Dünya Ülkeleri ve Türkiye Arasındaki Optisyenlik Eğitimine İlişkin Temel Farklar

Öz

Göz sağlığı sektörünün ayrılmaz bir parçası olan Optisyenlik mesleği temel olarak halk sağlığının korunması, görme kusurlarının iyileştirilmesi, doğru görme düzeltmesi hizmetlerinin sağlanmasında kilit rol oynamaktadır. Optisyenliğin moda endüstrisinin içerisinde yer almasının ötesinde görme sağlığının en önemli tedavi elemanlarından biri olması sebebiyle optisyen yetiştirme programları eğitimi oldukça önem arzetmektedir. Araştırmada Optisyen yetiştirmeye ilişkin eğitim programı isimlendirmeleri, küresel ölçekte optisyenlik lisansını elde etme koşulları, diploma ve sertifikaların sağladığı yetkinlikler, mezuniyet şartları, eğitim programının akredite olup olmadığı, müfredat içerikleri ve ders kredileri, eğitim türleri ve mesleğin yasal düzenlemeleri parametreleriyle incelenmiş, Türkiye’nin de dahil olduğu dünya ülkelerinin eğitim sistemleri arasındaki farklar ve ortak noktaları karşılaştırılmıştır. Araştırmada betimleyici araştırma yöntemlerinden karşılaştırmalı araştırma modeli kullanılmıştır. Dünya ülkeleri 6 farklı bölgeye (USA, Kanada, Avrupa, MENA, APAC ve Türkiye) ayrılarak bölgeler bazında araştırma verileri derlenmiştir. Türkiye’de Optisyenlik eğitimi ile dünya ülkeleri arasında eğitim program isimleri, eğitim süreleri, lisanslama koşulları arasında farklar ve müfredat içerikleri, mezuniyet şartları, meslek tanımları araasında ortak noktalar belirlenmiştir. Sonuç olarak, elde edilen bulgular doğrultusunda Türkiye’nin optisyenlik mesleği içinde yasal örgütlenmeye, eğitim programlarının akreditasyonu ile optisyen kalifiyesinin artırılmasına, mezuniyet şartlarına bitirme projesi, yeterlik testi gibi ağır kriterlerin getirilmesine, optometri mesleğinin tanınmasına ve lisans seviyesinde eğitim programlarının açılmasına, müessese kanunlarında yasal düzenlemelerin yapılması iyileştirmelerine ihtiyaç duyulduğu önerilerde sunulmuştur.

Anahtar Kelimeler

• Optisyenlik
• Optometri
• Optisyenlik Eğitimi
• Dünya Ülkeleri
• Karşılaştırmalı Araştırma

Destekleyen Kurum

KIRKLARELİ ÜNİVERSİTESİ

Proje Numarası

KLÜBAP-306

Teşekkür

Bu araştırma makalesi Kırklareli Üniversitesi Bilimsel Araştırma Projeleri tarafından "KLÜBAP-306" nolu "Optisyenlik Uygulamaları Eğitiminde Oyunlaştırılmış Senaryo Tabanlı Sanal Gerçeklik Laboratuvarı Geliştirme: VROPTECH-LAB" başlıklı proje kapsamında desteklenmektedir.

Fundamental Differences in Opticianry Education Between World Countries and Turkiye

Öz

The profession of “opticianry”, an inseparable part of the ophthalmic sector within the healthcare industry, fundamentally plays a key role in the protection of public health, the correction of visual defects, and the provision of accurate vision correction services. Beyond taking part in fashion industry, opticians are one of the most critical people for vision health treatment; hence, opticianry programs maintain a vital role. This research examines optician training programs using several key parameters on a global scale: program nomenclature, conditions for obtaining an opticianry license, competencies conferred by diplomas and certificates, graduation requirements, accreditation status of training programs, curriculum content and course credits, types of education, and professional legal regulations. A comparative analysis was conducted to identify the differences and commonalities among the educational systems of various countries, including Türkiye. The study employed a comparative research model as one of its descriptive research methods. Global countries were categorized into six distinct regions (USA, Canada, Europe, MENA, APAC, and Turkiye) to compile and analyze the research data based on these regional groupings. The comparison identified differences between opticianry education in Turkey and that in other global counterparts concerning program nomenclature, duration of study, and licensing requirements. Commonalities were found in areas such as curriculum content, graduation requirements, and professional definitions and should recognize the profession of optometry and establishing license-level education programs and implementing necessary legal improvements in practice establishment laws.

Anahtar Kelimeler

• Opticianry
• Optometry
• Opticianry Education
• World Countries
• Comparative Research

Destekleyen Kurum

KIRKLARELİ UNIVERSITY

Proje Numarası

KLÜBAP-306

Teşekkür

This research paper is supported by Kırklareli University Scientific Research Projects under project number "KLÜBAP-306" titled "Development of a Gamified Scenario-Based Virtual Reality Laboratory in Opticianry Applications Education: VROPTECH-LAB".

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