OPSC5031: Semester 2, 2025

Units OPSC5031 Semester 2 2025 [Online]

Unit outline_

OPSC5031: Paediatric Ophthalmology

Semester 2, 2025 [Online] - Camperdown/Darlington, Sydney

Overview

This unit of study provides candidates with the theoretical and practical foundations necessary to assess and perform paediatric ophthalmology. The first part of the unit covers retinopathy of prematurity, refractive error and amblyopia, strabismus I comitant, strabismus II incomitant and vertical deviation. Following this, we will look at media opacities, congenital cataracts, congenital glaucoma and developmental glaucoma, an introduction to genetic eye disease and paediatric ophthalmic infectious diseases. The final part of the unit covers paediatric ocular oncology, orbital and lacrimal disease, the child who can't see approach to and investigations, phakomatoses and nystagmus. On completion of this unit, successful students will be able to : (1)Have a detailed understanding of paediatric eye disorders, (2) understand the genetics, pathophysiology and pathology of paediatric eye disorders, (3)describe appropriate diagnostic testing for paediatric eye disorders, (4) describe appropriate medical and surgical management used to treat paediatric eye disorders. Candidates must be overseas trained specialists from countries with an established vocational ophthalmology training program. They must have satisfactorily completed the requirements to practise as ophthalmologists or be eligible to undertake further fellowship training in their country of residence.

Unit details and rules

Academic unit	Postgrad Coursework - SMS
Credit points	6
Prerequisites ?	OPSC5026 and OPSC5027 and OPSC5030
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	John Grigg, john.grigg@sydney.edu.au

Assessment

The census date for this unit availability is 1 September 2025

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Presentation	Presentation 1 Presentation	30%	Week 04 Due date: 31 Aug 2025 at 23:59	PowerPoint 5 minutes up to 1000 words	AI allowed
Outcomes assessed:
Presentation	Presentation 2 Presentation	30%	Week 08 Due date: 28 Sep 2025 at 23:59	PowerPoint 5 minutes up to 1000 words	AI allowed
Outcomes assessed:
Written work	Major Essay Essay	30%	Week 11 Due date: 26 Oct 2025 at 23:59	2500 words	AI allowed
Outcomes assessed:
Contribution	Online discussion forum Online discussion forum	10%	Weekly	Weekly	AI allowed
Outcomes assessed:

Assessment summary

Essays: Students are to write 3 x 2,500 word essays on the topics provided.
Discussion: Online discussion is an essential part of the distance learning environment. The discussion is moderated by the unit coordinator. At the end of semester, the student’s discussions on the forum are graded. A total of ten marks are allocated to online discussion. As a rule of thumb, a significant contribution in 8 out of the 13 weeks will gain full marks.

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see sydney.edu.au/students/guide-to-grades.

For more information see guide to grades.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	Refractive error and amblyopia	Individual study (3 hr)
Week 02	Strabismus 1: comitant	Individual study (3 hr)
Week 03	Strabismus 2: incomitant and vertical deviation	Individual study (3 hr)
Week 04	1. Media opacities; 2. Congenital cataracts	Individual study (3 hr)
Week 05	Congenital glaucoma and developmental glaucoma	Individual study (3 hr)
Week 06	Introduction to genetic eye disease	Individual study (3 hr)
Week 07	Paediatric ophthalmic infectious disease	Individual study (3 hr)
Week 08	Paediatric ocular oncology	Individual study (3 hr)
Week 09	Orbital and lacrimal disease	Individual study (3 hr)
Week 10	Retinopathy of prematurity	Individual study (3 hr)
Week 11	"The child who can’t see approach" and investigations	Individual study (3 hr)
Week 12	Phakomatoses	Individual study (3 hr)
Week 13	Nystagmus	Individual study (3 hr)

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

All readings for this unit can be accessed through the Library eReserve, available on Canvas.

Taylor and Hoyt's Pediatric ophthalmology and strabismus Lambert, Scott R., editor.; Lyons, Christopher J. (Professor of ophthalmology), editor. 2023

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. understand paediatric eye disorders
LO2. Understand the genetics, pathophysiology and pathology of paediatric eye disorders
LO3. describe appropriate diagnostic testing for paediatric eye disorders
LO4. describe appropriate medical and surgical management used to treat paediatric eye disorders.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

The use of Artificial Intelligence (AI) text generators such as Chat GPT is now permitted for submitted assignments to aide in brainstorming ideas, approaches, assisting with structure and improving grammar and expression in your own work. Do not post confidential, private, personal, or otherwise sensitive information into these tools. If you use these tools, you must be aware of their limitations, biases, and propensity for fabrication. Your use of AI tools must adhere to the Student Charter 2020, including upholding honesty, ethics, professionalism, and academic integrity. Developing responsible use of AI is a critical part of professional behaviour. Ultimately, you are 100% responsible for your assessment submission. Please refer to Part 4 9 (j)(i) and 13 (i) of the Academic Honesty Policy 2022. If you use Artificial Intelligence (AI) in submitted work, you need to acknowledge its use during your submission.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

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