Integrating Aboriginal and Torres Strait Islander health education into an optometry program: What do optometry students think so far?

Introduction
The requirement for all optometry programs in Australia to integrate Aboriginal and Torres Strait Islander health into curricula was introduced in 2019. Evaluating early progress is important for ensuring student
engagement and high-quality learning. The purpose of this study was to explore student satisfaction with the Aboriginal and Torres Strait Islander health curriculum in the optometry program at Queensland
University of Technology (QUT).

Methods
The QUT optometry program comprises a three-year Bachelor of Vision Science followed by a two-year Master of Optometry. In 2021, approximately 20 hours of content on Aboriginal and Torres Strait Islander
health had been integrated into lectures and modules, with opportunities for community clinical placements and a cultural experience. Students from across the program were asked for their perspectives on the Aboriginal and Torres Strait Islander health curriculum using a ten-question survey based on the Student Experience of Courses survey.

Results
Five percent (n=16) of students responded. Sixty-three percent agreed that overall, they were satisfied with the quality of the curriculum. There was strong agreement that the curriculum had increased their
awareness of and respect for the values and knowledges of Aboriginal and Torres Strait Islander Peoples, and developed their sense of social responsibility. However, there was a perceived overall lack of content and need to focus on strengths-based teaching, avoid tokenism, increase learning from Aboriginal and Torres Strait Islander guest lecturers and provide more clinical placements.

Discussion
To improve student learning and combat the hidden curriculum, additional strengths-based content and assessments should be integrated throughout the program by educators who have received adequate training. Additionally, the program should strive to develop stronger reciprocal relationships with Aboriginal and Torres Strait Islander educators and organisations, to increase opportunities for learning
and clinical placements. Addressing these areas is essential for producing graduates who can provide equitable and culturally safe healthcare.