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jkp: To answer your question Mark, I feel that students should be taught taking a Case History both in the first year in the Spring quarter and again in the Spring of second year. An introduction of the Case History in the 1st year to acquaint the students with certain terminology and then a detail Case History taking in the second year. Otherwise if Case History is taught too early in the program the students would only be "acting" as glorified techs.

Case History

OK. Let's try and get something going here. How about this question. When should case history be taught in the curriculum. There are two schools of thought here at SUNY. There are those who believe it should be taught right at the beginning of the first year, since it is the first procedure carried out on a patient, while others believe that it should come late in the first year (and even into the second year) when the students have gained enough knowledge to understand why they are asking the questions and what the responses actually mean.
What do you think?
Mark

By now you should all have received e-mails inviting you to become a contributor to this blog. That way you can contribute directly, and not just via the comments section. I'm still learning about this blog thing, so any comments or suggestions you might have along the way would be helpful. Hope you are all working on the questionnaires!!
Mark

Welcome

This is the new P-COMP (pre-clinical optometric methods and procedures) blog. This will give us an opportunity to have online discussions about teaching or procedures questions that may come up, or maybe a forum to vent on the few bad teaching days that we might experience on hopefully rare occasions. Feel free to use this site to post comments, questions or any other issues whenever you feel the need.

Mark