

Superior module:

Orthoptics and Neurology

Module description:

Graduates have substantial knowledge of the anatomy and physiology of the nervous system. They know about relevant neurological diseases and syndromes and important neuroophthalmological and neuroorthoptic disorders. They know the possible causes of these disorders as well as (neuro-)orthoptic assessment methods and treatment options, and they can document and analyse case examples. They have in-depth knowledge of ocular motility disorders, know different types of nystagmus - both in regard to symptoms and orthoptic assessment options, documentation, analysis and diagnosis. They know conservative and surgical treatment options.

Neuroorthoptics

Lecture content:

Repetition and consolidation of the neurophysiology and pathology of central eye movements; oculomotor disorders (e.g. INO, OTR, Wallenberg syndrome, dorsal mid-brain syndrome, PSP, one-and-a-half syndrome, gaze palsy, oculomotor function in cerebellar diseases): including aetiology, symptoms, orthoptic assessment methods (e.g. saccades, subsequent movements, OKN, SVV, etc.), differential diagnosis, therapy, course of disease and prognosis. Vertigo: clinical signs and symptoms, causes, special orthoptic medical history, diagnostics and therapy approaches; documentation and analysis of findings. Case discussions of central eye movement disorders, incl. topodi-agnosis.

Learning Outcomes:

The graduates repeat and deepen their knowledge of the anatomical conditions of the VIth, IVth and IIIrd cranial nerves, the control of eye movements (e.g. relevant centres, neural pathways etc.) and the vestibular organ. They can "localise¿ lesions of oculomo-tor disorders using their profound knowledge of topodiagnostically relevant accompa-nying symptoms. They know the most important (neurological) clinical pictures associ-ated with oculomotor disorders and vertigo (e.g. OTR, INO, gaze palsy, dorsal midbrain syndrome, obliquus superior myokymia, myotonia, ocular neuromyotonia etc.) and basic pathomechanisms as well as the special medical history and symptoms guiding differential diagnosis. Graduates will be able to describe the orthoptic assessment of central oculomotor function and vertigo in detail (methodology, sources of error, etc.). They know the orthoptic treatment options and specific advice for neuro-orthoptic dis-eases. They recognise the orthoptists role in the interdisciplinary management of verti-go and neuroorthoptic cases, i.e. they know the interfaces and professional groups in-volved as well as their tasks and practise how the entire orthoptic process is adapted to theoretical neuroorthoptic cases in the sense of case management.

Superior module:

Orthoptics and Neurology

Module description:

Graduates have substantial knowledge of the anatomy and physiology of the nervous system. They know about relevant neurological diseases and syndromes and important neuroophthalmological and neuroorthoptic disorders. They know the possible causes of these disorders as well as (neuro-)orthoptic assessment methods and treatment options, and they can document and analyse case examples. They have in-depth knowledge of ocular motility disorders, know different types of nystagmus - both in regard to symptoms and orthoptic assessment options, documentation, analysis and diagnosis. They know conservative and surgical treatment options.

Nystagmus

Lecture content:

General definitions (e.g. physiological, experimental, pathological nystagmus; jerk, pen-dular or oscillatory nystagmus); differential diagnostic features of congenital vs. acquired nystagmus. Clinical pictures, cause, clinical signs and symptoms (incl. compensatory mechanisms), specific (orthoptic) assessments and methods in nystagmus, documenta-tion of findings, further diagnostics and orthoptic therapeutic measures (conservative, optical, orthoptic incl. pre- or post-operative care); prognosis in congenital vs. acquired nystagmus (in the context of neurological diseases, etc.) and in lid nystagmus. Surgical and pharmacological therapy options (principles, treatment decision, indication of eye muscle surgery). Nystagmus in strabologically relevant clinical pictures (diagnostic and therapeutic consequences). Analysis of case studies (case management).

Learning Outcomes:

Graduates know the difference between physiological and pathological nystagmus and can give examples of each. They can define congenital and acquired nystagmus and de-scribe their clinical characteristics; they can list differential diagnostic features, know the aspects of the specific orthoptic assessment in nystagmus and can explain them theoret-ically. They can document orthoptic findings in nystagmus and can describe specific preoperative orthoptic assessments in nystagmus and its relevance. The graduates know general therapeutic approaches in nystagmus (optical, orthoptic, surgical, pharmacolog-ical); they know the compensatory strategies in nystagmus and can create first theoreti-cal therapy concepts based on those mechanisms. They know the principles and indica-tions of eye muscle surgery in nystagmus and practice case management for nystagmus discussing possible therapy measures (conservative vs. surgical care).

Superior module:

Orthoptics and Neurology

Module description:

Graduates have substantial knowledge of the anatomy and physiology of the nervous system. They know about relevant neurological diseases and syndromes and important neuroophthalmological and neuroorthoptic disorders. They know the possible causes of these disorders as well as (neuro-)orthoptic assessment methods and treatment options, and they can document and analyse case examples. They have in-depth knowledge of ocular motility disorders, know different types of nystagmus - both in regard to symptoms and orthoptic assessment options, documentation, analysis and diagnosis. They know conservative and surgical treatment options.

Orthoptic Practice 4

Lecture content:

Relating to the lectures of the current semester, practical exercises are held for example on clients and patients at placement. Practice of assessment methods and treatment measures (focus on neuro-orthoptic and neuro-ophthalmologic clinical appearances, nystagmus and low vision) in small groups. Practice and consolidation of the entire or-thoptic process (medical history, diagnostics, diagnosis, therapy, education or councel-ling, report of findings...) when assessing known clinical pictures. Repetition as needed and review of findings or plausibility check; support of theory-practice transfer (TPT).

Learning Outcomes:

The graduates deepen the implementation and interpretation of previously learned as-sessment and treatment methods; they can select and implement the orthoptic methods learnt for nystagmus and (central) eye movement disorders in a focused manner. They practise the handling of the entire orthoptic process with previously learned diagnoses (professional diagnostics, documentation of collected findings, deduction of diagnosis, create initial therapy plans). The graduates are able to conduct straightforward councel-ling interviews regarding diagnosis and therapy options for the clinical pictures already familiar with (in small groups and exemplarily; under supervision when talking to affected persons). In particular, they practise giving patient information and advice before eye muscle surgery and can independently write simple target group-oriented reports on their clinical findings. They reflect on their orthoptic actions.

Superior module:

Low Vision and (Re-)Habilitation

Module description:

Graduates know the symptoms, pathology and assessment methods of disorders of the visual system, especially those resulting in permanent visual impairment. They know diagnostic methods for patients with low vision and multiply disabled patients.They can interpret test results and learn about legal, target group oriented and principle based advice to give to patients / relatives. They know the basics of prescribing magnifiers in accordance to patient needs and abilities, they know about support and rehabilitation and get first insight into the interdisciplinary management of patients with low vision. They know about surgical options in (re-)habilitation of squint and nystagmus and the necessary pre-and postoperative measures. They understand dose-response-relationships of the most widely used surgical methods and can justify necessity, timing, indication and procedure. They know the psychosocial impact of strabismus.

Photo and Video Documentation

Lecture content:

Introduction to photography and video technology in the context of orthoptics: photo and video documentation, screenplay, photo and video recording, video editing/ im-age processing. Project on photography and video technology with different tasks and recording situations: focusing on the profession-specific requirements. Data Protection Act, obligation to inform patients, declaration of consent.

Learning Outcomes:

Graduates have basic knowledge of photography as well as photo and video editing (incl. software). They recognise the role of photo and video documentation in orthop-tics and can create appropriate patient videos and photos (e.g. nine directions of gaze) of orthoptic diagnoses, i.e. they can position patients correctly, create the images cor-rectly (incl. settings, lighting, etc.) and post-process them (e.g. cut, edit, insert into Power-Point). They know the conditions for photo and video documentation at the main placement (equipment, documentation, local data protection conditions...). The graduates are able to create and implement simple screenplay scripts for the documen-tation of selected strabologic clinical pictures (use of suitable software for photo and video editing). They know the basic principles of data protection, the duty to inform and the necessity of a corresponding declaration of consent.

Superior module:

Scientific Work 2

Module description:

Graduates know the design, operation and indications of use of digital photography and videography and can use these for the documentation of strabismological and neuroophthalmological disorders. They can process digital data, use image processing and video editing programs. They are aware of patient confidentiality and how to deal with sensitive data, as well as the necessary patient information and patient consent needed, as regulated in Data Protection laws. They are aware of the influence of photo- and videodocumentation in quality control within the orthoptic process. They develop research questions within their field of work, search literature, compile and critically analyse information within academic work. They start writing professional texts (Bachelor thesis 1) and present facts and theories within these texts in a clear and structured manner.

Placement 4

Lecture content:

Systematic implementation and documentation of orthoptic assessment with a focus on neuro-orthoptic and neuro-ophthalmologic disorders, nystagmus and low vision. Inter-pretation and analysis of findings and deduction of diagnosis. Deepening of orthoptic competence in clinical diagnoses and methods learned. First independent write-up of therapy plans and giving patient advice in straightforward cases. Carrying out refraction (subjective/objective) in straightforward cases. Elective placement (possible from the 4th to the 6th semester): individual goals and contents are identified according to the cho-sen field of work or placement. Observational participation in eye muscle surgery and in visual early intervention measures. Hygiene measures in the orthoptic workplace.

Learning Outcomes:

Graduates are able to carry out an orthoptic status comprehensively and correctly; fol-lowing the patient assessment, they evaluate the findings for plausibility and whether further (orthoptic) investigations are needed. The graduates consider refractive influ-ences, can professionally check for nystagmus and disturbance of the central oculomo-tor function and document the results. They create therapy plans in straightforward cas-es. They carry out hygiene measures professionally and as a matter of course. In partic-ular, they practise the diagnosis of neuro-orthoptic and neuro-ophthalmologically rele-vant clinical appearances, nystagmus and low vision. They practise, under supervision, giving patient advice. The graduates practise objective and subjective refraction. They participate in visual early intervention measures and eye muscle surgery. They critically reflect on their professional actions. Learning outcomes for the elective placement are to be developed and pursued individ-ually depending on the placement area and position.

Superior module:

Placement 4

Module description:

The graduates acquire organizational and administrative basic knowledge for the respective practical training of the semester and its objectives. They are able to produce a report according to their individual level of training. Relative to the disorders being studied they can improve and increase their orthoptic procedural skills. They can make clinical diagnoses especially for nystagmus and visual impairment, determine subjective refraction, take refractometer measurements and perform basic retinoscopy. They can write anonymized patient reports according to their level of training, they know how to prepare, analyse and reflect upon work results. With the help of patient demonstrations, they learn how to deal with examination situations and increasing challenges in an adequate way. They also learn to analyse, to present and to reflect upon their diagnostic, therapeutic and advising skills. They can assess their actual level of training, realise their learning and improvement potential and assure learning progress. They begin to understand the meaning of a systematical, empirical data acquisition as a measure to assure quality in the orthoptic process. They reflect upon institutional parameters and know how to classify their areas of responsibility within orthoptics. They can discuss and reflect upon content-methodical as well as social communicative aspects of their respective stage within the practical training.

Reconstructive Therapy

Lecture content:

Definition of the terms `cosmetic¿ ¿ `reconstructive¿ ¿ `functional¿; psycho-social relevance of strabismus, relevance of body dysmorphic disorders for orthoptics. Types of hospi-talisation; orthoptic pre- and postoperative assessments and care for eye muscle sur-gery; indication and contraindication; surgery terminology; surgery indications for common concomitant and incomitant forms of strabismus; surgery methods incl. mini-mally invasive surgery; alternative options such as Botox; anesthesia in ophthalmology with a focus on eye muscle surgery incl. emergencies and incidents; anesthesia and se-dation in infants and (small) children; patient information for eye muscle surgery.

Learning Outcomes:

Graduates understand the difference between purely aesthetic interventions vs. recon-structive or functionally improving interventions. They know the psycho-social rele-vance of strabismus, they have learned about body dysmorphic disorders (BDDs) and their relevance for orthoptics. The graduates know the role of orthoptics before and after eye muscle surgery and the associated goals, they have learned about the necessary information for patients and have developed a plan, how to convey this information sys-tematically. They can use the knowledge they have acquired (e.g. BDD, types of hospi-talisation etc.) when informing/advising patients before eye muscle surgery. The gradu-ates can correctly use the terminology for surgical indications; they can describe the surgical methods for eye movement disorders and the surgical instruments; they know the term "minimally invasive surgery" and its meaning in strabology. Furthermore, they have learned about surgical indications for common types of (in)comitant strabismus and the guidelines for surgical indications and can derive straight-forward indications from them (case management). They can name (contra)indications of eye muscle opera-tions, know alternatives to surgery and can assess their significance for orthoptics. The graduates have learned about anaesthesia in eye muscle surgery and the possible emer-gencies and incidents, especially the particular issues of anaesthesia in small children and infants.

Superior module:

Low Vision and (Re-)Habilitation

Module description:

Graduates know the symptoms, pathology and assessment methods of disorders of the visual system, especially those resulting in permanent visual impairment. They know diagnostic methods for patients with low vision and multiply disabled patients.They can interpret test results and learn about legal, target group oriented and principle based advice to give to patients / relatives. They know the basics of prescribing magnifiers in accordance to patient needs and abilities, they know about support and rehabilitation and get first insight into the interdisciplinary management of patients with low vision. They know about surgical options in (re-)habilitation of squint and nystagmus and the necessary pre-and postoperative measures. They understand dose-response-relationships of the most widely used surgical methods and can justify necessity, timing, indication and procedure. They know the psychosocial impact of strabismus.

Reflective Learning and Placement Support Semester 4

Lecture content:

Information on and in-depth discussion of relevant topics and questions regarding the course, preparation for the placement of the semester and possibly for elective placements (between 4th and 6th semester). Exchange about learning experiences and the placement, questions and solutions to problems, reflection on cooperation and conflicts, graduates¿ self-care in direct contact with patients, learning and communication aspects in the professional field, motivation of graduates. "Meeting Ground Health" (e.g. interdisciplinary world café) on issues related to studying health sciences.

Learning Outcomes:

The graduates have an overview of the courses/activities of the semester and recognise where their cooperation and commitment outside of the courses is necessary. They know about the placment of the 4th semester and, if applicable, about elective placements and can reflect on institutional conditions (course, UAS, (main) placement). Graduates can ac-tively work with placement experiences, social processes and learning processes. They can address content-related, methodological and social-communicative aspects of the respective study phase and get to know other health science study programmes more in-tensively through joint discussion of (current) questions about the professions or fields of work (including interfaces, questions about the profession...).

Superior module:

Placement 4

Module description:

The graduates acquire organizational and administrative basic knowledge for the respective practical training of the semester and its objectives. They are able to produce a report according to their individual level of training. Relative to the disorders being studied they can improve and increase their orthoptic procedural skills. They can make clinical diagnoses especially for nystagmus and visual impairment, determine subjective refraction, take refractometer measurements and perform basic retinoscopy. They can write anonymized patient reports according to their level of training, they know how to prepare, analyse and reflect upon work results. With the help of patient demonstrations, they learn how to deal with examination situations and increasing challenges in an adequate way. They also learn to analyse, to present and to reflect upon their diagnostic, therapeutic and advising skills. They can assess their actual level of training, realise their learning and improvement potential and assure learning progress. They begin to understand the meaning of a systematical, empirical data acquisition as a measure to assure quality in the orthoptic process. They reflect upon institutional parameters and know how to classify their areas of responsibility within orthoptics. They can discuss and reflect upon content-methodical as well as social communicative aspects of their respective stage within the practical training.

Special Ophthalmology and Special Assessment Methods

Lecture content:

Repetition and consolidation of neuroanatomy, physiology and pathology of the visual pathway, optic nerve, chiasm, primary and secondary visual cortex and typical diseases, symptoms, assessment methods, diagnosis, therapy, course and prognosis; psycho-genic visual disorders; disorders of eyelid motor function (clinical appearances, thera-py); diagnosis of therapy-resistant amblyopia; theoretical and practical basic principles of assessment methods such as perimetry, electrophysiology, pupil assessment, facial nerve palsy. Skills lab.

Learning Outcomes:

The graduates repeat and deepen relevant technical, anatomical and physiological background knowledge as required; they know typical diseases of the visual pathway, the optic nerve, the chiasm and the primary/secondary visual cortex, their signs and symptoms, assessment methods, diagnostics, therapy, course of disease and progno-sis. They know the symptoms and the procedure for psychogenic visual disorders; they know clinical appearances that cause eyelid motor disorders as well as possible therapy approaches. The graduates know the theoretical and practical basics of special assessment methods of ophthalmology (such as perimetry, electrophysiology, pupil assessment, assessment in facial palsies, etc.) and can explain the diagnostic procedures carried out by orthop-tists. They practise visual field assessment and pupil assessment as well as the function-al assessment in facial palsies (e.g. in the skills lab) and understand the importance of the ophthalmological diagnosis (e.g. instrument diagnostics, OCT), when visual acuity fails to increase despite ambylopia therapy.

Superior module:

Orthoptics and Neurology

Module description:

Graduates have substantial knowledge of the anatomy and physiology of the nervous system. They know about relevant neurological diseases and syndromes and important neuroophthalmological and neuroorthoptic disorders. They know the possible causes of these disorders as well as (neuro-)orthoptic assessment methods and treatment options, and they can document and analyse case examples. They have in-depth knowledge of ocular motility disorders, know different types of nystagmus - both in regard to symptoms and orthoptic assessment options, documentation, analysis and diagnosis. They know conservative and surgical treatment options.

Basic Principles of Visual Perception

Lecture content:

In-depth knowledge of the structure of the visual system, perception and cognition, etc., visual perception and related terms (e.g. stereo vision vs. spatial perception) and orthop-tic councelling in visual perception disorders (e.g. councelling concerning ¿visual appli-cation¿); relevant English terminology incl. its use.

Learning Outcomes:

Graduates can define and distinguish the terms `cognition¿, `perception¿, `attention¿ and `consciousness¿; they can describe the rules and phenomena of perception (e.g. figure-ground differentiation, local vs. global processing, influence of expectation, motivation, etc.) and can name brain areas important for visual perception. They can describe phe-nomena of colour perception as well as motion vision, face perception and the phases of object perception; they can distinguish spatial perception from spatial vision, name and describe depth criteria; they can name and define the four areas of spatial perception. The graduates can describe the orthoptic relevance of perception phenomena known by them. They can differentiate "developmental abnormalities" from (visual) "developmental disorders" and know the difference between the consequences of brain dysfunctions in children vs. adults, they are aware of specific visual perception disorders in childhood (Cerebral Visual Impairment (CVI)) as well as abnormalities which can indicate a spatial perception disorder. They are able to apply orthoptic assessments including screening for CVI using theoretical case studies as examples. The graduates have dealt with the basic principles of dyscalculia and know the common English terminology in the field of visual perception and can use it appropriately.

Superior module:

Visual Perception and Rehabilitation

Module description:

Graduates can differentiate disorders of visual perception and developmental and/or learning disorders from ocular disorders with similar signs and complaints. They understand orthoptic diagnosis and therapy as a contribution within the interdisciplinary process. They can relieve symptoms and help affected persons use their vision to the best of their ability. They take a stand to qualified and unqualified / alternative therapy offers. Graduates know the terminology of gerontology, geriatrics and gerontopsychology. They know about the physiological aging processes and recognise symptoms of disorientation and mental confusion. They know typical orthoptic disorders in healthy and ill elderly patients and their influence on quality of life. They know the special needs of elderly and disorientated patients in the assessment and treatment situation. Graduates know the basics of neurorehabilitation and are aware of their increasingly important position within the rehabilitation team. They know the most common neuropsychological disorders and syndroms, elementary and complex visual and reading disturbances in acquired brain injury, neglect and their respective causes and symptoms. They can choose appropriate diagnostic and therapeutic concepts and methods. They know the possibilities of adaptation, coping strategies in activities of daily life for patients and their relatives. They know the special needs regarding patient guidance and communication (social interaction, patient information and advice) with affected persons.

Case Management 3

Lecture content:

The graduates deepen the applicationof clinical reasoning (CR) in the orthoptic pro-cess, especially in the sense of diagnostic reasoning. The orthoptic process is made visible by processing of more complex cases (case management) and by drawing clin-ical conclusions, furthermore theoretical considerations are transferred to the diag-nostic-therapeutic situation. They deepen specific orthoptic topics (e.g. differential di-agnostics in diplopia or abnormal head-tilt) as needed. The graduates are particularly concerned with the social, cultural and contextual circumstances of the patients or cli-ents (e.g. deafness etc.).

Learning Outcomes:

Graduates master the application of clinical reasoning in the entire orthoptic process. They can transfer theoretical considerations to diagnostic-therapeutic situations in more complex case studies. They have the theoretical knowledge to orthoptically as-sess deaf patients. The graduates have dealt with intercultural aspects in medicine and can describe the significance for orthoptics. The graduates professionalise the presentation of cases.

Superior module:

Professional actions 1

Module description:

Graduates acquire professional competency within the orthoptic process. They analyse different assessment and therapy methods in patients with asthenopia / heterophoria and reflect upon their results. Graduates know the legal basics and scientific background for evaluation, preventive and interventional measures in PC-workplaces (ergonomic and orthoptic aspects). Graduates can link their theoretical knowledge to their experiences during placements. They learn the systematic thought and decision processes within the diagnostic, therapeutic and advisory work of an orthoptist, practice them and reflect upon their experiences with patients. They analyse with clinical reasoning structures and decision processes and can express and justify their professional actions. Graduates know English terminology of general human medicine and the specific terminology of orthoptics and neuroophthalmology, their profession and field of work. They can create English abstracts for their written scientific work and use available English specialist literature within that context. They can carry out an orthoptic assessment and write patient reports in English.

Course accompanying the placement 5

Lecture content:

Parallel to the placements, patient protocols and reports are written which serve to doc-umentation, analysis, presentation, discussion and reflection on the technical-methodical and social-communicative findings and insights. Patient colloquia and OSCE (objective structured clinical assessment) training support the theory-practice transfer (TPT). Interviews for defining placement objectives and appraisal interviews are held be-fore and after the placements in single and group settings. Final practical patient demon-strations of the graduates at placement.

Learning Outcomes:

The graduates write patient protocols (PdWs) of increasingly complex cases, they reflect on their approach of the orthoptic status (systematic, adapted to the patient...); they ana-lyse their report, discuss the orthoptic status carried out incl. deduction of diagnosis, therapy and councelling with regards to plausibility, completeness etc. in the group and thus improve their professional and social-communicative understanding. The graduates follow up on practical aims and objectives of the semester, reflect on what went (not that) well, they assess their achievements (predetermined and personal placement aims) and assess their performance both during the placement and in the patient protocols (PdWs). They use the structured feedback (e.g. via OSCE exercises) to increase their professional competence by reading up or asking and show their orthoptic competence achieved so far in a patient demonstration by collecting, documenting and analysing a finding ac-cording to the current level of training.

Superior module:

Placement 5

Module description:

The graduates acquire organizational and administrative basic knowledge for the respective practical training of the semester and its objectives. They are able to produce a report according to their individual level of training. They improve their orthoptic procedural skills in neuro-orthoptic diagnostics and can inform and advise patients and family members in uncomplicated cases. They can compile a report on the diagnostic results and carry out screening examinations for disorders of binocular vision, ocular motility and visual acuity. They can implement orthoptic case management and write anonymous patient protocols as well as prepare, analyze and reflect on results. With the help of patient demonstrations, they learn how to deal with examination situations and increasing challenges in an adequate way. They also learn to analyse, to present and to reflect upon their diagnostic, therapeutic and advising skills. They can assess their actual level of training, realise their learning and improvement potential and assure learning progress. They begin to understand the meaning of a systematical, empirical data acquisition as a measure to assure quality in the orthoptic process. They reflect upon institutional parameters and know how to classify their areas of responsibility within orthoptics. They can discuss and reflect upon content-methodical as well as social communicative aspects of their respective stage within the practical training.

Developmental Disorders of the Child

Lecture content:

Deepening of normal developmental processes in childhood and adolescence; defi-nition of terms like developmental disorders, developmental delays and disorders as well as behavioural disorders, developmental psychopathology. Disorders in child-hood and adolescence and dealing with the respective groups of patients (diversity) and, if applicable, their relatives (e.g. in case of reduced IQ). Developmental disor-ders: circumscribed developmental disorders of speech/language; circumscribed de-velopmental disorders of fine motor skills and graphomotor skills; profound devel-opmental disorders (autism, Asperger and of special abilities); behavioural and emo-tional disorders with onset in childhood/adolescence (e.g. hyperkinetic disorders (ADHD); social behaviour disorders; affective disorders (e.g. depression); emotional disorders (e.g. separation anxiety/ school anxiety; phobic disorders; sibling rivalry); disorders of social functioning with onset in childhood and adolescence (attach-ment disorder); tic disorders. Suicidal or self-injuring behaviour. Multidisciplinary care concept.

Learning Outcomes:

The graduates have become familiar with age-appropriate developmental processes in childhood and adolescence (e.g. Piaget, Erikson). They are able to define the term developmental psychopathology; they are able to differentiate between abnormalities, delays and disorders of development or behaviour. The graduates learn about basic mental disorders in childhood and adolescence (e.g. intelligence impairment, devel-opmental disorders (circumscribed, profound), behavioural disorders, disorders of social behaviour, affective disorders, emotional disorders of childhood). They reflect on appropriate behaviour towards affected persons and, if necessary, their relatives in a professional context. The graduates have become familiar with depressive symp-tom patterns in children and adolescents and can describe the symptoms or distin-giushing features of self-injuring behaviour and suicidal tendencies in children; they can describe their professional role in these contexts.

Superior module:

Paediatrics

Module description:

The graduates are familiar with normal child development and essential developmental disorders. They recognise comorbid psychological conspicuities and they know the most important pre-, peri- and postnatal diseases and impairments. They know the most important malformations and pathologies of the eye during childhood. They can separate visual perceptive disorders from ocular caused disorders and they understand the orthoptic diagnostics and therapy as contribution in the inter-disciplinary process.

English in the field of Work

Lecture content:

English terms of human medicine (anatomy and pathology), ophthalmology, the special vocabulary of orthoptics, strabology and neuroophthalmology, the profession and its fields. Working on English texts and professional literature, writing of abstracts. English terms and phrases used in patient dialogue and assessment. Carrying out an or-thoptic standard exam in English including general conversation, professional medical history, guiding the patient through the assessment, consultation about diagnosis and therapy and writing a medical report.

Learning Outcomes:

Graduates know basic English terms in medicine, they use English specialist terms in the field of orthoptics. They work on English specialist literature and create English abstracts independently. Graduates can carry out a standard orthoptic report in English, i.e. they are language-proficient in various subject-relevant assessment situations and have developed tools for coping with everyday clinical work in situations with international patients.

Superior module:

Professional actions 1

Module description:

Graduates acquire professional competency within the orthoptic process. They analyse different assessment and therapy methods in patients with asthenopia / heterophoria and reflect upon their results. Graduates know the legal basics and scientific background for evaluation, preventive and interventional measures in PC-workplaces (ergonomic and orthoptic aspects). Graduates can link their theoretical knowledge to their experiences during placements. They learn the systematic thought and decision processes within the diagnostic, therapeutic and advisory work of an orthoptist, practice them and reflect upon their experiences with patients. They analyse with clinical reasoning structures and decision processes and can express and justify their professional actions. Graduates know English terminology of general human medicine and the specific terminology of orthoptics and neuroophthalmology, their profession and field of work. They can create English abstracts for their written scientific work and use available English specialist literature within that context. They can carry out an orthoptic assessment and write patient reports in English.

Geronto-Orthoptics

Lecture content:

Fundamental knowledge in gerontology, geriatrics, geronto-psychology, physiologi-cal ageing processes (the "healthy" elderly person); dementia; professional handling of elderly and/or desoriented people (e.g. validation); target group-oriented councel-ling in typical organic and functional eye diseases in old age and influence on quality of life; special features of orthoptic diagnostics and therapy in "healthy" elderly people and in geriatric patients; relevant English terminology incl. its use.

Learning Outcomes:

The graduates can define relevant terms on the topic ("old age", gerontology, geriat-rics, nootropics etc.); they know the most important aspects of rehabilitation in old age, they have learned about the problem of medication in old age (polypharmacy and medication dosage). They have become familiar with theories of ageing, can describe typical changes of old age (e.g. attention, learning etc.) and understand the signifi-cance of ageing for identity or self-image. They know the meaning of isolation and loneliness in old age. Graduates can list the aims of interventional gerontology, forms of intervention and parameters for longevity. The graduates can describe the most rel-evant psychological changes in old age (e.g. delirium, dementia, agitation) and know in particular possible associated ocular disorders. They know the clinical presentation of Charles-Bonnet syndrome. They can describe physiological and pathological eye changes typical for old age as well as therapy approaches (in general and eye diseas-es). The graduates can define vertigo and dizziness; they know the significance of ver-tigo with regard to effects in everyday life. They recognise how the orthoptic status (consultation, therapy, assessment of patient, dosage and risks in eye muscle surgery etc.) is to be adapted in very old patients and practise this in theory (case manage-ment). They know orthoptically relevant complications after cataract operations (e.g. after retrobulbar anaesthesia, monovision). They know the relevant English terminolo-gy and can apply it appropriately.

Superior module:

Visual Perception and Rehabilitation

Module description:

Graduates can differentiate disorders of visual perception and developmental and/or learning disorders from ocular disorders with similar signs and complaints. They understand orthoptic diagnosis and therapy as a contribution within the interdisciplinary process. They can relieve symptoms and help affected persons use their vision to the best of their ability. They take a stand to qualified and unqualified / alternative therapy offers. Graduates know the terminology of gerontology, geriatrics and gerontopsychology. They know about the physiological aging processes and recognise symptoms of disorientation and mental confusion. They know typical orthoptic disorders in healthy and ill elderly patients and their influence on quality of life. They know the special needs of elderly and disorientated patients in the assessment and treatment situation. Graduates know the basics of neurorehabilitation and are aware of their increasingly important position within the rehabilitation team. They know the most common neuropsychological disorders and syndroms, elementary and complex visual and reading disturbances in acquired brain injury, neglect and their respective causes and symptoms. They can choose appropriate diagnostic and therapeutic concepts and methods. They know the possibilities of adaptation, coping strategies in activities of daily life for patients and their relatives. They know the special needs regarding patient guidance and communication (social interaction, patient information and advice) with affected persons.

Neuropsychology

Lecture content:

Basic knowledge of neuropsychological disorders and syndromes relevant for orthoptic practice (such as dysexecutive disorders, attention disorders, aphasia, apraxia) - symptoms, typical behavioural patterns, patient handling and possibilities of communication; detailed knowledge (especially symptoms, diagnostics) of neglect, anosognosia, Balint-Holmes syndrome, agnosia, spatial perception disorders and basic knowledge of therapy from a neuropsychological perspective.

Learning Outcomes:

The graduates have become familiar with neuropsychological disorders and their symp-toms; they know in particular the clinical characteristics, the prevalence and the course of neglect, Balint-Holmes syndrome, agnosia and spatial perception disorders, as well as the symptom of anosognosia and have become familiar with the basic neuropsycho-logical approaches to therapy in these disorders. The graduates know the special fea-tures of patient management in cases of neuropsychological disorders.

Superior module:

Visual Perception and Rehabilitation

Module description:

Graduates can differentiate disorders of visual perception and developmental and/or learning disorders from ocular disorders with similar signs and complaints. They understand orthoptic diagnosis and therapy as a contribution within the interdisciplinary process. They can relieve symptoms and help affected persons use their vision to the best of their ability. They take a stand to qualified and unqualified / alternative therapy offers. Graduates know the terminology of gerontology, geriatrics and gerontopsychology. They know about the physiological aging processes and recognise symptoms of disorientation and mental confusion. They know typical orthoptic disorders in healthy and ill elderly patients and their influence on quality of life. They know the special needs of elderly and disorientated patients in the assessment and treatment situation. Graduates know the basics of neurorehabilitation and are aware of their increasingly important position within the rehabilitation team. They know the most common neuropsychological disorders and syndroms, elementary and complex visual and reading disturbances in acquired brain injury, neglect and their respective causes and symptoms. They can choose appropriate diagnostic and therapeutic concepts and methods. They know the possibilities of adaptation, coping strategies in activities of daily life for patients and their relatives. They know the special needs regarding patient guidance and communication (social interaction, patient information and advice) with affected persons.

Neurorehabilitation with Focus on Visual Rehabilitation

Lecture content:

Basic principles of neurorehabilitation; composition of the rehabilitation teams, interdis-ciplinary cooperation in the rehabilitation team; basic principles of patient handling (e.g. transfer, positioning). Neuro-visual rehabilitation in elementary visual and reading disor-ders, complex visual disorders, spatial perception disorders and visual neglect; visual disorders in spezific neurological diseases; medical history, diagnostics and differential diagnostics, treatment and management approaches, guidance for therapy planning and evaluation, provision and production of therapy materials, patient and relatives educa-tion and councelling, patient dialogue, psychoeducation, documentation and reporting of findings, case discussions.

Learning Outcomes:

The graduates have reflected on basic requirements and circumstances of neurorehabili-tation, have deepened their basic knowledge of orthoptically relevant neuropsychologi-cal disorders and know in particular relevant aspects of taking history, orthoptic and other relevant diagnostics, differential diagnoses and criteria of documentation. They know the most important elements of neurovisual rehabilitation (for visual and reading disorders, spatial perception disorders incl. visual neglect, etc.). They know the special features of patient management in patients with neuropsychological disorders: i.e. they can name aspects requiring special attention in patient handling (e.g. positioning); they know of the necessity to individually adapt communication in various neuropsychologi-cal disorders; they can name examples of how therapy and patient advice can/must be adapted (e.g. psychoeducation). The graduates know orthoptic and related interdiscipli-nary therapy approaches for the visual disorders/ neuropsychological disorders men-tioned above; they practise preparation of a therapy plan for a given case (therapy plan, therapy evaluation, counselling etc.) and can critically discuss their therapy decision. They get to know different therapy materials (including producing and adapting those).

Superior module:

Visual Perception and Rehabilitation

Module description:

Graduates can differentiate disorders of visual perception and developmental and/or learning disorders from ocular disorders with similar signs and complaints. They understand orthoptic diagnosis and therapy as a contribution within the interdisciplinary process. They can relieve symptoms and help affected persons use their vision to the best of their ability. They take a stand to qualified and unqualified / alternative therapy offers. Graduates know the terminology of gerontology, geriatrics and gerontopsychology. They know about the physiological aging processes and recognise symptoms of disorientation and mental confusion. They know typical orthoptic disorders in healthy and ill elderly patients and their influence on quality of life. They know the special needs of elderly and disorientated patients in the assessment and treatment situation. Graduates know the basics of neurorehabilitation and are aware of their increasingly important position within the rehabilitation team. They know the most common neuropsychological disorders and syndroms, elementary and complex visual and reading disturbances in acquired brain injury, neglect and their respective causes and symptoms. They can choose appropriate diagnostic and therapeutic concepts and methods. They know the possibilities of adaptation, coping strategies in activities of daily life for patients and their relatives. They know the special needs regarding patient guidance and communication (social interaction, patient information and advice) with affected persons.

Orthoptic Practice 5

Lecture content:

Relating to the lectures of the current semester, practical exercises are held amongst oth-ers on clients and patients at placement. Systematic practice of the entire orthoptic pro-cess, considering the bio-psycho-social and contextual circumstances (medical history, creating a diagnostic plan, diagnostics and documenting findings, analysis and interpre-tation, deduction of diagnosis, creating a therapy concept independently, conducting in-formation and councelling dialogues, and writing reports on findings). Revision and re-view of complex findings and plausibility checks as needed; support for theory-practice transfer (TPT). Practice of acquired specific assessments and therapy methods in small groups, with fo-cus on orthoptic (neuro)rehabilitation. Systematic Practice in documenting assessment re-sults, creating first assessment plans. Repetition in plenary sessions as needed, as well as initial introduction to a synopsis of findings or plausibility checks. Support of the theory-practice transfer (TPT).

Learning Outcomes:

The graduates deepen their orthoptic competences: they can apply the entire orthoptic process professionally (diagnostics, documentation, deduction of diagnosis, therapy plan, counselling). In particular, they can carry out common diagnostic and treatment methods in orthoptic (neuro)rehabilitation on each other. They consider in depth bio-psycho-social and contextual circumstances (e.g. assessment of deaf or immobile pa-tients). The graduates are able to carry out professional case presentations. They reflect on their orthoptic actions.

Superior module:

Professional actions 1

Module description:

Graduates acquire professional competency within the orthoptic process. They analyse different assessment and therapy methods in patients with asthenopia / heterophoria and reflect upon their results. Graduates know the legal basics and scientific background for evaluation, preventive and interventional measures in PC-workplaces (ergonomic and orthoptic aspects). Graduates can link their theoretical knowledge to their experiences during placements. They learn the systematic thought and decision processes within the diagnostic, therapeutic and advisory work of an orthoptist, practice them and reflect upon their experiences with patients. They analyse with clinical reasoning structures and decision processes and can express and justify their professional actions. Graduates know English terminology of general human medicine and the specific terminology of orthoptics and neuroophthalmology, their profession and field of work. They can create English abstracts for their written scientific work and use available English specialist literature within that context. They can carry out an orthoptic assessment and write patient reports in English.

Paediatrics

Lecture content:

Morphological and functional development of the child, specific assessment of the child, preventive medicine in paediatrics, infectious diseases, vaccination, genetics and genetic changes, growth disorders. Selected organ-specific diseases related to ophthalmology. Resilience. First aid measures in children.

Learning Outcomes:

The graduates know the normal and disturbed general physical and functional devel-opment of the child and the specifics of development in prematurity. They particularly know of general diagnostics in children, important childhood diseases and specific infectious diseases in childhood: they can recognise the most important indications of these (typical characteristics) and know the possible consequences of complica-tions as well as transmission and incubation periods. They know arguments for vac-cinations in childhood and adolescence as well as aspects of immunisation. They know the special features of childhood headache. The graduates know the term cere-bral palsy and the most important subtypes as well as the symptoms. They have learned about infantile cerebral seizures, tumours (incl. brain tumours), increased intra-cranial pressure, (neuro)muscular diseases, autoimmune diseases and general dis-eases and know the most important definitions, clinical appearances and conse-quences for the child, especially where the eyes might be affected. They understand basic principles of genetics. They know the term `resilience¿ and essential aspects of first aid for children.

Superior module:

Paediatrics

Module description:

The graduates are familiar with normal child development and essential developmental disorders. They recognise comorbid psychological conspicuities and they know the most important pre-, peri- and postnatal diseases and impairments. They know the most important malformations and pathologies of the eye during childhood. They can separate visual perceptive disorders from ocular caused disorders and they understand the orthoptic diagnostics and therapy as contribution in the inter-disciplinary process.

Pediatric Ophthalmology

Lecture content:

Embryological development and malformations of the eye, prematurity and the visual system, metabolic diseases and the eye, manifestation of neurodegenerative and systemic diseases, optic atrophy and cortical blindness, ophthalmological visual diagnoses.

Learning Outcomes:

Graduates can derive congenital malformations based on their knowledge of the develop-ment of the eye and distinguish them from normal variants. They can name available therapy options and assess the consequences for the development of visual acuity and binocularity. The graduates can name the factors that lead to a disturbance of visual acuity development in congenital cataract both preoperatively and postoperatively. They correctly apply the principles of postoperative optical care and amblyopia therapy. The graduates know the clinical signs of infantile glaucoma and recognise "warning signs". They can palpate the eye pressure and estimate if this is normal/increased as well as deter-mine the corneal diameter. The graduates can name the morphological and functional as-pects of glaucoma damage and can name therapeutic options. The graduates can name the possible eye symptoms of metabolic disorders. As far as these affect the anterior eye segments and refractive media, they can also name a (suspected) di-agnosis. The graduates can name the signs and symptoms suggestive of neurodegenerative disease. They can name the most important symptoms that occur when different central structures or cell organs are affected. They are aware of the difficulties of making a diagnosis and know the importance of neuroophthalmological diagnostics and its consequences. The graduates can name the risk factors for retinopathy of prematurity, understand the mechanism of development and can comprehend diagnostic criteria as well as therapy op-tions. The graduates memorise the clinical pictures and differential diagnoses of so-called "visual diagnoses" and are able to apply this to their practice.

Superior module:

Paediatrics

Module description:

The graduates are familiar with normal child development and essential developmental disorders. They recognise comorbid psychological conspicuities and they know the most important pre-, peri- and postnatal diseases and impairments. They know the most important malformations and pathologies of the eye during childhood. They can separate visual perceptive disorders from ocular caused disorders and they understand the orthoptic diagnostics and therapy as contribution in the inter-disciplinary process.

Placement 5

Lecture content:

Systematic implementation and documentation of the entire orthoptic process. Deepen-ing of neuro-orthoptic diagnostics and personal orthoptic competence. Consideration of bio-psycho-social and contextual circumstances. Consideration of interdisciplinary rele-vant requirements. Independent writing of therapy plans and conduction of counselling interviews. Carrying out refractions (subjective/objective). Carrying out orthoptic preven-tion assessments. Elective placement (possible from the 4th to the 6th semester): individ-ual aims and contents depend on the chosen field of work or placement. Hygiene measures at the orthoptists work place.

Learning Outcomes:

Graduates are able to take and document patient history as appropriate; they are able to carry out the orthoptic status comprehensively and correctly and they evaluate whether the findings of the patient assessment are plausible and conclusive or whether further (orthop-tic) investigation is needed; they can create professional therapy plans for clinical diag-noses learnt and they create professional counselling plans. They carry out hygiene measures professionally and as a matter of course. They practise the implementation of the entire orthoptic process and get to know special orthoptic measures (participant observation, self-responsible actions) in practice, e.g. VDU councel-ling, visual rehabilitation. The graduates practise in particular the diagnosis and care of asthenopia and implement what they have learned about the specific handling of certain patient groups (diversity, elderly, with impairments, with children etc.). They critically re-flect on their orthoptic actions. Learning outcomes for the elective placement are to be developed and pursued individual-ly depending on the placment.

Superior module:

Placement 5

Module description:

The graduates acquire organizational and administrative basic knowledge for the respective practical training of the semester and its objectives. They are able to produce a report according to their individual level of training. They improve their orthoptic procedural skills in neuro-orthoptic diagnostics and can inform and advise patients and family members in uncomplicated cases. They can compile a report on the diagnostic results and carry out screening examinations for disorders of binocular vision, ocular motility and visual acuity. They can implement orthoptic case management and write anonymous patient protocols as well as prepare, analyze and reflect on results. With the help of patient demonstrations, they learn how to deal with examination situations and increasing challenges in an adequate way. They also learn to analyse, to present and to reflect upon their diagnostic, therapeutic and advising skills. They can assess their actual level of training, realise their learning and improvement potential and assure learning progress. They begin to understand the meaning of a systematical, empirical data acquisition as a measure to assure quality in the orthoptic process. They reflect upon institutional parameters and know how to classify their areas of responsibility within orthoptics. They can discuss and reflect upon content-methodical as well as social communicative aspects of their respective stage within the practical training.

Reflective Learning and Placement Support Semester 5

Lecture content:

Information on and in-depth discussion of relevant topics and questions of the semester, preparation for the placement in orthoptic and neuroophthalmological departments as well as in the preventive care sector and, if applicable, for elective placements (possible in the 4th to 6th semester). Exchange about the course of the placement and learning experiences, questions and solutions to problems, reflection on cooperation and conflicts, graduates¿ self-care in direct contact with patients, learning and communication aspects in the professional field, motivation of graduates.

Learning Outcomes:

The graduates have an overview of the courses/activities of the semester and they recog-nise where their cooperation and commitment outside of lectures is necessary. They know about the placements of the 5th semester and, if applicable, about elective place-ment. Graduates are able to reflect on institutional conditions (course, UAS, (main) place-ment), can actively process placement experiences and social processes and learning processes. They can address content-related, methodical and social-communicative as-pects of the respective study stage.

Superior module:

Placement 5

Module description:

The graduates acquire organizational and administrative basic knowledge for the respective practical training of the semester and its objectives. They are able to produce a report according to their individual level of training. They improve their orthoptic procedural skills in neuro-orthoptic diagnostics and can inform and advise patients and family members in uncomplicated cases. They can compile a report on the diagnostic results and carry out screening examinations for disorders of binocular vision, ocular motility and visual acuity. They can implement orthoptic case management and write anonymous patient protocols as well as prepare, analyze and reflect on results. With the help of patient demonstrations, they learn how to deal with examination situations and increasing challenges in an adequate way. They also learn to analyse, to present and to reflect upon their diagnostic, therapeutic and advising skills. They can assess their actual level of training, realise their learning and improvement potential and assure learning progress. They begin to understand the meaning of a systematical, empirical data acquisition as a measure to assure quality in the orthoptic process. They reflect upon institutional parameters and know how to classify their areas of responsibility within orthoptics. They can discuss and reflect upon content-methodical as well as social communicative aspects of their respective stage within the practical training.

Specific Orthoptic Methods

Lecture content:

Deepening of the topics heterophoria, pathophoria and asthenopia, aniseikonia, in particu-lar assessment and treatment approaches such as orthoptic training (e.g. training of fusion, accommodation and convergence, antisuppression training, etc.); eye relaxation, eye train-ing in palsies (basic principles and methodology), differentiation between visual perception disorders vs. circumscribed disorders of school skills (e.g. dyslexia) and associated terms such as laterality, ocularity, visuomotor skills; ocular reading stress test; discussion of al-ternative uniocular or binocular therapy approaches, etc. offered by third-party providers (approaches, orthoptic critical analysis); fixation disparity (interface management); relevant English terminology incl. its use.

Learning Outcomes:

The graduates revise their knowledge of heterophoria with and without asthenopia as well as aniseikonia as required. They are able to measure aniseikonia and know the therapy op-tions. They develop a professional attitude towards heterophoria and fixation disparity and can present this appropriately. Graduates know the basic principles of reading and writing (visuomotor skills, graphomotor skills, learning to read, reading stairs etc.) and possible disorders (dyslexia). They can define these terms and know relevant diagnosticians within the health care system and therapy approaches for dyslexia. They can describe the differ-ence between perceptual disorders vs. dyslexia vs. spelling mistakes vs. ocular reading disorder, know specific diagnostic tools (e.g. ocular reading stress test OLBT) as well as aspects of therapy and councelling in ocular reading disorder (incl. exemplary implementa-tion (case management)). The graduates know the possibilities and limits of devices and methods of orthoptic visual training and pracise the handling on each other (e.g. skills lab). They get to know relaxation techniques especially for orthoptic eye relaxation; they get to know motility exercise concepts of other health professions as well as the ocular motility exercise concept according to Resch; they get to know "alternative approaches" of so-called eye/vision therapists. They know psychologically relevant aspects of therapies, de-velop first, simple treatment concepts (asthenopia, ocular motility disorder, eye relaxation) considering orthoptic, optical and psychological aspects. The graduates deal in depth with patient management in asthenopia and practise councelling in questions about orthoptic and alternative eye relaxation or eye exercises. They know the relevant English terminology and can apply it appropriately.

Superior module:

Professional actions 1

Module description:

Graduates acquire professional competency within the orthoptic process. They analyse different assessment and therapy methods in patients with asthenopia / heterophoria and reflect upon their results. Graduates know the legal basics and scientific background for evaluation, preventive and interventional measures in PC-workplaces (ergonomic and orthoptic aspects). Graduates can link their theoretical knowledge to their experiences during placements. They learn the systematic thought and decision processes within the diagnostic, therapeutic and advisory work of an orthoptist, practice them and reflect upon their experiences with patients. They analyse with clinical reasoning structures and decision processes and can express and justify their professional actions. Graduates know English terminology of general human medicine and the specific terminology of orthoptics and neuroophthalmology, their profession and field of work. They can create English abstracts for their written scientific work and use available English specialist literature within that context. They can carry out an orthoptic assessment and write patient reports in English.

Visual Stress at the Workplace

Lecture content:

The graduates get to know about individual education and advice about the orthoptically and ergonomically designed visual display unit (VDU) workplace for users in project form (ergonomics at the VDU workplace, VDU-glasses, evaluation of VDU workplaces, interface management (e.g. occupational medicine). VDU activity and visual complaints: prevention and intervention; tasks and methods of orthoptists. Relevant English terminology incl. its use.

Learning Outcomes:

Graduates are able to implement the legal guidelines on VDU work (evaluation and adapta-tion of VDU workplaces); they know the role of occupational medicine in the context of VDU work. In particular, they can explain orthoptic complaints during VDU work and their causes (e.g. lighting, distance, viewing angle, etc.). They have dealt with alternative offers on the subject of "screen and eye" (e.g. radiation protection glasses, pinhole glasses etc.). They practise the adjustment of the or-thoptic process during VDU work using theo-retical case reports (case management). They know the relevant English terminology and can apply it appropriately. The graduates apply the knowledge acquired in the course within a project (e.g. bar camp, VDU-training...).

Superior module:

Professional actions 1

Module description:

Graduates acquire professional competency within the orthoptic process. They analyse different assessment and therapy methods in patients with asthenopia / heterophoria and reflect upon their results. Graduates know the legal basics and scientific background for evaluation, preventive and interventional measures in PC-workplaces (ergonomic and orthoptic aspects). Graduates can link their theoretical knowledge to their experiences during placements. They learn the systematic thought and decision processes within the diagnostic, therapeutic and advisory work of an orthoptist, practice them and reflect upon their experiences with patients. They analyse with clinical reasoning structures and decision processes and can express and justify their professional actions. Graduates know English terminology of general human medicine and the specific terminology of orthoptics and neuroophthalmology, their profession and field of work. They can create English abstracts for their written scientific work and use available English specialist literature within that context. They can carry out an orthoptic assessment and write patient reports in English.

Accompanying Seminar and Bachelor Thesis 2

Lecture content:

Scientific competence development [SCD]: Development of an individual scientific ques-tion and of an exposé; presentation of the current status of the Bachelor thesis in the group, exchange of ideas, discussion of the results; writing a scientific paper (Bachelor Thesis 2, BA2), presentation of the results of the bachelor thesis.

Learning Outcomes:

Graduates can develop scientific questions with reference to the professional context and refine them through literature research; they can appraise relevant literature appro-priately and critically and excerpt relevant contents independently. Graduates can pre-sent to and critically discuss current results and findings with colleagues as well as criti-cally give feedback to colleagues on their questions and developments. They are able to independently write a scientific paper (BA2) related to the professional field, can write down facts and, above all, draw their conclusions in a concise and comprehensible manner. They can adequately present their findings to a professional audience (e.g. sci-entific poster) and defend them in a professional discussion.

Superior module:

Scientific Work 3

Module description:

Graduates are able to formulate a problem relevant to research and profession and to analyse it under observation of scientific fundamentals. The Bachelor Thesis enables graduates to independently work within the field of orthoptics with a scientific approach.

Bachelor Final Assessment

Lecture content:

-

Superior module:

Scientific Work 3

Module description:

Graduates are able to formulate a problem relevant to research and profession and to analyse it under observation of scientific fundamentals. The Bachelor Thesis enables graduates to independently work within the field of orthoptics with a scientific approach.

Basic Legal Principles

Lecture content:

Introduction to public, private and criminal law, to labour and social law. Overview of so-cial insurance legislation (pension insurance, unemployment insurance, accident insur-ance, health insurance and attendance allowance). Special emphasis is put on patients' rights, on contract law including medical treatment contracts and on liability law as well as on professional law (MTD Act or HebG) with the rights and duties of the respective professional groups, the responsibilities and the cooperation with members of other health professions (including the assistant professions according to the Medical Assis-tant Professions Act MABG). Introduction to health care law (specifically hospital law).

Learning Outcomes:

Graduates learn about the basic principles of public, private, criminal, labour and social law relevant to health. They know the most important basics of health care law, in partic-ular hospital law. The graduates have become familiar with the basics of Austrian social insurance law (pension insurance, unemployment insurance, accident insurance, health insurance and attendance allowance), can explain patients' rights and have dealt with contract law relating to medical treatment contracts - especially in relation to their pro-fession. The graduates understand the main features of the liability law relevant to their profession (MTD law or HebG) and can describe the areas of responsibility or limits of the "responsibilities", especially of their professional group but also of members of other related health professions (including the assistant professions according to the Medical Assistant Professions Act MABG) in the sense of interface management and role aware-ness.

Superior module:

Law and Economy in the Orthoptic field of work

Module description:

The graduates know the statutory basis required for professional performance. They are familiar with the statutory provisions applicable for health care professions and the main legal regulations within their professional area of activity. Graduates also know how to correctly apply these regulations in practice, especially when it comes to interdisciplinary cooperation. They have an overview of the Austrian health care system and the intra- and extra-mural contributions of the health service. They know the economic evaluation of health and life, the organisational structures and operations of a hospital and they have fundamental knowledge required for the establishment of their own surgery and expertise and methods in public relations. Graduates acquire an overview of the conditions and also learn about future developments within the professional field of orthoptics. They realize their personal and professional interests and strengths and understand the importance to see orthoptics as a future-oriented profession to be protected and developed as part of the entire health care sector.

Basic Principles of Freelancing and Business Management

Lecture content:

Setting up private practice, public relations, introduction to accounting, taxation, com-mercial social insurance, loan agreements and land registry.

Learning Outcomes:

The graduates learn the most important legal basics concerning private professional practice in the health sector (e.g. setting up a practice, taxation, social insurance for self-employed (SVA), credit agreements, entry in the land register, etc.). They are able to de-rive the relevant steps for their professional practice from the basics they have learned and recognise the importance of public relations for self-employment in the health sector.

Superior module:

Law and Economy in the Orthoptic field of work

Module description:

The graduates know the statutory basis required for professional performance. They are familiar with the statutory provisions applicable for health care professions and the main legal regulations within their professional area of activity. Graduates also know how to correctly apply these regulations in practice, especially when it comes to interdisciplinary cooperation. They have an overview of the Austrian health care system and the intra- and extra-mural contributions of the health service. They know the economic evaluation of health and life, the organisational structures and operations of a hospital and they have fundamental knowledge required for the establishment of their own surgery and expertise and methods in public relations. Graduates acquire an overview of the conditions and also learn about future developments within the professional field of orthoptics. They realize their personal and professional interests and strengths and understand the importance to see orthoptics as a future-oriented profession to be protected and developed as part of the entire health care sector.

Basics of the Health System and Health Economics

Lecture content:

Evaluation and definition of health and illness from an economic, social, political and medical point of view, economic aspects of health care, basic concepts of epidemiology, tasks of care: organisation of the levels of care (intra- and extramural), health policy and private/public costs; future topics, international comparison; prevention, health promo-tion and public health.

Learning Outcomes:

The graduates have found basic access to the concepts of illness, life and economy and can find themselves in this context. They know the relevant factors influencing economic aspects of health care in Austria and comnpared to other countries (e.g. private vs. public costs, health policy, etc.). Graduates can explain the basic terms of epidemiology, know intra- and extramural forms of care in the health care system and respective functions of those; they deepen their knowledge of prevention, health promotion and public health, can define the terms and recognise or describe parameters relevant for their profession and reflect on currently relevant (future) topics of the health care system.

Superior module:

Law and Economy in the Orthoptic field of work

Module description:

The graduates know the statutory basis required for professional performance. They are familiar with the statutory provisions applicable for health care professions and the main legal regulations within their professional area of activity. Graduates also know how to correctly apply these regulations in practice, especially when it comes to interdisciplinary cooperation. They have an overview of the Austrian health care system and the intra- and extra-mural contributions of the health service. They know the economic evaluation of health and life, the organisational structures and operations of a hospital and they have fundamental knowledge required for the establishment of their own surgery and expertise and methods in public relations. Graduates acquire an overview of the conditions and also learn about future developments within the professional field of orthoptics. They realize their personal and professional interests and strengths and understand the importance to see orthoptics as a future-oriented profession to be protected and developed as part of the entire health care sector.

Case Management 4

Lecture content:

Clinical Reasoning (CR) in complex case studies taken from real life clinics, with particu-lar emphasis on interdisciplinarity. The entire orthoptic process is visualised, the intra- and interdisciplinary actions are analysed and justified, clinical conclusions are drawn. Diagnostics, differential diagnostics, preventive, therapeutic and rehabilitative measures are adapted to the bio-psycho-social and contextual circumstances. Demand-oriented, specific and in-depth study of orthoptically relevant topics (e.g. road traffic ophthalmol-ogy).

Learning Outcomes:

Graduates are able to independently go through the entire process of clinical reasoning in complex cases which, among other things, require an interdisciplinary way of think-ing. They deepen the orthoptic competences acquired by also considering bio-psycho-social and contextual circumstances. They deepen orthoptically relevant topics in a de-mand-oriented way (e.g. the graduates know the most important ophthalmological regu-lations for driving and apply them to theoretical cases (case management).

Superior module:

Professional Actions 2

Module description:

The importance of life-long learning is instilled in graduates, more specifically the importance of continuously confronting oneself with up-to-date scientific, medical, orthoptic and technological evidence. They are aware of their professional scope of duties and responsibilities, and experience the awarding possibilities of specialist discussion of different points of view within an interdisciplinary team. They have an exemplary understanding of different conduct and principles of action of the other groups of health professionals, esp. in the field of the MTD professions (medical-technical services). They become aware of ethical issues within health care. They are able to work interdisciplinarily on problems and present solutions as a product of common understanding. Graduates can relate their theoretical knowledge to their experiences in clinical placements. They learn about the systematic orthoptic decision making processes in diagnostic, therapeutic and councelling situations, and use, practice and reflect this ability in their own patient contact. They analyse, reason and justify structures and clinical decisions using clinical reasoning methods and can explain their insights. Realising that the basic orthoptic knowledge is only a foundation for their work as an orthoptist they recognise areas of continuous professional development for orthoptists. They learn to independently acquire orthoptic knowledge in order to strengthen their personal competency, widen and develop their areas of interest.

Course accompanying placement 6

Lecture content:

Parallel to the placements, patient protocols and reports are written which serve to documentation, analysis, presentation, discussion and reflection on the technical-methodical and social-communicative findings and insights (e.g. reflective writing). Patient colloquia and OSCE (objective structured clinical assessment) training to sup-port the theory-practice transfer (TPT). Interviews for defining placement objectives and appraisal interviews are held before and after the placements in single and group settings. Final practical patient demonstrations of the graduates at placement.

Learning Outcomes:

The graduates write patient protocols (PdWs) of complex cases, reflect on their actions during the orthoptic status (systematic, adapted to the patient...) and analyse their re-port; they discuss their status incl. deduction of diagnosis, therapy and councelling with regard to plausibility, completeness etc. in the group and thus improve their pro-fessional and social-communicative understanding. They pursue the practical goals of the semester, reflect on what went (not that) well; they evaluate their goal achievement (predetermined and own placement goals) and reflect on their moods and behaviour in the context of patient care (e.g. aggressive patients, serious illnesses, etc.). The graduates evaluate their performance during the placements as well as concerning the patient protocols (PdWs) and use the structured feedback (e.g. via OSCE exercises) to increase their professional competence by looking up or asking. They demonstrate the orthoptic competence they have achieved so far in a patient demonstration by collecting, documenting and analysing a patient case at the current level of training.

Superior module:

Placement 6

Module description:

The graduates acquire organizational and administrative basic knowledge for the respective practical training of the semester and its objectives. They are able to produce a report according to their individual level of training. As appropriate for the disorder and patient they can perform all steps necessary to carry out orthoptic procedures (planning, execution, evaluation, reflection) and provide diagnostic and therapeutic care in conjunction with interdisciplinary requirements. With the patient reports wrote in practice lessons, they can identify complex questions in orthoptics and elaborate on them. They are further able to analyse and reflect upon their acting in real life situations. With the patient demonstrations at the end of the practical training, they show that they have acquired the skills to apply and reflect upon orthoptics in an occupational adequate way. They reflect upon institutional parameters and their role in the interdisciplinary team and know how to classify their areas of responsibility within orthoptics. They can discuss and reflect upon content-methodical as well as social communicative aspects of their respective stage within the practical training.

Interdisziplinary Case Studies

Lecture content:

Central problems with which people in health professions are confronted in a special way are discussed and reflected on in an interdisciplinary group based on case studies. The starting point can be didactically designed case descriptions, practical reports of graduates as well as films, texts, etc. The following topics are to be understood as a recommendation regarding possible contents, which are to be modified depending on the participating other health science programmes and the interest of the participants and actuality: pathological manifestations of complaints, symptoms, reporting from patients, possible diagnostic and therapeutic decisions, dealing with the finite nature of human life, the question of the relationship between modern cutting-edge medicine and the needs of patients, recognition of patients as autonomous persons, the problem of compassion and boundaries in dealing with patients, financing of the health system and general accessibility of the health system, cooperation with other professional groups.

Learning Outcomes:

The alumni know the general fields of activity of the non-physician health profes-sions. They can argue the sense and purpose of interdisciplinary case discussions and are able to point out and argue profession-specific relevant questions in the interdisci-plinary team.

Superior module:

Professional Actions 2

Module description:

The importance of life-long learning is instilled in graduates, more specifically the importance of continuously confronting oneself with up-to-date scientific, medical, orthoptic and technological evidence. They are aware of their professional scope of duties and responsibilities, and experience the awarding possibilities of specialist discussion of different points of view within an interdisciplinary team. They have an exemplary understanding of different conduct and principles of action of the other groups of health professionals, esp. in the field of the MTD professions (medical-technical services). They become aware of ethical issues within health care. They are able to work interdisciplinarily on problems and present solutions as a product of common understanding. Graduates can relate their theoretical knowledge to their experiences in clinical placements. They learn about the systematic orthoptic decision making processes in diagnostic, therapeutic and councelling situations, and use, practice and reflect this ability in their own patient contact. They analyse, reason and justify structures and clinical decisions using clinical reasoning methods and can explain their insights. Realising that the basic orthoptic knowledge is only a foundation for their work as an orthoptist they recognise areas of continuous professional development for orthoptists. They learn to independently acquire orthoptic knowledge in order to strengthen their personal competency, widen and develop their areas of interest.

Orthoptic Practice 6

Lecture content:

Relating to the lectures of the current semester, practical exercises are held for example on clients and patients at placement. Exercises for professionalisation personal actions in the entire orthoptic process (e.g. taking patient history, writing up a diagnostic plan, patient assessment and documentation, analysis and interpretation, deduction of the diagnosis, writing up a therapy concept independently, conducting patient information and advice, writing reports of findings), in particular taking into account the bio-psycho-social and contextual circumstances; inclusion of interdisciplinary perspectives. Repetition courses for professionalisation as well as synopsis of complex findings and plausibility checks; support for theory-practice transfer (TPT).

Learning Outcomes:

Graduates professionalise their orthoptic competences: they are able to apply the en-tire orthoptic process systematically, considering the bio-psycho-social and contextual circumstances as well as an interdisciplinary way of thinking, even in complex cases (professional diagnostics, documentation of findings, deduction of diagnosis, writing of therapy plans, councelling). They reflect on their orthoptic actions.

Superior module:

Professional Actions 2

Module description:

The importance of life-long learning is instilled in graduates, more specifically the importance of continuously confronting oneself with up-to-date scientific, medical, orthoptic and technological evidence. They are aware of their professional scope of duties and responsibilities, and experience the awarding possibilities of specialist discussion of different points of view within an interdisciplinary team. They have an exemplary understanding of different conduct and principles of action of the other groups of health professionals, esp. in the field of the MTD professions (medical-technical services). They become aware of ethical issues within health care. They are able to work interdisciplinarily on problems and present solutions as a product of common understanding. Graduates can relate their theoretical knowledge to their experiences in clinical placements. They learn about the systematic orthoptic decision making processes in diagnostic, therapeutic and councelling situations, and use, practice and reflect this ability in their own patient contact. They analyse, reason and justify structures and clinical decisions using clinical reasoning methods and can explain their insights. Realising that the basic orthoptic knowledge is only a foundation for their work as an orthoptist they recognise areas of continuous professional development for orthoptists. They learn to independently acquire orthoptic knowledge in order to strengthen their personal competency, widen and develop their areas of interest.

Orthoptists and the working world

Lecture content:

Assessment of the possibilities and requirements of orthoptic professional fields. Dis-cussion of the objectives and activities of the national, European and international pro-fessional associations as well as international networking. Discussion of further educa-tion and training obligations and opportunities after graduation, career planning: reflec-tion on professional identification, personal interest, professional ethical questions. Preparations for the transition from training to employment or further training, develop-ment of a professional self-image and targeted application strategies, familiarisation with legislation and guidelines relevant to practicing within the profession, such as maternity protection law, laser protection measures and information about occupational diseases. Primary health care and orthoptics.

Learning Outcomes:

Graduates reflect on the orthoptic fields of work, their possibilities and limits and their professional self-image and are aware of their interests in the professional field. They know the objectives of the professional associations (national, international, European). The graduates are aware of the obligation for continued professional development re-quired by professional law and recurring opportunities for life-long learning and continu-ing education and are aware of the legislation and guidelines relevant to the practice of the profession (e.g. maternity protection act, laser protection measures, occupational diseases). They reflect on primary care in orthoptics.

Superior module:

Law and Economy in the Orthoptic field of work

Module description:

The graduates know the statutory basis required for professional performance. They are familiar with the statutory provisions applicable for health care professions and the main legal regulations within their professional area of activity. Graduates also know how to correctly apply these regulations in practice, especially when it comes to interdisciplinary cooperation. They have an overview of the Austrian health care system and the intra- and extra-mural contributions of the health service. They know the economic evaluation of health and life, the organisational structures and operations of a hospital and they have fundamental knowledge required for the establishment of their own surgery and expertise and methods in public relations. Graduates acquire an overview of the conditions and also learn about future developments within the professional field of orthoptics. They realize their personal and professional interests and strengths and understand the importance to see orthoptics as a future-oriented profession to be protected and developed as part of the entire health care sector.

Placement 6

Lecture content:

Compulsory placement: orthoptic diagnostics and therapy in strabological and neurooph-thalmological disorders, focusing on professionalising the entire orthoptic process and an interdisciplinary way of thinking. Performance of refraction (subjective/objective). Elec-tive placement (possible from the 4th to the 6th semester): individual goals and contents are worked out accordingly to the chosen field and location. Hygiene measures in the or-thoptics work area.

Learning Outcomes:

Graduates are able to respond to the needs of patients/relatives during their diagnostic assessment; they are able to carry out the orthoptic status/process comprehensively and correctly; they evaluate whether their findings are plausible or whether further (orthoptic) assessments are needed; they are able to come to appropriate orthoptic therapy decisions and conduct councelling dialogues. They carry out hygiene measures professionally and as a matter of course. The graduates professionalise and deepen their competences con-cerning the entire orthoptic process. They critically reflect on their orthoptic actions. Learning outcomes for the elective placement are to be developed and pursued individual-ly depending on the placement.

Superior module:

Placement 6

Module description:

The graduates acquire organizational and administrative basic knowledge for the respective practical training of the semester and its objectives. They are able to produce a report according to their individual level of training. As appropriate for the disorder and patient they can perform all steps necessary to carry out orthoptic procedures (planning, execution, evaluation, reflection) and provide diagnostic and therapeutic care in conjunction with interdisciplinary requirements. With the patient reports wrote in practice lessons, they can identify complex questions in orthoptics and elaborate on them. They are further able to analyse and reflect upon their acting in real life situations. With the patient demonstrations at the end of the practical training, they show that they have acquired the skills to apply and reflect upon orthoptics in an occupational adequate way. They reflect upon institutional parameters and their role in the interdisciplinary team and know how to classify their areas of responsibility within orthoptics. They can discuss and reflect upon content-methodical as well as social communicative aspects of their respective stage within the practical training.

Reflexive Lern- und Praxisbegleitung Semester 6

Lecture content:

Information on and in-depth discussion of relevant topics and questions of the semes-ter, preparation for the placement in orthoptic and neuroophthalmological departments, as well as for elective placements, exchange about the course of the placement and learning experiences, questions and problem solving, reflection on cooperation and conflicts, students¿ self-care in direct contact with patients, learning and communication aspects in the professional field, motivation of graduates.

Learning Outcomes:

The graduates have an overview of the courses and activities of the semester; they rec-ognise where their cooperation and commitment outside of the courses is necessary. They know about the placements of the 6th semester, incl. elective placments and can reflect on institutional conditions (course, UAS, (main) placements). Graduates can ac-tively process placement experiences as well as social processes and learning pro-cesses. They can address content-related methodical and social-communicative as-pects of the respective stage of the course.

Superior module:

Placement 6

Module description:

The graduates acquire organizational and administrative basic knowledge for the respective practical training of the semester and its objectives. They are able to produce a report according to their individual level of training. As appropriate for the disorder and patient they can perform all steps necessary to carry out orthoptic procedures (planning, execution, evaluation, reflection) and provide diagnostic and therapeutic care in conjunction with interdisciplinary requirements. With the patient reports wrote in practice lessons, they can identify complex questions in orthoptics and elaborate on them. They are further able to analyse and reflect upon their acting in real life situations. With the patient demonstrations at the end of the practical training, they show that they have acquired the skills to apply and reflect upon orthoptics in an occupational adequate way. They reflect upon institutional parameters and their role in the interdisciplinary team and know how to classify their areas of responsibility within orthoptics. They can discuss and reflect upon content-methodical as well as social communicative aspects of their respective stage within the practical training.

Elective Compulsory Subject: Specifics of working in a hospital setting

Lecture content:

The students and the course leader jointly define the content focus, considering orthop-tic questions and/or technological developments that are of particular importance for working in a hospital setting. Selected workshops and guest lectures can contribute.

Learning Outcomes:

The graduates are able to recognise which individual orthoptic topics need further atten-tion and/or recognise current potentials for focussing on specific areas of the orthoptic profession. They learn relevant information / knowledge for the chosen subject area through lectures, working with specialist literature and through critical discussion (e.g. journal club among themselves or with a specialist audience) They can produce, present and defend their final and professional opinion on the subject area at Bachelor level to a specialist audience.

Superior module:

Professional Actions 2

Module description:

The importance of life-long learning is instilled in graduates, more specifically the importance of continuously confronting oneself with up-to-date scientific, medical, orthoptic and technological evidence. They are aware of their professional scope of duties and responsibilities, and experience the awarding possibilities of specialist discussion of different points of view within an interdisciplinary team. They have an exemplary understanding of different conduct and principles of action of the other groups of health professionals, esp. in the field of the MTD professions (medical-technical services). They become aware of ethical issues within health care. They are able to work interdisciplinarily on problems and present solutions as a product of common understanding. Graduates can relate their theoretical knowledge to their experiences in clinical placements. They learn about the systematic orthoptic decision making processes in diagnostic, therapeutic and councelling situations, and use, practice and reflect this ability in their own patient contact. They analyse, reason and justify structures and clinical decisions using clinical reasoning methods and can explain their insights. Realising that the basic orthoptic knowledge is only a foundation for their work as an orthoptist they recognise areas of continuous professional development for orthoptists. They learn to independently acquire orthoptic knowledge in order to strengthen their personal competency, widen and develop their areas of interest.

Elective Sompulsory Subject: Specifics of working in a practice setting

Lecture content:

The students and the course leader jointly define the content focus, considering or-thoptic questions and/or technological developments that are of particular importance for working in a practice setting. Selected workshops and guest lectures can contribute.

Learning Outcomes:

The graduates are able to recognise which individual orthoptic topics need further at-tention and/or recognise current potentials for focussing on specific areas of the or-thoptic profession. They learn relevant information / knowledge for the chosen subject area through lectures, working with specialist literature and through critical discussion (e.g. journal club among themselves or with a specialist audience) They can produce, present and defend their final and professional opinion on the subject area at Bachelor level to a specialist audience.

Superior module:

Professional Actions 2

Module description:

The importance of life-long learning is instilled in graduates, more specifically the importance of continuously confronting oneself with up-to-date scientific, medical, orthoptic and technological evidence. They are aware of their professional scope of duties and responsibilities, and experience the awarding possibilities of specialist discussion of different points of view within an interdisciplinary team. They have an exemplary understanding of different conduct and principles of action of the other groups of health professionals, esp. in the field of the MTD professions (medical-technical services). They become aware of ethical issues within health care. They are able to work interdisciplinarily on problems and present solutions as a product of common understanding. Graduates can relate their theoretical knowledge to their experiences in clinical placements. They learn about the systematic orthoptic decision making processes in diagnostic, therapeutic and councelling situations, and use, practice and reflect this ability in their own patient contact. They analyse, reason and justify structures and clinical decisions using clinical reasoning methods and can explain their insights. Realising that the basic orthoptic knowledge is only a foundation for their work as an orthoptist they recognise areas of continuous professional development for orthoptists. They learn to independently acquire orthoptic knowledge in order to strengthen their personal competency, widen and develop their areas of interest.