Purpose: Understanding and acknowledging cultural diversity in healthcare is essential in providing culturally competent care. Higher education institutions are critical to providing students with the necessary knowledge, attitudes, and skills to respond to cultural diversity in various contexts. Cultural competence teaching in ophthalmic dispensing education has emerged as an essential concept that needs to be included in the curriculum. This study explored ophthalmic dispensing lecturers’ understandings, experiences, and attitudes in teaching cultural competence. Methods: This study used a qualitative approach within an interpretivist paradigm by conducting semi-structured interviews with lecturers (n = 7) in the ophthalmic dispensing program. Braun and Clarke’s framework for thematic analysis was utilized. The research was conducted at an ophthalmic dispensing department at a South African university. Results: The analysis of the semi-structured interviews indicated three main themes of importance regarding factors influencing cultural competence education in the ophthalmic dispensing curriculum: the interplay between experiences and understandings of cultural competence, cross-cultural exposure and teaching practices, and inclusion of cultural competence into the curriculum. The participants recognized that cultural competence was not explicitly included in the curriculum. Including culture in education was rather unsystematic and, in most cases, unplanned. Conclusion: Further training of lecturers on cultural competence skills and evidence-based teaching and assessment strategies are required to assist in developing curricula that include cultural competence.

Background: The prevailing social constructs of cis-heteronormativity and endosexism have structurally marginalised sexual and gender minorities, leading to their limited representation and inclusion in mainstream health systems and health sciences education. Aim: The study aimed to explore a gay medical student’s perceptions of the health sciences curriculum and their experiences in accessing and utilising healthcare services offered both by the university and externally. Setting: At a university in KwaZulu-Natal, South Africa. Methods: This study originates from a larger qualitative study conducted in 2018, involving 12 Lesbian, Gay, Bisexual, Transgender (LGBT)-identifying participants who were selected using purposive and snowball sampling techniques. The larger study used a case study approach to explore how healthcare services meet the sexual health needs of LGBT youth. Among the 12 sampled participants, one participant self-identified as ‘gay’ and was pursuing a Bachelor of Medicine and Bachelor of Surgery. This participant was specifically selected for analysis in this study because of their knowledge of health sciences education and pursuit of a career in healthcare. Results: Three themes were identified in the participant’s interview, including: (1) navigating healthcare services as a young gay man, (2) silenced voices: the impact of the limited Lesbian, Gay, Bisexual, Transgender, Intersex, Queer, Asexual and + (LGBTIQA+) health education, and (3) challenging the silenced voices. Conclusion: There is a need for a well-planned curriculum that includes LGBTIQA+ issues to equip healthcare professionals with the knowledge to provide high-quality care to all patients, regardless of their sex, gender, or sexuality. Contribution: The study provides solid proposals for developing an inclusive healthcare curriculum that considers identities beyond binary going forward.

Background: Competency‐based education (CBE) has gained prominence in health profession education, emphasising the assessment of learners based on their ability to perform essential tasks in clinical practice. Entrustable Professional Activities (EPAs) operationalise competency assessment by translating broad competencies into specific tasks that learners must be trusted to perform independently before transitioning into professional practice. While EPAs are widely integrated into medical education, their application in optometry remains limited. Aim: This narrative explores the role of EPAs in optometric education, examining their potential to enhance competency assessment and support the transition from training to independent practice. Method: A narrative review was conducted, focusing on EPAs in health profession education, with a particular emphasis on their application in optometry. Peer‐reviewed journal articles, institutional reports and policy documents were analysed to identify trends, challenges and best practices. Results: The review highlights a growing recognition of EPAs in optometric education, particularly in operationalising core competencies and supporting structured, workplace‐based assessments. However, challenges such as limited optometry‐specific EPA examples, a need for faculty development and suitable assessment tools hinder broader adoption. Lessons from other health professions suggest that structured EPA frameworks improve learner readiness and enhance patient safety. Conclusion: EPAs offer a structured approach to competency assessment in optometric education, fostering clinical preparedness. Their integration requires curriculum alignment, faculty development and robust assessment strategies. Contribution: This review provides insights into the potential adoption of EPAs in optometric education, contributing to advancing competency‐based training and assessment strategies.

This narrative review explores the relationship between African facial anthropometry and spectacle frame design. Despite the global eyewear market’s growth, a significant gap exists in designs accommodating African facial features. Through a comprehensive literature analysis, this review examines key anthropometric measurements relevant to eyewear fit across diverse African populations, current challenges in spectacle frame design, and emerging solutions. Findings reveal persistent underrepresentation of African facial measurements in global design standards, leading to poor fit, discomfort, and reduced compliance. The review identifies opportunities for innovative frame designs, material selection, and manufacturing approaches that could better serve African populations. Recommendations include increased anthropometric research across different African ethnicities, integration of digital technologies, and development of region-specific design parameters. This review contributes to the growing body of knowledge advocating for more inclusive and culturally appropriate eyewear solutions.

Introduction: Gender inequality continues to limit women’s economic participation and health outcomes in low- and middle-income countries (LMICs), undermining progress toward the Sustainable Development Goals (SDGs), particularly SDG 5 (Gender Equality) and SDG 3 (Good Health and Well-being). Capacity-building interventions—such as financial, vocational, digital, and community-based programs—are widely promoted to advance women’s empowerment; yet evidence on their design, delivery, and sustainability remains fragmented. This review mapped existing intervention types, implementation strategies, and participation barriers affecting women in LMICs. Methods: Following Arksey and O’Malley’s framework, as enhanced by Levac et al. and Peters et al., a scoping review was conducted and reported in line with the PRISMA-ScR guidelines. Six databases (Scopus, Web of Science, EMBASE, PubMed, ProQuest, EBSCOhost) were searched in April 2025 for English-language studies (2010–2025). Screening and data extraction were completed in Covidence by two independent reviewers. Data was summarised descriptively and through content analysis. Results: Thirty studies met the inclusion criteria, with the majority originating from Sub-Saharan Africa and South Asia. Mixed methods designs predominated. Seven intervention types were identified: microfinance and financial services (43%), vocational training (20%), multi-sectoral “mixed” models (20%), digital initiatives (7%), entrepreneurship (7%), political participation (3%), and cash-transfer programmes (3%). Interventions that combine financial access, skills training, and empowerment components have shown stronger and more sustainable outcomes. Barriers included gender norms, limited resources, and digital exclusion. Conclusion: Capacity-building programmes enhance women’s social and economic agencies and indirectly improve household and community health, contributing to multiple SDGs. However, financial inclusion alone is insufficient; integrated, gender-transformative, and context-specific models are needed to achieve lasting empowerment and health equity in LMICs. Findings provide evidence to strengthen policy design, resource allocation, and implementation strategies for women’s empowerment programs aligned with the 2030 Agenda for Sustainable Development.

Aim: The COVID-19 pandemic has impacted the higher education sector worldwide, and South Africa has faced unique challenges that continue to influence teaching beyond the pandemic. Purpose: The study investigated the South African optometry educators’ teaching experiences and opportunities pre-, during, and post-COVID-19. Methods: The proposed study design was explorative and quantitative. Convenience sampling was used in recruiting participants. Optometry educators from four (4) universities training optometrists in South Africa were invited to participate in the study. An anonymous online questionnaire designed by the researchers was sent to participants to ensure that it captured relevant data. The questionnaire was sent electronically to the participants and SPSS was used to analyze collected data. Results: Face-to-face (F2F) teaching was found to be the preferred method pre-COVID-19 by all participants. During the COVID-19 pandemic, the F2F was not the teaching method of choice due to safety measures put in place by the government. Online learning (OL) was preferred by 80% (n=4), and blended methods by 100%, due to flexibility in terms of lecture time allocation and digital device infrastructure. A statistically significant satisfaction was indicated by the academics before and post-COVID-19 pandemic with p=0.04 and p=0.02 respectively. The dissatisfaction related to online and blended methods of teaching used during the COVID-19 pandemic could be attributed to a lack of preparedness and digital device infrastructure. Beyond the COVID-19 pandemic participants raised concerns related to the lack of personal interaction and challenges of self-discipline required for online learning including face-to-face lectures. Conclusion: Post the COVID-19 pandemic, there remains a need to address challenges related to the training of optometry educators in using online (OL) and blended methods (BM) of teaching, especially for those with more than 20 years of teaching experience. Whilst OL and BMs are beneficial, F2F teaching should not be neglected as it remains the cornerstone of effective education in optometry, especially in clinical training.