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GUEST EDITORIALosephine Shallo-Hoffmann, Ph.D., and First Graduates, MSCVR Program

eb-based learning: An alternative to classroom learning

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he rapid development of infor-mation technologies continuesto change the way people work,

hop, communicate, and play. To ac-ommodate the need and desire ofost health care professionals to re-ain in their current locations and em-

loyment, Nova Southeastern Univer-ity (NSU) College of Optometryaunched an online Master of Sciencen Clinical Vision Research (MSCVR)rogram via its state-of-the-art, Web-ased distance learning technologyoptometry.nova.edu/cvr/).

ationale for an allnline MS program inlinical vision research

he MSCVR, 45-credit, tuition-basedrogram is the first all-online initiativeesigned by a college of optometry toeet the diverse interests and needs of

ptometric physicians. The focus ofhis unique program is to bridge clini-al care in optometry with vision sci-nce by educating optometrists, opto-etric educators, optometric students,

nd other health care professionals inhe basics so they can conduct clinicalesearch in a patient care or academicetting. The program has the potentialo broaden the student’s career oppor-unities that might also yield to profes-ional advancement and prestige.

ithin a safe and confidential Webnvironment, students have the oppor-unity to interact with a variety of otherrofessionals interested in the sameraining and who bring their ownnique life experiences to the learningituation.

The MSCVR program provides thetudent with an opportunity to acquire

r enhance knowledge and skills to l

529-1839/06/$ -see front matter © 2006 American Ooi:10.1016/j.optm.2005.12.007

esign, develop, perform, analyze, andvaluate research projects and studies.tudents worldwide complete theiroursework on their home or officeomputers without having to sacrificeheir professional or personal obliga-ions; they also have access to the ex-ensive electronic library provided bySU: www.nova.edu/library/eleclib/

leclib.htm. This program attracts in-ividuals who have an interest inoing clinical trials or their own re-earch projects, presenting researcht professional meetings, attaininghe ability to critically evaluate re-earch in the literature, or applyingor grants and awards. It is also anvenue for promotion based on aca-emic achievement.During the first year of study, stu-

ents take core courses that build theoundation to be able to investigate aesearch question. These courses focusn giving the student a set of skills thatddress ethical and legal issues in hu-an subject research, statistics, re-

earch design, research funding, androposal writing. Courses highlightow to use information science (libraryesources) and prepare studies for pre-entation or publication. Students re-eive a certificate upon successfulompletion of the core courses.

An important characteristic of thisnline program is the personal guid-nce from teaching and advising fac-lty who work directly with the stu-ent. One of the most attractiveeatures during the second year ofraining is that the specialization tracks individually designed to fit the spe-ific interests and expertise of eachtudent. For example, if a student hadn interest in pediatrics and contact

enses, advanced courses and a thesis a

ptometric Association. All rights reserved.

roject could reflect both areas of con-entration.

Last May, the College held its firstommencement ceremony for the stu-ents in the MSCVR program. Fourtudents, (one from as far away asuzern, Switzerland), celebrated theirompletion of this rigorous 2-year pro-ram. After completion of the pro-ram, the 4 CVR graduates find them-elves well prepared to face thehallenges of contributing to the re-earch and knowledge base of theirrofession:“The MSCVR program has pro-

ided a research knowledge base thatas changed the way I think aboutatient care. It has become solidly ev-dence/value based with knowledge ofhe resources to assess these decisionrees and critically evaluate the litera-ure. The same process helped to for-ulate my thesis topic concerning the

elationship of retinal thickness and

Josephine Shallo-Hoffmann, Ph.D.

xial length.”

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Guest Editorial 61

—Edward Savarno, O.D., privateractice, Belle Vernon, Pennsylvania“I had been searching for a way to

ecome more involved in visual opticsesearch and knew that I needed atronger foundation in higher-level op-ics. I also needed a broader knowl-dge of how research is conducted.

The first year of the program wasevoted to learning more about thearious aspects of clinical research.ne learns through discussions, read-

ngs, and assignments. The first yearas excellent preparation for the re-

earch arena, and it also made me aetter optometrist. The second year in-olved a concentration of courses inisual optics and preparing a thesis:avefront Aberration and Reading:easures of Visual and Optical Qual-

ty.”—Thomas Barnes, O.D., Senior Op-

ometrist, University of California atavis.“Looking back—when I started, I

as expecting to use about 1, to max-mum, 2 evenings per week for theourse work, but often this turned outot to be enough. The course workook much more time than I expected.ne of the hardest parts to get used toas that we never had a break during

he entire course of study. If I hadnown this, I probably would haveeduced my other activities during thatime. On the other side, the high inten-ity of the course work may haveelped me stay on top of it because itust did not give any time to fall backr to have a slow term. One has to beighly motivated. The program wasell balanced between theory andractice-related courses, so that at thend, I was well prepared to pursue myhesis study entitled: Contact Lens In-uced Dry Eye and the Use of Homeo-athic Eye Drops.”—Urs Businger, O.D., M.S.,

.A.A.O. (Diplomate CL) in privateractice, Luzern, Switzerland.“At graduation from optometry

chool in 1987, we were told that theormal clinical path in our careers is to

rely more and more on less and less i

nformation’ until ‘routine’ becomeshe norm. Participating in the Mastersn Clinical Vision Research Programave me the opportunity to transformy optometric career from routine to

assionate. From the core courses onthics, information technology, re-earch methods, statistics, and grantriting, to the advanced clinical

ourses in contact lenses (my area ofoncentration), disease and optics, therogram forced us to look at our pro-essional lives both in an academic asell as clinical perspective. Rarely in

linical practice does one have the op-ortunity to have access to academicxperts as well as a phenomenal elec-ronic library, and to do research with-ut corporate funding. Interaction withlassmates from all over the world wasnvaluable.

My thesis was a pilot study anditerature review entitled: Contrastensitivity Function with Soft Multifo-al Contact Lenses at Photopic, Me-opic, and Scotopic Light Levels.Thisrogram has given me the tools to be aore scientifically, ethically, and clin-

cally critical optometrist.”—James Merlin, O.D., M.S., private

ractice, Springfield, Massachusetts.

hesis and publication

s reported, the program includes ahesis. The thesis is based on a re-earch project designed according tohe student’s interest. Each student hasn advisor who is an expert in thetudent’s area of interest and guideshe student’s thesis project. The 4raduates have attended and presentedosters and papers at the annual meet-ngs of the American Optometric As-ociation, American Academy of Op-ometry, and the Association foresearch in Vision and Ophthalmol-gy. All have papers in preparation foreview in one of the official journalsrom the above-mentioned associa-ions, reflecting the findings from theirheses as well as individual research

nitiatives beyond the thesis topic. s

ong-term goals andtrategic plan

he vision of the NSU College of Op-ometry is to utilize information tech-ology to advance science in the clin-cal arena with regard to the diversityf the users and usage environments.he program’s mission is to achieve

his vision through a strategic plan thatntegrates theoretical and applied re-earch with numerous educational,utreach, diversity, and knowledgeransfer initiatives. The long-termhared goal of all MSCVR-supportedctivities is to use technology to facil-tate access and usage to (1) optome-rists, (2) health care professionals, (3)ndividuals employed or seeking em-loyment in pharmaceutical firms, (4)ptometrists in the Indian Health Ser-ice and the Veteran Administration,5) academicians, and (6) health carerofessionals in the military who canailor degree-at-a-distance to their mil-tary assignments and duty schedules.

The program is small and the admin-stration does not intend to expand it tonclude a large number of students.linical research demands expertise,

ime, and financial support. The NSUollege of Optometry is committed to

nvesting in an initiative to advance thenowledge of those colleagues whoave the interest, but not the on-cam-us opportunity, to acquire the toolsnd skills to perform systematic inves-igations.

orresponding author:

osephine Shallo-Hoffmann, Ph.D.,rofessor and Chair, Graduatetudies Program, College ofptometry, Nova Southeasternniversity, 3200 South Universityrive, Fort Lauderdale, Florida3328

hoffman@nsu.nova.edu