PURPOSE Competency-based education and assessment are globally trending, also embraced by recently announced National education policy 2020, India. Medical programs are rapidly transforming to produce competent health professionals, to satisfy public health requirements. This paper describes Delphi study with a participatory approach, to develop a competency matrix required for training of eye care professionals. METHODS Scoping review of literature formulated the baseline architecture of competency framework identifying two core competencies for management of refractive error, namely, "visual function assessment" and "optical technology management." The Delphi technique was employed for the development of a competency matrix with detailed knowledge, skills, and attitude (KSA) definitions for all competency elements. A heterogeneous group including optometry practitioners, academicians, researchers, association representatives, and industry representatives accomplished the objective in four rounds. RESULTS Delphi study resulted in defining two competency clusters (CC): "CC1: Refraction" with 10 units and 43 elements and "CC2: Dispensing optics" with 8 units and 54 elements. KSA components of each of competency elements were identified and mapped with applied optics curriculum in the optometry program. CONCLUSION Participation of all stakeholders of the educational system is essential and beneficial for nurturing of the competent workforce in healthcare. It helps build a curriculum not only having theoretical knowledge and skills but also the attitude and behavioral component of measurable competencies that satisfies the needs of the local healthcare system. This study has evolved a comprehensive competency matrix highlighting essential competencies required for the effective management of refractive error.

中文翻译：

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屈光不正教学管理能力框架的开发和验证：参与式德尔菲法。

目的 基于能力的教育和评估是全球趋势，印度最近宣布的 2020 年国家教育政策也接受了这一点。医疗项目正在迅速转变，以培养有能力的卫生专业人员，以满足公共卫生要求。本文以参与式方法描述德尔福研究，以开发培训眼保健专业人员所需的能力矩阵。方法 文献综述制定了能力框架的基线架构，确定了屈光不正管理的两个核心能力，即“视觉功能评估”和“光学技术管理”。Delphi 技术用于开发能力矩阵，其中包含所有能力要素的详细知识、技能和态度 (KSA) 定义。包括验光从业者、院士、研究人员、协会代表和行业代表在内的异质群体在四轮中完成了目标。结果 Delphi 研究定义了两个能力集群 (CC)：“CC1：折射”具有 10 个单位和 43 个元素，“CC2：点胶光学”具有 8 个单位和 54 个元素。每个能力要素的 KSA 组件都被识别并映射到验光程序中的应用光学课程。结论 教育系统所有利益相关者的参与对于培养医疗保健领域的合格劳动力至关重要且有益。它有助于建立一个不仅具有理论知识和技能的课程，而且还具有满足当地医疗保健系统需求的可衡量能力的态度和行为组成部分。这项研究已经形成了一个综合能力矩阵，突出了有效管理屈光不正所需的基本能力。