June 12, 2025

What I Wish I Knew in Optometry School

33 minutes

In Episode 41 of the Depth Perception Podcast, hosts Svetlana and Douglas Akidi are joined by Dr. Jasdeep Singh and Dr. Nadia Afkhami to unpack “What I Wish I Knew: Optometry School.” They discuss their pre‐school expectations versus the reality of full‐day lecture schedules, hands‐on clinical training, and the intense board‐prep timeline. Along the way, they share candid reflections on unexpected expenses (equipment, board exams, housing), the mental health challenges—especially during COVID—and the critical role of peer support, mentorship, and self‐care in navigating those four pivotal years.

Topics Covered What They Wish They Had KnownEarly and Strategic Board PreparationPrioritizing Mental Health and Self-CareSetting Realistic Academic and Extracurricular GoalsFinancial Literacy and PlanningEmbracing Community, Mentorship, and NetworkingConclusion

What They Wish They Had Known

Early and Strategic Board Preparation

Summer Before Third Year
Douglas emphasized that the summer preceding third year represents the last “free” stretch before clinical rotations intensify. “I wish I had started board review that summer,” he reflected. Many classmates believed they could cram in three months of studying in December and still succeed. For students who need repetition and consistent exposure—rather than last-minute study marathons—this strategy can prove too risky.

Tailoring Study Habits to Personality
Jasdeep cautioned against relying on one-size-fits-all study plans. “Some say, ‘Three months and you’ll be good.’ But if you need repetition and slower pacing, that might not work,” he said. Recognizing personal learning styles early—and adjusting board prep accordingly—can help avoid burnout. Nadia acknowledged that studying for boards had felt like “the pinnacle of being smart,” but that material often fades post-exam. Balancing short-term memorization with long-term conceptual understanding can ease post-school transitions.

Prioritizing Mental Health and Self-Care

Developing Coping Strategies
JD recounted wishing he had learned stress-management techniques earlier—yoga, journaling, ice baths, or regular therapy. During his cohort’s tenure, suggestions were limited to venting to friends. Now, structured wellness resources exist, but students must proactively seek them. Nadia urged incoming students to be “forgiving” of themselves when facing academic setbacks, emphasizing that opting for a B rather than a perfect 100 can preserve mental well-being and free time for stress relief.

Avoiding Short-Term Fixes
“Staying up all night with two double-doubles after an exam may feel like a reward, but long-term, it’s harmful,” JD said. He encouraged prioritizing consistent sleep schedules, balanced nutrition, and mindfulness practices. Nadia echoed this, noting that unsustainable coping—heavy drinking or all-nighters—ultimately compounds stress rather than alleviating it. Recognizing that board exams and clinical rotations represent only a fraction of one’s career can help students avoid treatments that feel good immediately but hinder performance over months.

Setting Realistic Academic and Extracurricular Goals

Letting Go of Perfectionism
Svetlana admitted she entered school as a “4.0 student,” determined to score 100% on every exam. She learned quickly that this standard is neither realistic nor healthy. Instead, aiming for a solid grade (B or above) across multiple quizzes and midterms can reduce last-minute pressure. Holding oneself to impossible standards risks burnout and detracts from genuine learning.

Selective Involvement in Activities
While involvement in clubs and leadership roles can build one’s resume and expand networks, overcommitting can backfire. Svetlana cautioned against signing up for every position—club president, committee chair, secretary—especially when clinical obligations mount. Instead, she recommended evaluating each opportunity for alignment with one’s goals (e.g., sports vision interest, community service), then investing deeply in a few activities. Douglas reinforced that selective engagement allowed him to balance leadership roles (vice president of student government, president of Sports Vision Club) with academic responsibilities, all while forging professional connections.

Financial Literacy and Planning

Budgeting Beyond Tuition
Svetlana advised saving explicitly for equipment, board fees, travel costs, and transitional housing deposits. Planning three to six months in advance for these expenses can prevent last-minute financial crises. Students should track every expected cost—spectacle equipment, phoropters, trial lens sets—and consider buying used equipment from peers who are several years ahead. JD’s father’s “tryout” approach to equipment sales suggests that students exercise caution: buyers should confirm that used equipment remains in good condition and that sellers—often classmates—were meticulous caretakers.

Exploring Scholarship and Repayment Options
Although not explicitly mentioned in the transcript, the implication is clear: many students overlook institutional scholarships, external grants, or service-based repayment programs. Proactively researching these options can alleviate debt burdens. For those moving to a new state or territory (like Puerto Rico), investigating state-specific loan repayment incentives or in-service training stipends could prove invaluable.

Embracing Community, Mentorship, and Networking

Seeking Out Faculty and Alumni Mentors
JD identified his dean as a pivotal mentor who guided him through clinical decisions and career planning. Every college typically offers multiple mentorship channels—academic advisors, faculty “office hours,” and alumni networks. Early engagement with mentors can ease clinical uncertainties (e.g., retinal exams, glaucoma management) and reveal hidden opportunities (research partnerships, leadership fellowships).

Forming Cohort Study and Support Groups
Nadia stressed that finding a “home” among first- and second-year peers proves essential, especially during challenging semesters. Forming small study pods, weekly check-ins, or group therapy sessions fosters accountability and emotional resilience. Like Svetlana and Douglas, students can benefit from communities beyond the school setting—hobby-driven meetups (basketball, hiking clubs) or service-oriented organizations—cultivating a sense of belonging and work-life balance.

Conclusion

Optometry school combines academic rigor, financial challenges, and emotional hurdles—but it also fosters lifelong friendships, professional mentorships, and a strong sense of purpose. By leveraging the lessons Jasdeep , Nadia, Svetlana, and Douglas share:

Initiate Custom Board Prep: Begin reviewing during that “free” summer.

Build a Support Network: Identify two peers for weekly study and mental health check-ins.

Budget Early: Draft a multi-year expense plan, including equipment and board costs.

Invest in Self-Care: Establish a daily mindfulness practice and schedule regular breaks.

Engage Selectively: Choose leadership roles and extracurriculars that align with personal goals.

Success in optometry school hinges not only on academic prowess but on proactive planning, emotional resilience, and strong community ties. Start these strategies now—your future self will thank you.

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