The Depth Perception Podcast team creates a practical optometry student guide designed for every stage of school. This conversation walks through the journey from first year to fourth year, sharing honest advice on study habits, exams, clinic skills, and rotations. The hosts also discuss the importance of community, resilience, and adapting study styles to succeed in an intense curriculum. Their collective experiences provide the most valuable optometry school tips for navigating the path toward graduation and beyond.

The first year is about approaching school with no expectations and being ready to learn. Reviewing material daily instead of cramming before exams helps prevent overload. Students are encouraged to make their early clinical skills second nature so equipment use becomes automatic later on.

Equally important is finding a support network. Having peers to lean on during the highs and lows of school helps maintain perspective and motivation. Failures are part of the process and do not determine the kind of doctor someone will become. And one tip stands out clearly: avoid studying before school begins—rest while you can, because the next four years will be study-heavy.

Second year brings an intense course load, with disease content layered on top of optics and neuro. Strong time management becomes critical, as multiple subjects must be studied in parallel.

This is also the year when clinical skills should be sharpened. Being comfortable with slit lamp and BIO is essential, so that future clinical work focuses on diagnosis rather than mechanics.

Many students experience challenges with mental health during this stage. Friend groups may change, but true connections will remain. Building balance outside the classroom helps maintain stability during this demanding time.

Third year is often the turning point. Clinical exposure increases, lecture hours decrease, and students begin to feel like doctors in training. The workload, however, is different—students often feel “clinic tired” but must still carve out time for boards preparation.

Some recommend starting Part 1 studying during the summer before third year, while others begin later. The key is knowing personal learning style and sticking to a realistic timeline. Using clinic experiences to reinforce weaker subjects from earlier years helps ensure that knowledge sticks.

Fourth year is about independence and pacing. Each student moves at their own speed with boards, licensing, and job applications. There is no single right timeline.

Rotations provide both challenge and clarity. They give students opportunities to experience different practice models, from VA and IHS clinics to private practices, and help determine long-term fit. Networking through rotations and conferences is critical for future job prospects.

Confidence begins to solidify in fourth year. Students step into the doctor role, sharpen clinical decision-making, and learn to balance mentorship with independence.

Rotations act as trial runs. Students are encouraged to think of them as opportunities to “date” different practice models. Choosing sites based on clinical goals, financial feasibility, and mentorship potential ensures both growth and practicality.

Medical-heavy sites early on provide valuable preparation for Part 2 boards, while varied settings expose students to the realities of different practice types. Reading reviews from other students can help ensure a good match.

“Study to learn. Don’t study to pass the test.” The panel underscores this point repeatedly. Boards preparation works best when linked to real clinical cases, allowing concepts to stick for long-term use in practice.

Start dates vary depending on learning style, but comprehension should always be the goal. Spaced review is more effective than cramming, and mastery of fundamentals will carry through every part of boards.

Peers are central to the journey. Students lean on classmates during exam stress, failed courses, and repeat years. Repeating a year is not a mark of failure; it often strengthens clinical ability and deepens understanding.

Well-being matters as much as academics. Protecting time for personal interests and activities outside of school helps maintain balance. Knowing your “why” and surrounding yourself with the right people creates resilience.