International Core Curriculum

for Refractive Error

January 2011

Presented by:

The Uncorrected Refractive Error Task Force

of

and

INTERNATIONAL JOINT COMMISSION

ON ALLIED HEALTH PERSONNEL
IN OPHTHALMOLOGY

n Task Force Chairman:

Mohammed Babar Qureshi, BMBCh, DOMS, MSc (Pakistan)

n Education Director:
Mark O.M. Tso, MD (USA) (China)

n Authors:
William H. Ehlers, MD (USA)
William F. Astle, MD, FRCS(C), Dipl. ABO (Canada)
Peter C. Donshik, MD (USA)
Lynn D. Anderson, PhD (USA)

Copyright © 2011, International Council of Ophthalmology and the

Joint Commission on Allied Health Personnel in Ophthalmology. All Rights Reserved.
 January 2011

INTERNATIONAL CORE CURRICULUM

FOR REFRACTIVE ERROR
Presented by the Allied Health Curriculum Task Force of the International Council of Ophthalmology (ICO®) and the International Joint Commission on Allied Health Personnel in Ophthalmology (IJCAHPO®)

Introduction Core Curriculum Principles and Guidelines

Uncorrected refractive error is the single most critical eye care With the comprehensive analysis and input from content experts
issue around the world and the most easily addressed cause of and educators from around the world, this core curriculum is well
vision loss. One effective way to eliminate this leading cause of designed, clearly defined, and carefully organized. It employs a
vision loss is to improve the delivery of refractive eye care and system that can be used internationally by educators and eye care
provide spectacles to those in significant need. To achieve the goal professionals in academic institutions or for on-the-job training
of eliminating or reducing uncorrected refractive error, we must be of staff in practices or clinics. The core curriculum is designed
able to mobilize resources and provide the appropriate training to be compatible with local practice and regulations, and to be
of eye care professionals. Mohammed Babar Qureshi, BMBCh, consistent with “best practices” in eye care and patient care across
DOMS, MSc, Comprehensive Health and Education Forum (CHEF) the globe. The curriculum is designed to provide learners with
International, outlines a 4-step plan for implementation to support content domains or categories and the appropriate performance
the human resource needs of a refractive error training program: objectives to perform their eye care job tasks.

1. Estimate the need for services The knowledge, skills, and interpersonal behaviors required are
2. Analyze existing resources and services focused on the following three core competencies:
3. Determine the tasks, skills, and human resources
needed for refractive error services • Patient care
4. Devise a training plan1 • Community and health services
• Medical and refractive knowledge
The International Council of Ophthalmology (ICO) recognized the
essential need for training to eliminate unrefractive error worldwide These competencies are organized into the following five sections
and established a Task Force on Uncorrected Refractive Error. One with corresponding performance objectives:
goal of this Task Force was to develop and implement a refractive
error core curriculum that can be used worldwide in establishing • Optics
training programs for eye care professionals. Concurrently, the • Vision Assessment
strategic initiatives for curriculum development of the International • Refraction and Instrumentation
Joint Commission on Allied Health Personnel in Ophthalmology, • Optical Dispensing and Contact Lenses
Inc. (IJCAHPO®) included the development of a basic curriculum • Patient Education
guide on refractive error. ICO and IJCAHPO collaborated on
this project, both in content and in worldwide input, to create a The recommended implementation of the curriculum design by
comprehensive refractive error curriculum. educators, trainers, and learners is to cover all curriculum content
by starting with the Optics section and progressing through Visual
The target audience for training using this curriculum is refractionists, Assessment, Refraction and Instrumentation, Optical Dispensing
ophthalmic medical personnel, or new eye care team members and Contact Lenses to the Patient Education section. Each section
who have little or no eye care training. The curriculum is designed contains domains with detailed learning content that can be used
to provide training on the basic knowledge and skills needed to as training modules (or topics). The recommended sequence
perform the necessary tasks for the correction of refractive error in for teaching the topics is shown by the order listed in the core
clinics, practices, or hospital settings. The curriculum is designed curriculum; however, the curriculum is designed in modular
for the trainer’s easy use in the “customization” of training on the format for maximum customization. The teaching sequence of the
correction of refractive error. modules can be changed or additional categories added. It was the
intent that all sections be addressed at some level to ensure that
This international curriculum has been designed as part of a the learner has a comprehensive understanding of Uncorrected
continuum of education and training to help ensure that eye care Refractive Error. No section or content should be deleted from the
professionals worldwide have qualified staff trained consistently training, only the focus or time spent on a topic may be reduced.
within an appropriate timeframe. We gratefully acknowledge the
many individuals and organizations that have given their support
to this important project.

2 Copyright © 2011, International Council of Ophthalmology and the Joint Commission on Allied Health Personnel in Ophthalmology, All Rights Reserved.
 January 2011

INTERNATIONAL CORE CURRICULUM

FOR REFRACTIVE ERROR
Presented by the Allied Health Curriculum Task Force of the International Council of Ophthalmology (ICO®) and the International Joint Commission on Allied Health Personnel in Ophthalmology (IJCAHPO®)

History of Uncorrected Refractive Error Closing

Task Force and Curriculum It is well recognized that there is a global need for eye care
The ICO Uncorrected Refractive Error Task Force was established professionals to provide refractive services. All countries and
under the leadership of Mohammed Babar Qureshi, BMBCh, regions, regardless of their economic situations, have a need for
DOMS, MSc (Pakistan) in 2007. One goal of the Task Force was to well-trained eye care professionals who can detect, measure, and
develop a harmonized core curriculum in refractive error that could provide vision correction to people of all ages and socio-economic
be used to train eye care professionals worldwide. Simultaneously, status. It is the goal of the ICO and IJCAHPO to harmonize the
the ICO Allied Health Task Force chaired by William F. Astle, MD, curriculum so that trained eye care professionals can provide
FRCS(C), Dipl. ABO (Canada) was working on a core curriculum consistent, sustainable refractive services efficiently. Harmonized
for ophthalmic assistants which included overlapping content training of eye care professionals has a leading role in helping to
domains with the refractive error curriculum. In addition, IJCAHPO achieve the goal of the elimination of blindness on a global level.
was developing standardized curricula for eye care professionals.
Acknowledgements
IJCAHPO and ICO joined in collaborative efforts to research and Chair: Mohammed Babar Qureshi, BMBCh, DOMS, MSc
develop a comprehensive curriculum to address uncorrected (Pakistan)
refractive error. The result of this collaborative process was the
creation of the International Core Curriculum on Refractive Error, ICO Task Force Members:
a curriculum that will meet the needs of eye care professions and Mohammed Babar Qureshi, BMBCh, DOMS, MSc (Pakistan)
professionals worldwide. Lynn D. Anderson, PhD (USA)
William F. Astle, MD, FRCS(C), Dipl. ABO (Canada)
Curriculum Development Process Moses Chirambo, MD (Malawi)
Under Drs. Qureshi’s and Astle’s leadership, IJCAHPO and the Rainald Duerksen, MD (Paraguay)
ICO Task Force began an 18-month process of research, drafting, William H. Ehlers, MD (USA)
and publication of a core curriculum designed specifically for the Hannah Faal, MD (Ghana)
correction of refractive error. An IJCAHPO Curriculum Task Force Wolfgang Gindorfer (Uganda)
conducted an extensive review and analysis of the previously Richard Le Mesurier, MD (Australia)
published curricula and other resources to identify content Ramachandra Pararajasegaram, MD­­(Sri Lanka)
gaps, augment the curricula framework, and assemble one core R.D. Thulsiraj, MD (India)
curriculum for training. These resources included an international
job task analysis by IJCAHPO; refractive error curricula and IJCAHPO Task Force Members:
competencies published by the International Centre for Eyecare William F. Astle, MD, FRCS(C), Dipl. ABO (Canada)
Education (ICEE) and key textbooks on refractive error.2,3 Peter C. Donshik, MD (USA)
William H. Ehlers, MD (USA)
In August 2010, Drs. Qureshi and Ehlers met with “thought leaders” Karl C. Golnik, MD, MEd (USA)
during the World Congress on Uncorrected Refractive Error in Craig N. Simms, COMT, ROUB (Canada)
Durban, South Africa. An in-depth, half-day session was held Lynn D. Anderson, PhD (USA)
to discuss the need for a harmonized curriculum on uncorrected
refractive error and review a working draft of the harmonized
curriculum. Based on this meeting’s input, the International
Refractive Error Core Curriculum was revised and additional input
and reviews were gathered through an electronic review process.
Publication of this curriculum was supported by financial and
in-kind contributions from IJCAHPO and the ICO.

1. Qureshi MB. Training to meet the need for refractive error services. International Centre for Eye Health Community Eye Health Journal. 20(63); September 2007.
2. Kierath J, de Souza N, Jackofsky S, Cronjé S, Wilson D. International centre for eyecare education (ICEE) refractive error training package student manual. 2009; 1.
3. Joint Commission on Allied Health Personnel in Ophthalmology (JCAHPO). Job task analysis report: a study on the tasks performed by ophthalmic allied health personnel. 2004.

Copyright © 2011, International Council of Ophthalmology and the Joint Commission on Allied Health Personnel in Ophthalmology, All Rights Reserved. 3
 January 2011

INTERNATIONAL CORE CURRICULUM

FOR REFRACTIVE ERROR
Presented by the Allied Health Curriculum Task Force of the International Council of Ophthalmology (ICO®) and the International Joint Commission on Allied Health Personnel in Ophthalmology (IJCAHPO®)

Curriculum Three Core Competencies:

The foundation of the knowledge, skills, and interpersonal
Purpose:
behaviors required of refractive error correction are the following
To provide an on-the-job tool for training eye care professionals
three core competencies:
who perform refractive error procedures.
• Patient care
• Community and health services
Core Curriculum Instruction:
• Medical and refractive knowledge
Instruction is based on the defined core content. Teaching revolves
around imparting the predetermined body of knowledge.
These competencies are supported in the core curriculum and
are organized into the following five sections with corresponding
Variables:
performance objectives:
Timing, teaching sequence, and topics may vary dependent
• Optics
upon practice needs, resources, and trainee knowledge and
• Vision Assessment
skills acquisition.
• Refraction and Instrumentation
• Optical Dispensing and Contact Lenses
• Patient Education

Refractive Error Curriculum and Learning Objectives

Domain Content Performance Objective
Basic Optics Properties of Light • Define light
•  nderstand the electromagnetic spectrum and the visible portion of the spectrum
U
• Describe the properties of light
• Understand how light travels and can be reflected, refracted, and absorbed
• Explain wave and particle theories of light
Vergence of Light • Describe the concept of the vergence of light
• Understand how the vergence of light can be changed
• Discuss the change in vergence that occurs within optical systems including the eye
Lenses and Prisms • Describe how light behaves at optical interfaces
• Understand the properties of a prism and its effects on light rays
• Describe image displacement due to prisms and the prismatic effect of lenses
• Understand the properties of a lens and the factors that determine its effect on the
vergence of light rays
• Define plano, concave, convex, and spherocylindrical lenses
• Understand Snell’s law and discuss parameters that effect the power of a lens
• Describe various optical media and how index of refraction effects their properties
• Define “diopter”
• Calculate the focal length of a lens, understand the relationship of lens power and
focal length
• Perform ray tracing diagrams with single and multiple rays of light
• Describe the uses of lenses to correct refractive errors
• Perform transposition of spectacle prescriptions
• Understand the use of lenses in optical instruments

4 Copyright © 2011, International Council of Ophthalmology and the Joint Commission on Allied Health Personnel in Ophthalmology, All Rights Reserved.
 January 2011

INTERNATIONAL CORE CURRICULUM

FOR REFRACTIVE ERROR
Presented by the Allied Health Curriculum Task Force of the International Council of Ophthalmology (ICO®) and the International Joint Commission on Allied Health Personnel in Ophthalmology (IJCAHPO®)

Refractive Error Curriculum and Learning Objectives (Continued)

Domain Content Performance Objective
Physiologic The Eye as an • Identify ocular structures
Optics Optical System • Understand optical components of the human eye
• Describe the requirements for clear vision
Cornea • Understand corneal curvature and its effect on the refractive state of the eye
• Identify corneal parameters associated with various refractive errors
• Discuss corneal contributions to regular and irregular astigmatism
Lens • Describe the contribution of the lens to the optical system of the eye
• Discuss the mechanism of accommodation
• Understand the relationship of accommodation and age
• Understand cataract formation and its effect on vision
Refractive General Principles • Define emmetropia, myopia, and hyperopia
States of • Understand “near point” and “far point”
the Eye • Understand astigmatism including regular and irregular astigmatism
• Understand presbyopia and the ocular changes associated with it
• Understand anisometropia and its impact on visual function
• Understand amblyopia and its causes
• Be familiar with common causes of decreased vision at various ages including refractive
errors, cataracts, and macular degeneration
• Understand the importance of referral for patients who have ocular pathology or an
unexplained decrease in vision
Emmetropia • Define emmetropia
• Describe the visual characteristics of emmetropia
• Identify patients with emmetropia
Myopia • Define myopia
• Understand the characteristics of the myopic eye
• Understand the visual characteristics of myopia
• Identify patients with myopia
• Discuss options for the corrections of myopia
Hyperopia • Define hyperopia
• Understand the characteristics of the hyperopic eye
• Understand characteristics of hyperopia
• Identify patients with hyperopia
• Discuss options for the correction of hyperopia
Astigmatism • Define astigmatism
• Understand the causes of astigmatism and characteristics of the astigmatic eye
• Identify patients with astigmatism
• Differentiate between simple and compound astigmatism
• Understand the Conoid of Sturm and the circle of least confusion
• Understand the difference between regular and irregular astigmatism
• Discuss options for the correction­­ of astigmatism
• Calculate spherical equivalence of a spherocylindrical lens
Presbyopia • Define presbyopia
• Understand the relation of presbyopia to accommodation and age
• Identify patients with presbyopia
• Discuss options for the correction of presbyopia

Copyright © 2011, International Council of Ophthalmology and the Joint Commission on Allied Health Personnel in Ophthalmology, All Rights Reserved. 5
January 2011

INTERNATIONAL CORE CURRICULUM

FOR REFRACTIVE ERROR
Presented by the Allied Health Curriculum Task Force of the International Council of Ophthalmology (ICO®) and the International Joint Commission on Allied Health Personnel in Ophthalmology (IJCAHPO®)

Refractive Error Curriculum and Learning Objectives (Continued)

Domain Content Performance Objective
Assessing Visual Acuity • Define visual acuity and the importance of proper measurement
Visual • Select appropriate chart(s) for testing (Snellen, Allen Figures, Tumbling E, Lanholt C)
Function • Test and record visual acuity:
- Monocularly, without correction (distance and near)
- Monocularly, with best correction (distance and near)
• Test and record visual acuity on preliterate, illiterate, nonverbal, or foreign language patients
• Understand variations in acuity measurement on various patient populations
and strategies for correction
• Test and record visual acuity for low vision patients
• Convert recorded visual acuity from Snellen notation to metric or decimal system notation,
and vice versa
• Understand the concept of “far point” and how various refractive errors affect the
patient’s far point
• Understand the concept of “near point” and how various refractive errors affect
the patient’s near point
• Understand how the near point changes with age
Vision Screening • Describe various techniques for vision screening
• Understand goals of vision screening
• Identify screening results that require referral for definitive care
Pinhole Acuity • Test and record visual acuity using the pinhole occluder
• Understand the mechanism by which a pinhole improves visual acuity
and its limitations
Binocular Vision • M
 easure and record visual acuity binocularly with appropriate chart(s), with and without
Testing correction (distance and near)
Accommodation • Describe the process of accommodation
• Understand the near response (convergence, constriction of pupils, and focusing of the lens)
• Measure and record the near point for both eyes with distance correction in place
• Calculate the range of accommodation
• Measure and understand the difference between “near point of accommodation” and
“near point of convergence”
Pupillary Distance • M
 easure and record the pupillary distance with a millimeter ruler and a pupillary
distance gauge
Color Vision • M
 easure and record color vision with appropriate tests (Ishihara plates, Hardy-Rand-Rittler,
Farnsworth D-15 and D-100)
Stereopsis • Measure and record stereoacuity with the Titmus test
Contrast Sensitivity • Measure and record contrast sensitivity of each eye with contrast sensitivity chart(s)
Testing
Glare Testing • M
 easure and record visual acuity with appropriate chart(s), with best correction under glare
conditions (Brightness Acuity Testing)
Visual Fields • Measure and record visual fields
• Confrontation
• Tangent Screen
• Goldmann Perimeter
• Automated Perimeters

6 Copyright © 2011, International Council of Ophthalmology and the Joint Commission on Allied Health Personnel in Ophthalmology, All Rights Reserved.
 January 2011

INTERNATIONAL CORE CURRICULUM

FOR REFRACTIVE ERROR
Presented by the Allied Health Curriculum Task Force of the International Council of Ophthalmology (ICO®) and the International Joint Commission on Allied Health Personnel in Ophthalmology (IJCAHPO®)

Refractive Error Curriculum and Learning Objectives (Continued)

Domain Content Performance Objective
Instrumentation Lensmeter • Understand the use of the lensmeter and its controls
(Focimeter) • Measure spectacle lenses for sphere, cylinder, axis, bifocal add, and the presence of prism
• Know how to mark the optical center of a lens and the relationship of optical center and
pupillary distance
Keratometer • B
 e familiar with the keratometer and its importance in identifying regular and irregular
astigmatism
• Measure corneal curvature with a keratometer
• Understand the importance of kerotometric readings for contact lens fitting
Transposition • Transpose spectacle prescriptions from plus to minus cylinder format, and vice versa
Geneva Clock • Use the Geneva lens c­­lock to measure the power of a lens
Trial Frame and • U
 nderstand the use of the trial lens set and appropriate patients who require
Lenses trial lens refinement
Phoropter • Identify controls and adjustments on the phoropter
(Plus and Minus • Use the phoropter to perform subjective refinement
Cylinder) • Understand and use both plus and minus cylinder phoropters
Autorefractors • Measure refractive error with an automated refractor
Retinoscope • Identify controls and adjustments on a retinoscope
(Plus and Minus • Perform retinoscopy in both plus and minus cylinder formats
Cylinder) • Understand the significance of working distance and working lens
• Describe techniques to control accommodation during retinoscopy
• Understand enhancement techniques
Refractometry
Retinoscopy Sphere • Demonstrate proper use of a retinoscope including adjustments and controls
• Describe “with” and “against” motion and the significance of each
• Describe the neutral point
• Understand the use of a “working lens” and “working distance”
• Perform and record static and dynamic retinoscopy
• Neutralize spherical refractive error
Cylinder • Neutralize cylinder axis and power by retinoscopy with plus or minus cylinder technique
(Power and Axis) • Discuss streak enhancement techniques
• Record results for cylinder
• Calculate net refractive error
Refinement General Principles • Explain the difference between subjective and objective refractometry
• Determine starting settings for refinement (retinoscopy, autorefractor results, current
spectacle correction)
• Perform and record transposition
• Calculate and record spherical equivalence
• Measure vertex distance
Sphere • Determine spherical refractive error
• Select appropriate technique for patients with special needs
• Understand techniques for controlling accommodation

Copyright © 2011, International Council of Ophthalmology and the Joint Commission on Allied Health Personnel in Ophthalmology, All Rights Reserved. 7
January 2011

INTERNATIONAL CORE CURRICULUM

FOR REFRACTIVE ERROR
Presented by the Allied Health Curriculum Task Force of the International Council of Ophthalmology (ICO®) and the International Joint Commission on Allied Health Personnel in Ophthalmology (IJCAHPO®)

Refractive Error Curriculum and Learning Objectives (Continued)

Domain Content Performance Objective
Refinement Cylinder • Determine cylinder power and axis
(Continued (Power and Axis) • Understand the use of the Jackson cross cylinder in phoropter and trial lens refractions
• Understand plus and minus cylinder techniques
Reading Add • Estimate near add based on age
• Describe the measurement of reading add for presbyopic patients
• Determine near add (bifocal, trifocals, progressive)
Balance • Understand the process of balancing a spectacle correction under binocular conditions
Cycloplegic • Describe the difference between cycloplegic and manifest refraction
Refraction • Identify patients who require cycloplegic refraction
• Select the appropriate cycloplegic agent
Special Anisometropia • Define anisometropia (myopic, hyperopic, astigmatic, mixed)
Problems • Discuss strategies for visual correction for patients with anisometropia
• Neutralize spherical refractive error
Amblyopia • Define amblyopia
• Identify causes of amblyopia
• Discuss strategies for and limitations of amblyopia treatment
• Discuss the role of glasses, contact lenses, refractive surgery, patching, and
cycloplegia in amblyopia therapy
Aphakia • Define aphakia
• Understand vision correction options for aphakic patients
• Understand limitations of aphakic correction
Pseudophakia • Define pseudophakia
• Understand the role of monofocal and specialty intraocular lenses (IOLs) in routine cataract
surgery and special refractive problems
• Discuss strategies for correcting patients with monocular or binocular pseudophakia
Low Vision • D
 efine low vision, including the World Health Organization’s standards for orientation and
mobility needs
• Discuss strategies for testing and optimizing vision for patients with low vision
• Understand use of magnifying lenses for near
• Understand use of telescopic lenses for distance
• Understand use of other devices for low vision (closed circuit readers, etc.)
• Understand the role of home modifications for low vision patients
High Myopia • Define high myopia
• Understand the optical needs of patients with high myopia
• Discuss vision correction options for patients with high myopia
Latent Hyperopia • Define latent hyperopia
• Determine when latent hyperopia requires correction
• Discuss strategies for correcting patients with latent hyperopia
Intermediate Vision • Define intermediate vision needs
Needs • Identify patients with strong intermediate needs
• Discuss options for intermediate vision correction

8 Copyright © 2011, International Council of Ophthalmology and the Joint Commission on Allied Health Personnel in Ophthalmology, All Rights Reserved.
 January 2011

INTERNATIONAL CORE CURRICULUM

FOR REFRACTIVE ERROR
Presented by the Allied Health Curriculum Task Force of the International Council of Ophthalmology (ICO®) and the International Joint Commission on Allied Health Personnel in Ophthalmology (IJCAHPO®)

Refractive Error Curriculum and Learning Objectives (Continued)

Domain Content Performance Objective
Special Strabismus • Define strabismus
Problems • Understand the relationship of refractive error, accommodation, and strabismus
(Continued) • Discuss strategies for spectacle correction of patients with strabismus
Irregular • Define irregular astigmatism
Astigmatism • Understand vision correction options for patients with irregular astigmatism
• Discuss strategies for correcting patients with irregular astigmatism
Special Patient Needs • Identify patients who require special techniques for optimal vision correction
Techniques • Understand the role of refractive surgery for cosmetic and functional
refractive disorders
Prisms • Understand image displacement due to the prismatic effect of lenses
• Understand the use of prisms in patients with strabismus and diplopia
• Understand the use of prisms in balancing the binocular corrections
Fogging • Describe the process of fogging to aid in the determination of refractive error
• Describe the effect of fogging on a patient’s accommodation
• Use the fogging technique to confirm a patient’s refractive error
Duochrome Test • Understand the optical principles of the duochrome test
• Identify patients who require relaxation of accommodation
• Perform the duochrome test and adjustment refraction based on the results
Stenopeic Slit • Understand the optical principles of the Stenopeic slit
• Use the Stenopeic slit to identify the major axes of astigmatism
Astigmatic Clock • Use the astigmatic clock to determine the major and minor axis of astigmatism
• Understand the use of spherical lenses with the astigmatic clock to determine
refractive error
Non-Verbal • Describe techniques for determining visual acuity in non-verbal patients
Patients • Understand the preferred looking test
• Discuss the role of retinoscopy in non-verbal patients
Pediatric • Describe the role of cycloplegia in pediatric refraction
Techniques • Understand special considerations for refraction and pediatric patients with strabismus
• Discuss amblyopia and the role of refraction, cycloplegia and patching
• Understand predictable changes in refraction as children mature (i.e. myopic shift)
Vertex Distance • Identify patient who require vertex distance measurement
• Measure vertex distance with calipers
• Measure vertex distance at the phoropter
• Understand use of conversion wheel or chart
• Understand the importance of vertex distance measurement and conversion in
contact lens fitting
Pupillary Distance • Measure pupillary distance with a millimeter rule
• Measure pupillary distance with a pupillary distance gauge
• Understand the importance of pupillary distance in assuring proper vision with spectacles

Copyright © 2011, International Council of Ophthalmology and the Joint Commission on Allied Health Personnel in Ophthalmology, All Rights Reserved. 9
January 2011

INTERNATIONAL CORE CURRICULUM

FOR REFRACTIVE ERROR
Presented by the Allied Health Curriculum Task Force of the International Council of Ophthalmology (ICO®) and the International Joint Commission on Allied Health Personnel in Ophthalmology (IJCAHPO®)

Refractive Error Curriculum and Learning Objectives (Continued)

Domain Content Performance Objective
Optical Lens Materials • U
 nderstand the advantages and disadvantages of various lens materials (glass, plastic,
Dispensing high index plastic)
• Counsel patients on appropriate selection of lens materials
Single • Understand the correct fitting of single vision spectacles
Vision Lenses • Discuss appropriate lenses for individuals with special considerations (ie, high myopia)
Bifocals and • D
 iscuss the advantages and disadvantages of bifocal, trifocal, and progressive
Progressive Add add lenses (PALs)
Lenses • Understand the correct fitting of the various spectacle lenses for the correction of presbyopia
Photochromic • Understand photochromic lenses
Lenses • Discuss uses and limitations of photochromic lenses
Safety Lenses • U
 nderstand appropriate uses of safety lenses for patients with special occupational or
recreational needs
• Discuss applicable laws and regulations regarding requirements for safety lenses
Lens Coatings • Discuss lens coatings such as scratch resistant coating, antireflective coating,
tints, and polarization
Frames • Understand frame fitting
• Discuss frames for special uses such as safety glasses or dry eye patients
• Counsel patients regarding frame selection
• Understand the importance of proper spectacle fitting and adjustments needed to improve fit
Contact Contact Lens • Understand available contact lenses and the advantages and disadvantages of each type
Lenses Basics • Understand the optical properties of contact lenses
• Understand the interaction of contact lenses, the tear film, and the ocular surface
• Understand contact lens types and wearing schedules
• Understand and explain the difference between wearing schedule and
replacement schedule
• Understand contraindications to contact lens wear
Basic Soft Contact • Identify patients who are appropriate candidates for soft contact lenses
Lens Fitting • Understand the steps of lens fitting
• Obtain necessary measurements for lens selection
• Perform visual assessment and overrefraction to obtain best possible vision for
contact lens wearers
• Understand the use of the slit lamp biomicroscope to assess lens fit
• Understand the adjustment of lens parameters based on lens fit and vision
RGP (Rigid Gas • Identify patients who are appropriate candidates for RGP contact lenses
Permeable) • Understand the steps of RGP lens fitting
Lens Fitting • Obtain necessary measurements for lens selection
• Understand the adjustment of lens parameters based on lens fit and vision

10 Copyright © 2011, International Council of Ophthalmology and the Joint Commission on Allied Health Personnel in Ophthalmology, All Rights Reserved.
 January 2011

INTERNATIONAL CORE CURRICULUM

FOR REFRACTIVE ERROR
Presented by the Allied Health Curriculum Task Force of the International Council of Ophthalmology (ICO®) and the International Joint Commission on Allied Health Personnel in Ophthalmology (IJCAHPO®)

Refractive Error Curriculum and Learning Objectives (Continued)

Domain Content Performance Objective
Contact Toric RGP • Identify patients who are appropriate candidates for toric RGP contact lenses
Lenses Lens Fitting • Understand the steps of toric RGP lens fitting
(Continued) • Obtain necessary measurements for lens selection
• Understand the role of back and front surface toric RGP lenses, and identify appropriate
patients for these lenses
• Assess fit and vision and adjust lens parameters to achieve optimal fit and vision
Soft Toric Contact • Identify patients who require toric contact lenses
Lenses • Obtain necessary measurements for lens selection
• Understand the adjustment of lens parameters
Contact Lenses for • Identify patients who are appropriate candidates for presbyopic lens fitting
Presbyopia • Explain options for presbyopic lens wearers including reading glasses, monovision lenses,
and multifocal lenses
• Understand the advantages and disadvantages of the various presbyopic choices
for lens wearers
• Obtain necessary measurements for lens selection
• Understand the adjustment of lens parameters based on lens fit, orientation, and vision
Contact Lenses for • Understand contact lenses for special circumstances
Special Needs • Irregular corneas (posttransplant, keratoconus)
• Cosmetic lenses and prosthetics
• Bandage lenses
• Special tints
Lens Care • Instruct the patient on the insertion and removal of lenses
• Explain care systems
• Explain the need for scheduled follow-up visits
Patient Spectacles • Counsel patients regarding frame selection and care of glasses
Education Contact Lenses • Discuss the risks and benefits of contact lenses
• Counsel patients on risk factors for contact lens-related complications
• Instruct the patient on the insertion and removal of lenses
• Explain lens care systems
• Explain the need for regularly scheduled follow-up visits
Low Vision • Discuss available resources for low vision patients
• Educate low vision patients on the proper use of optical aids
• Discuss nonoptical aids to improve visual function
Presbyopia • Understand the relationship of presbyopia and age
• Discuss the visual characteristics of various presbyopia correction modalities including
single vision glasses, bifocals, trifocals, progressive add lenses, monovision contact lenses,
and multifocal contact lenses
• Explain the need for periodic changes in presbyopic correction
Eye Safety • Understand the importance of patient education on eye safety
• Counsel patients regarding protective eye wear for sports, home, and workplace needs

Copyright © 2011, International Council of Ophthalmology and the Joint Commission on Allied Health Personnel in Ophthalmology, All Rights Reserved. 11
Presented by The Uncorrected Refractive Error Task Force of

INTERNATIONAL JOINT COMMISSION ON

ALLIED HEALTH PERSONNEL IN OPHTHALMOLOGY (IJCAHPO®)

02/2012