Marika Ramsay

Licensed optometrist (2005) and PhD in optometry with the thesis “Accommodation – Clinical and theoretical investigations” (2011). I have been the Program Director for the optometry programs since 2016 and Head of the Optometry Unit at the Department of Clinical Neuroscience since 2019. I have taught and been responsible for various courses since 2005. I have continuously taken courses in pedagogy as well as leadership training.

Over the years, I have focused on educational quality and worked on developing methods for feedback, equal opportunities, and continuous evaluation and improvement within courses and programs. My current focus is on strategic development and leadership within the optometry programs. I have a strong passion for issues related to educational quality and leadership. Leadership, its theories and processes, as well as coaching-based leadership, are areas that interest me greatly and are key to successful, efficient, and goal‑oriented organizational work.

We are all unique and important parts of our teams, and together we can achieve extraordinary success—both individually and within the education and the organization.

Every student and employee should be given the opportunity to develop to their full potential through equal conditions and a coaching approach.

The eye’s accommodation enables us to see clearly at both long and short distances. When this function is impaired, it can lead to symptoms such as blurred near vision. Clear vision is crucial for learning in school, and when a child begins to read in order to learn, an inability to sustain the expected reading duration can be detrimental to the individual student’s academic progress. Common symptoms include headaches, blurred vision, and asthenopic complaints.

The challenge in primary school is that these children are often difficult to identify, as they may initially report secondary symptoms such as headaches after a short period of reading, concentration difficulties, or lack of interest—symptoms that might first lead educators or healthcare professionals to suspect other medical issues.

Once diagnosed, these students can be treated with reading glasses, flipper training, or a combination of both. Results show a positive trend, with accommodative function improving and patients’ symptoms decreasing.

Since 2005, I have been actively engaged in university-level teaching and have, over time, developed extensive and in-depth pedagogical competence. I have held, and continue to hold, responsibilities as course director at both undergraduate and advanced levels. This work has included planning, delivering, quality-assuring, and continuously developing courses within the field of optometry. Throughout the years, I have gained broad experience with diverse teaching formats and pedagogical approaches, with a particular focus on adapting instruction to students’ individual needs and learning styles.

My teaching takes place in both clinical environments and theoretical settings. In the clinical context, I support students’ development of clinical reasoning, practical skills, and professional behaviour through supervision, demonstrations, patient cases, and reflective discussions. The theoretical instruction includes lectures, seminars, workshops, and various forms of active learning, all designed to integrate scientific knowledge with clinical application.

Through ongoing professional development in higher education pedagogy and leadership, I have established a strong pedagogical foundation that informs all aspects of my teaching. I strive to create inclusive and stimulating learning environments where students are given the opportunity to grow into independent, critically reflective, and professionally competent optometrists. My teaching philosophy is grounded in student‑centred learning, clear communication, constructive feedback, and a coaching approach that supports each student’s ability to reach their full potential.