Optometry faculty perspectives on low vision care and rehabilitation education in sub-Saharan Africa

Abstract

Background: Human resource challenges have been a factor in the low coverage of low vision care and rehabilitation (LVCR) services in sub-Saharan Africa (SSA). Faculty in optometry institutions play a critical role in training and building interest in LVCR among students.
Aim: This study examined the perspectives of optometry faculty regarding undergraduate LVCR education and training.
Setting: The study was conducted across eight universities in five SSA countries: Ghana, Nigeria, Malawi, Kenya and South Africa.
Methods: This study utilised a qualitative research design, employing in-depth interviews to explore the perspectives of 13 optometry faculty members with an average of 8 (±4.8) years of teaching experience.
Results: There was significant variability in the structure and content of low vision modules, particularly in the duration and depth of clinical exposure. Most institutions lacked adequate equipment for functional vision assessment and low vision aids, with many relying on donated devices. Practical training was constrained by limited infrastructure, increasing student numbers and insufficient patient access. Some faculty responded to this challenge by manufacturing magnifiers locally and using digital low vision tools. South African schools demonstrated more structured clinical training because of regulatory requirements.
Conclusion: Low vision education in SSA would benefit from a harmonised curriculum, increased investment in training resources and regulatory support. These strategies will help improve training and increase interest in practising LVCR among optometry students.
Contribution: The study describes the state of LVCR education in SSA and its impact on the interest of students to become LVCR practitioners.