Case-based discussion supporting learning and practice in optometry Alison Bullock 1 , Emma Barnes 1 , Barbara Ryan 2 and Nik Sheen 2 1 Cardiff Unit for Research and Evaluation in Medical and Dental Education, School of Social Sciences, Cardiff University, Cardiff, UK, and 2 Wales Optometry Postgraduate Education Centre, Cardiff University, Cardiff, UK Citation information: Bullock A, Barnes E, Ryan B, Sheen N. Case-based discussion supporting learning and practice in optometry. Ophthalmic Physiol Opt 2014; 34: 614–621. doi: 10.1111/opo.12151 Keywords: continuing education, optometry, peer review, qualitative, questionnaires Correspondence: Nik Sheen E-mail address: SheenNJ@cardiff.ac.uk Received: 13 May 2014; Accepted: 28 July 2014 Abstract Purpose: To enhance continuing professional development and address the risk that professional isolation poses, the UK General Optical Council introduced a requirement for all optometrists to engage in at least one case-based discussion per 3 year cycle of continuing education. In this paper, we explore participants’ impression of the acceptability, effectiveness and long-term impact-on-practice of case-based discussion as a mode of continuing education. Methods: Case-based discussion participants attended an evening session com- prising a lecture and a group discussion. They completed three questionnaires: prior to the session, immediately post-session and 3–4 months post-session. We coded the questionnaires to allow matching. Results: Seventy-five case-based discussion groups were held with 379 partici- pants; 377 completed both pre- and post-questionnaires and 331 (88%) returned a follow-up questionnaire. Case-based discussions were an acceptable method of learning, with many preferring it to distance-learning. Prior to the event, women, employees and part-time workers were more likely to have concerns about partic- ipating. In terms of learning, gaps in knowledge were more likely to be revealed in those who work in isolation. The respondents highlighted social aspects, reassur- ance of practice as well as new learning. Participants significantly improved self- confidence ratings in all key learning areas. At three months post-session, the majority (75%) self-reported that they had implemented their intended changes to practice. Conclusions: The evaluation showed that participants felt that case-based discus- sion developed their knowledge, notably for sole practitioners, and influenced later workplace practice. The peer interaction of this mode of continuing educa- tion can combat professional isolation. Introduction As the regulatory body for the optical professions in the UK, the General Optical Council registers 13 764 optome- trists. 1 Following the White Paper Trust, Assurance and Safety, 2 and in preparation for a future revalidation pro- cess, 3 the General Optical Council modified the continuing education and training (CET) scheme. One significant change was the introduction of mandatory participation in case-based discussions with peers. This is in part a response to a review of competency risks in diagnosis and condition management associated with General Optical Council regis- trants 4 which found risks linked to professional isolation, exacerbated by the tendency for registrants to undertake CET by text-based distance learning, without interaction with peers. Professional isolation can affect sole practitio- ners, self-employed locums or those working in rural areas but can also arise when opportunities for discussion of pro- fessional skills are limited owing to workload. Limited opportunities for shared learning or review may adversely affect professional competency, allowing mistakes or weak- nesses of practice potentially to go undetected. Examples of © 2014 The Authors Ophthalmic & Physiological Optics © 2014 The College of Optometrists Ophthalmic & Physiological Optics 34 (2014) 614–621 614 Ophthalmic & Physiological Optics ISSN 0275-5408