Competency Corner, Part One: Optometrists – What do we do?
Bibliographic record
Abstract
In 2001 the Canadian Examiners of Optometry mandated the Competence Committee to describe the competencies required of Canadian Optometrists to provide safe and effective optometric care. The goal of this work was to provide a framework for revision of the Canadian Standard Assessment in Optometry so that questions on this exam could be directly linked to the practise-requirements of Canadian Optometrists. Work from the World Health Organization (WHO) provided an excellent foundation for the Competence Committee’s deliberations, emphasizing that Optometrists have professional responsibilities beyond providing eye and vision care. The Competence Committee followed WHO’s framework and identified four critical roles of Optometrists. These roles relate to: i. providing eye and vision care; ii. collaborating with and referring to other health care providers; iii. managing their practice, and; iv. educating within their profession. A second set of general attributes was also identified. These general attributes are needed to successfully perform the majority of the professional competencies. The Competence Committee identified five underlying general attributes: knowledge, reasoning and skills; planning and implementation; communication; values and ethics; and, selfdirected learning. The next article in this four part series provides the detailed descriptions of these professional competencies and underlying general attributes required of Canadian Optometrists.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.010 | 0.002 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.002 | 0.001 |
| Bibliometrics | 0.024 | 0.010 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.002 |
| Open science | 0.002 | 0.000 |
| Research integrity | 0.001 | 0.005 |
| Insufficient payload (model declined to judge) | 0.006 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".