ICO-OSCAR tools available for download in English:

• Extracapsular Cataract Extraction (PDF – 94 KB)
• Phacoemulsification (PDF – 86 KB)
• Small Incision Cataract Surgery (SICS) (PDF –  29 KB)

ICO-OSCAR tools available for download in Spanish:

• Extracapsular Cataract Extraction (PDF – 1 MB)
• Phacoemulsification (PDF – 1 MB)

For those who want to translate or adapt the ICO-OSCAR, copies are also available as Word documents (docs) below.  

ICO-OSCAR tools available for download in English:

• Extracapsular Cataract Extraction (DOC – 89 KB)
• Phacoemulsification (DOC – 80 KB)
• Small Incision Cataract Surgery (SICS) (DOC –  29 KB)

ICO-OSCAR tools available for download in Spanish:

• Extracapsular Cataract Extraction (DOC – 744 KB)
• Phacoemulsification (DOC –  754 KB )

Aurosiksha was developed by the Lions Aravind Institute of Community Ophthalmology and the Aravind Eye Care System. Instructional and technical professionals created the curriculum with consultation and review from subject-matter experts.  Experts included individuals from the International Council of Ophthalmology. 

 To learn more, please see the Aurosiksha Web site: aurosiksha.org/portal/index.php

Readers provide suggestions, corrections and translations to online content. 

According to the Web site, the project is acknowledged and supported by the European Society of Ophthalmology (SOE).

This resource was submitted to the International Council of Ophthalmology by Dr. Philipp Franko Zeitz.

The Center for Ophthalmic Educator's monthly e-newsletter, Ophthalmic Educators Letter, includes news and announcements about recently added and updated resources in the Center. 

Sign up to receive the Ophthalmic Educators Letter by logging into your ICO account. After logging in, go to your profile and check the box for the Opthalmic Educators Letter.  Your login information will work on both icoph.educators.org and icoph.org.

If you don't have an account, create one!  It's free.

Please email educators@icoph.org if you have any questions about the newsletter or about the Center.

The competencies are organized into three sections: Introduction to Ophthalmology, Basic Skills, and Advanced Skills.

The curriculum was written by Dr. William Astle, Chair of the ICO Task Force on Para-Ophthalmic Vision Specialist Education (now Allied Health Education); and Lynn Anderson, Executive Director of JCAHPO.

• Patient care
• Community and health services
• Medical and refractive knowledge

These competencies are organized into the following five sections with corresponding performance objectives:

• Optics
• Vision Assessment
• Refraction and Instrumentation
• Optical Dispensing and Contact Lenses
• Patient Education

The curriculum was developed by the International Council of Ophthalmology (ICO) and the Joint Commission on Allied Health Personnel in Ophthalmology (JCAHPO), written by Dr. Mohammed Babar Qureshi, Chair of the Uncorrected Refractive Error Task Force; Dr. Mark O.M. Tso, ICO Director for Education; Dr. William F. Astle, Chair of the ICO Task Force on Para-Ophthalmic Vision Specialist Education (now Allied Health Education); Dr. Lynn Anderson, Executive Director of JCAHPO; Dr. William H. Ehlers; and Dr. Peter C. Donshik.

Society profiles may also be found on the ICO Web site: icoph.org/SocietyProfile.html.

Prior to publishing the Directory, the ICO invites societies to update their information through ICO's online system. Approved society representatives may update their society's information at any time.  Directions on updating the online profile may be found at: icoph.org/Directory_Instructions.pdf.

ICO Member societies are indicated with the ICO star.

1. The anatomy of the extraocular muscles (embriology/histology/physiology and including the surgery anatomy as well)

2. Motor physiology (eye movements and positions)

3. Sensory physiology (innervation of EOM, understanding sensory evaluation)

4. Binocular vision and Space perception (binocular vision adaptation in strabismus/ tests for binocular fusion in infants without mannifest squint/tests for stereopsis)

5. Near vision complex

6. Alignement (primary positions , secondary positions)

7. Vergences

8. Etiology and symptoms of heterophoria and heterotropia

9. Ambiopia and it’s management

View slides on the ADMO Web site.

The moderator of the page on the ADMO Web site is Dr. Tukezban Huseynova

Surveys from 29 countries satisfied the inclusion criteria.  Globally, the number of people of all ages visually impaired is estimated to be 285 million, of whom 39 miillion are blind.

The above information/text was taken from Global estimates of visual impairment, as  published in the December 2011 issue of the British Journal of Ophthalmology.  Authored by Donatella Pascolini and Silvio Paolo Mariotti.

1.  Where are we? 

This section reviews the current state of trachoma prevalence and elimination efforts, including the World Health Organization-endorsed SAFE (Surgery, Antibiotics, Facial cleanliness and Environmental change) strategy.

2.  Where do we want to go? 

Provides an overview of the interventions needed to eliminate trachoma.  Specifically, it recommends scaling up the interventions outlined in the SAFE strategy.  

3.  How do we get there? 

Highlights milestones for progress to eliminating blinding trachoma by 2020.  This includes a timeline map of milestones. While the plan stops at 2020, it includes strategies for sustained trachoma monitoring and control after 2020.

4.  What is the cost of eliminating trachoma? 

Reviews the costs associated with this strategic plan.

2020 INSight was created by the International Coalition for Trachoma Control.  The presentation recommends the below Web sites for more information:

• www.trachoma.org
• www.trachomaatlas.org
• www.trachomacoalition.org

• Ophthalmic Education in the Asia Pacific: A Conference for Educators - Sydney, Australia, March 2011.
• Refocusing Ophthalmic Education in the Americas: A Conference for Educators - Buenos Aires, Argentina, July 2011.

Presentation topics include curriculum development, giving effective feedback and understanding adult learning strategies.

Recordings from the Buenos Aires Conference are available in English and Spanish.

The online presentations or "webcasts" are slides with audio, and are available free of charge thanks to the financial support of the ICOFoundation.

ICO co-sponsored the conferences with the following supranational and national societies: the Pan-American Association of Ophthalmology, the Argentine Council of Ophthalmology, the Asia Pacific Academy of Ophthalmology and the Royal Australian and New Zealand College of Ophthalmologists.  The Conference for Educators in Buenos Aires was made possible with the financial support of The Allergan Foundation.

This presentation may be helpful for advocates and others involved in public health activities related to eye care.

The report acknowledges the difficulty in obtaining reliable data on childhood blindness and outlines the World Health Organization's current priority areas. It also references WHO and the United Nations Children's Fund (UNICEF) definitions of childhood blindness.  This presentation may be helpful to advocates and others working in public health.

For more information and to get access, please register and log on at IAPB.standardlist.org. 

Only registered users have access to the IAPB Standard List catalogue. Please be aware the registration process may take a few days for approvals to be granted. 

Visual Standards - Aspects and Ranges of Vision Loss was prepared for the International Council of Ophthalmology at the 29th International Congress of Ophthalmology, Sydney, Australia in April 2002.

See Related Resources for associated reports.

Please see Related Resources for associated reports.

Please see Related Resources for associated reports.

• A mission statement,
• Four major goals (indicated by Roman numerals),
• Primary strategies for implementation of each of the goals (indicated by capital letters), and
• A vision for the future of the ICO.

Because ICO's success as an organization depends on the support and involvement of its members and stakeholders, the ICO Situational Analysis also provides a brief overview of ICO's stakeholders--defining both the stakeholders' and ICO's needs. 

The logic model builds off a separate planning process that produced ICO's Situational Analysis document, which is also available on this Web site as a resource for program development. 

This PowerPoint was presented at the Luncheon for Advocates World Ophthalmology Congress, Hong Kong, 27 June 2008, by Hugh Taylor, AC, MD.

Many Australians are needlessly experiencing vision loss and blindness. By addressing uncorrected refractive error and cataract alone—three quarters of those with vision loss in Australia could have their sight restored. Low vision and rehabilitation services are critical for people with vision loss and are central to improving quality of life and reducing barriers to full participation within the community. 

< better detection of POAG;
< a change in treatment protocol; and
< a potential new therapy to delay disease progression.

A similar model was previously developed to examine the impact of a number of new treatments modes on age-related macular degeneration: a quit smoking program; new research that delays progression; and a new therapy that enhances treatment efficacy (CERA 2006).

The model has the capacity to be adapted to incorporate other sources of visual impairment in the future, such as diabetic retinopathy, cataract, and refractive error.

This project follows on from earlier reports

•  Clear Insight: The Economic Impact and Cost of Vision Loss in Australia (CERA 2004);
• Investing in Sight: Strategic Interventions to Prevent Vision Loss in Australia (CERA 2005); and
• Centrally Focused: The Impact of Age-related Macular Degeneration, A Dynamic Economic Model (CERA 2006).

Due to the technical nature of the modelling, this report assumes familiarity with the terminology used in these previous reports.

This report is structured as follows:

• Description of POAG;
• Epidemiology of the disease (including remission, mortality, progression of the disease when untreated and incidence and prevalence);
• Treatment of the disease (including a description of the conventional treatment steps, their side effects and efficacy);
• The costs of the disease (including its impact on quality of life, the health system costs, productivity costs and other indirect costs);
• Description of the Model, its structure and user interface; and
• Discussion of the scenarios that the model can be used to analyse.

The information included reflects a series of workshops led by ophthalmologists and health professionals throughout Latin America.

In keeping with the objectives of Vision 2020: The Right to Sight, the program enables students to develop a public health oriented approach to eye care services and the control of blindness.  It also allows them to acquire and apply skills in epidemiological/operational research and critically analyze strategies to control major blinding eye diseases.  Moreover, it offers tools in program planning, management and evaluation.  

Course and scholarship information is available on the Master program's webpage:  www.lshtm.ac.uk/prospectus/masters/mscphec.html

A new short Course: Understanding an Eye Health System in Order to Achieve VISION 2020 will be offered June 25 - 29, 2012.

Bond has also published a series of short introductions to fundraising and project management.  These are available for free download at the Bond Web site:  bond.org.uk/pages/learning-and-training2-learning-resources-752.html

• Part 3: Research & Analysis examines the initial research and analysis that is needed, including identifying the policy issue and the context surrounding the issue.
• Part 4: Strategic Planning explains the steps needed to develop an effective advocacy strategy.
• Part 5: Mobilisation outlines the ways you can mobilise support and resources.
• Part 6: Action provides guidance on how to implement an advocacy strategy, including advice on lobbying, campaigning, media work and project management.
• Part 7: Learning & Review provides guidance on monitoring your advocacy progress.
• Part 8: Tools contains some participatory exercises you can do with a group of colleagues. These Strategic Planning & Analysis Tools help you think creatively about your work and what you can really achieve. On the CD-ROM you will find many other Tools that you will find useful.

The toolkit can be read from start to finish, but it is also designed so you can dip into it as required.

This toolkit complements START 1, VSO’s advocacy research toolkit. START is an accessible manual based on VSO’s own experience of low-cost, non-academic professional research.

See VSO's Web site for more information:  www.vso.org.uk

View the ACTIONed Frequently Asked Question page for more information about courses, credits and assesments:  http://action.jcahpo.org/ACTION/FAQ/ACTION/ActionEdContent/FAQ.aspx?hkey=85fb56e9-ee3d-4bb2-af09-6bb434b61207

The Joint Commission on Allied Health Personnel in Ophthalmology (JCAHPO) developed the courses and Web site with the Association of Technical Personnel in Ophthalmology (ATPO), the American Society of Ophthalmic Registered Nurses (ASORN), the Canadian Society of Ophthalmic Medical Personnel (CSOMP), the Ophthalmic Photographers' Society (OPS) and the American Society of Ophthalmic Administrators (ASOA).

• Leadership in Ophthalmology in Africa
• Interesting/difficult clinical cases
• Disease control
• Ophthalmology Society Development
• Sub-specialties
• Accreditations
• CPD
• Group Practices
• Operational research
• How to write scientific papers
• Advocacy
• Health Systems
• Announcements (training opportunities, meetings etc.)

To join the discussion group and sign up for the newsletter, please visit:   http://health.groups.yahoo.com/group/AfricaVision/

The Forum was established in 2009 after a series of meetings between African Ophthalmology leaders.  These meetings were facilitated by ICO (International Council of Ophthalmology) and MEACO (Middle East African Council of Ophthalmology).  

View the above article at icotechnology.blogspot.com

1. setting up the physical space;
2. establishing appropriate faculty and curriculum;
3. obtaining the practice eye;
4. stabilizing the eye;
5. preparing the eye; and
6. funding the wet lab.

The Iowa Ophthalmology Wet Laboratory Curriculum for Teaching and Assessing Cataract Surgical Competency:  This article describes an ophthalmology wet lab curriculum for residents. 

The article includes the following information: 

• A First-Year Resident Iowa Ophthalmology Wet Laboratory Curriculum
• A University of Iowa Ophthalmology Wet Lab Quiz
• The University of Iowa Department of Ophthalmology Objective Wet Laboratory Structured Assessment of Skill and Technique (OWLSAT) Scoring Rubric

Stepwise Approach to Establishing an Ophthalmology Wet Laboratory. Journal Cataract Refract Surg 2009; 35:1121-8. Lee AG, Greenlee E, Oetting TA, Beaver HA et al.
Available for purachase at:  www.jcrsjournal.org/article/S0886-3350%2809%2900251-X/abstract

The Iowa Ophthalmology Wet Laboratory Curriculum for Teaching and Assessing Cataract Surgical Competency.  American Academy of Ophthalmology 2007; 114:e21-6. Henderson BA, Grimes KJ, Fintelmann RE, Oetting TA.
Available for purchase at:  www.ophthalmologyjournaloftheaao.com/article/S0161-6420%2806%2901183-3/abstract

Working together on Microsoft documents: PowerPoint, Excel, Word: discusses Google Cloud, which installs as an add-on to Microsoft programs.

Searching for evidence with Google Scholar may be found at: icotechnology.blogspot.com/2011_01_01_archive.html
Working Together on Microsoft Documents: PowerPoint, Excel, Word may be found at:  icotechnology.blogspot.com

Information about how to register for the live Internet lectures may be found at:  www.lvpei.org

The article may be found at: icotechnology.blogspot.com/2011_02_01_archive.html

The Lancet Commission adopted a global outlook, a multiprofessional perspective, and a systems approach.  Its framework considers the connections between education and health systems.

The Commission, consisting of 20 professional and academic leaders from diverse countries, developed a shared vision and a common strategy for postsecondary education reform in medicine, nursing, and public health. The aim of the Commission is to improve education and more equitably share health-care advances around the world.

The Lancet publishes a weekly journal and three monthly specialty journals in the fields of oncology, neurology, and infectious diseases. All Lancet specialty journals are available as hardcopies and as online downloads.

Selected articles are available for free and may be downloaded from the Lancet Web site: www.thelancet.com.  Registration is required.

See the full set of 20 International Clinical Guidelines in Microsoft Word for easier editing.

This is the full set of 20 Guidelines in English. These Guidelines are designed to be easy to read and translate. All societies and others are encouraged to adapt, change and edit them as needed.

These Guidelines are designed to be easy to read and translate. All societies and others are encouraged to adapt, change and edit them as needed. See the full set of 20 International Clinical Guidelines in Microsoft Word for easier editing.

These Guidelines are designed to be easy to read and translate. All societies and others are encouraged to adapt, change and edit them as needed. See the full set of 20 International Clinical Guidelines in Microsoft Word for easier editing.

These Guidelines are designed to be easy to read and translate. All societies and others are encouraged to adapt, change and edit them as needed. See the full set of 20 International Clinical Guidelines in Microsoft Word for easier editing.

These Guidelines are designed to be easy to read and translate. All societies and others are encouraged to adapt, change and edit them as needed. See the full set of 20 International Clinical Guidelines in Microsoft Word for easier editing.

These Guidelines are designed to be easy to read and translate. All societies and others are encouraged to adapt, change and edit them as needed. See the full set of 20 International Clinical Guidelines in Microsoft Word for easier editing.

These Guidelines are designed to be easy to read and translate. All societies and others are encouraged to adapt, change and edit them as needed. See the full set of 20 International Clinical Guidelines in Microsoft Word for easier editing.

These Guidelines are designed to be easy to read and translate. All societies and others are encouraged to adapt, change and edit them as needed. See the full set of 20 International Clinical Guidelines in Microsoft Word for easier editing.

These Guidelines are designed to be easy to read and translate. All societies and others are encouraged to adapt, change and edit them as needed. See the full set of 20 International Clinical Guidelines in Microsoft Word for easier editing.

These Guidelines are designed to be easy to read and translate. All societies and others are encouraged to adapt, change and edit them as needed. See the full set of 20 International Clinical Guidelines in Microsoft Word for easier editing.

These Guidelines are designed to be easy to read and translate. All societies and others are encouraged to adapt, change and edit them as needed. See the full set of 20 International Clinical Guidelines in Microsoft Word for easier editing.

These Guidelines are designed to be easy to read and translate. All societies and others are encouraged to adapt, change and edit them as needed. See the full set of 20 International Clinical Guidelines in Microsoft Word for easier editing.

These Guidelines are designed to be easy to read and translate. All societies and others are encouraged to adapt, change and edit them as needed. See the full set of 20 International Clinical Guidelines in Microsoft Word for easier editing.

These Guidelines are designed to be easy to read and translate. All societies and others are encouraged to adapt, change and edit them as needed. See the full set of 20 International Clinical Guidelines in Microsoft Word for easier editing.

These Guidelines are designed to be easy to read and translate. All societies and others are encouraged to adapt, change and edit them as needed. See the full set of 20 International Clinical Guidelines in Microsoft Word for easier editing.

These Guidelines are designed to be easy to read and translate. All societies and others are encouraged to adapt, change and edit them as needed. See the full set of 20 International Clinical Guidelines in Microsoft Word for easier editing.

These Guidelines are designed to be easy to read and translate. All societies and others are encouraged to adapt, change and edit them as needed. See the full set of 20 International Clinical Guidelines in Microsoft Word for easier editing.

These Guidelines are designed to be easy to read and translate. All societies and others are encouraged to adapt, change and edit them as needed. See the full set of 20 International Clinical Guidelines in Microsoft Word for easier editing.

These Guidelines are designed to be easy to read and translate. All societies and others are encouraged to adapt, change and edit them as needed. See the full set of 20 International Clinical Guidelines in Microsoft Word for easier editing.

These Guidelines are designed to be easy to read and translate. All societies and others are encouraged to adapt, change and edit them as needed. See the full set of 20 International Clinical Guidelines in Microsoft Word for easier editing.

These Guidelines are designed to be easy to read and translate. All societies and others are encouraged to adapt, change and edit them as needed. See the full set of 20 International Clinical Guidelines in Microsoft Word for easier editing.

These Guidelines are designed to be easy to read and translate. All societies and others are encouraged to adapt, change and edit them as needed. See the full set of 20 International Clinical Guidelines in Microsoft Word for easier editing.

These Guidelines are designed to be easy to read and translate. All societies and others are encouraged to adapt, change and edit them as needed. See the full set of 20 International Clinical Guidelines in Microsoft Word for easier editing.

These Guidelines are designed to be easy to read and translate. All societies and others are encouraged to adapt, change and edit them as needed. See the full set of 20 International Clinical Guidelines in Microsoft Word for easier editing.

• Key findings of international research Reviews on the relevant issues of daily practice
• Well-informed - broad clinical reporting
• Refresher CME Points
• Efficient, CME-certified training, with refresher 3 CME points per issue - up to 36 CME credits per year.

With current categories:

• Abstracts of the most important international journal articles
• Main topic in each issue: Detailed reviews on the most important issues in ophthalmology
• Original papers with the latest developments
• Overviews of the relevant issues
• Law in Practice: competent advice on legal aspects of ophthalmologic operations

See OphthalmicEdge.org for more information about the site’s focus, methodology, and founder.

Now in its sixth year, WOLFE is organized by the AAO and brings together global leaders to discuss trends in ophthalmic education and resident training. WOLFE provides educators with the opportunity to hold an open dialogue and exchange knowledge, information and expertise in a stimulating and supportive environment. Its broad goal is to improve ophthalmic education worldwide through the collective wisdom of practicing educators.

For more information and the presentation, see the WOLFE page on the American Academy of Ophthalmology’s (AAO) Web site: www.aao.org/international/wolf.cfm.

Please use it and share it widely.

There are numerous reasons why patients who are blind and visually impaired from un-operated cataract do not receive the surgical services they need. Simply stated however, there are not enough ophthalmic surgeons doing enough high quality cataract surgery in an accessible locale to meet patient needs.

The Virtual Tour is a good way to start using and understanding what is available on the site.

Category 1: Clinical Expertise
Category 2: Risk management and Clinical Governance
Category 3: Professional Values

* Level 1 activities provide participants with information. These activities include traditional, passive learning activities such as lectures, conferences and journal reading.

* Level 2 activities are those that focus on implementing or facilitating changes in practice and health outcomes. Key factors are collection of data related to a particular question/issue. These include interactive workshops, conducting clinical audit, critical incident monitoring, and conducting patient satisfaction surveys.

The College has taken on board the views of their membership and the lessons learned from their first eight years experience with CME/CPD, and implemented a major revision of the CPD program.

This manual is an outgrowth of an “Experts Meeting on Childhood Cataract in Africa,” held at the Kilimanjaro Centre for Community Ophthalmology in Moshi, Tanzania in May 2007.  It is also available in French.

Ce manuel est également disponible en anglais.

• Posters and videos presented during Academy
• Annual Meetings
• Course handouts from Academy Annual Meetings
• E-Posters presented during Refractive Surgery Subspecialty Day
• E-Posters presented during ISRS/AAO regional meetings

 Access to some areas in ONE may require being an AAO member.