Member Feature: Ayda Shahidi on Connecting Vision Care, Research and Learning

A focus on knowledge that reaches practice

Ayda Shahidi, OD PhD FAAO, is Director of Global Clinical Operations – Vision Care at Bausch + Lomb in Rochester, United States. Her professional perspective brings together clinical research, vision care, leadership and education. At the center of that perspective is a clear interest in sharing experience and helping others connect scientific knowledge with the realities of clinical practice.

For Shahidi, teaching is not presented as a one-way transfer of information. It is a way to encourage curiosity, support professional growth and create room for thoughtful questions. In a field that depends on both scientific understanding and practical judgment, that connection can help learners see how concepts may inform the decisions and conversations that arise in clinical settings.

Teaching with purpose

Shahidi describes a passion for teaching and sharing her experience across clinical research, vision care and leadership. That combination suggests an approach that values broad professional development alongside technical learning. Scientific knowledge is important, but its value becomes more immediate when people can consider how it relates to real-world care and the responsibilities of their roles.

Her stated aim is to inspire and mentor the next generation of eye care professionals. Mentorship can take many forms: making time for questions, encouraging reflection, offering perspective drawn from experience or helping a developing professional identify areas for continued learning. Shahidi’s emphasis on mentoring points to the importance of professional communities in which knowledge can be shared rather than held in isolation.

This outlook also recognizes that learning does not end with a credential, a new position or a single training experience. Continuous learning remains relevant as professionals encounter new questions, deepen their understanding and build confidence in applying what they know. A learning mindset can make room for both expertise and humility, especially when clinical practice calls for careful thinking.

Curiosity and critical thinking

Curiosity is a recurring part of Shahidi’s educational purpose. In vision care and clinical research, curiosity can encourage people to ask why an approach is used, what information is available and how evidence may relate to a particular practice context. It can also help learners move beyond memorization toward a more active engagement with ideas.

Critical thinking is closely connected to that process. Rather than treating knowledge as static, critical thinking invites professionals to examine questions carefully, consider what they know and recognize where more learning may be needed. Shahidi’s focus on fostering this habit reflects an interest in preparing others not only to absorb information, but also to evaluate and apply it thoughtfully.

That preparation matters in professional environments where collaboration is often essential. Researchers, clinicians, educators and operational teams may bring different experiences to the same conversation. A shared commitment to clear thinking and ongoing learning can support productive dialogue across those perspectives. It can also help emerging professionals understand that their growth may be strengthened by listening as well as contributing.

Leadership as an enabling practice

In her role in global clinical operations for vision care, Shahidi’s interest in leadership sits alongside her commitment to education. Her synopsis frames leadership in terms of empowering others to grow professionally, think critically and make a meaningful impact on patient care. This is an aspirational view of leadership: one that emphasizes creating conditions in which others can develop their capabilities.

Empowerment does not require a single formula. It can begin with encouraging people to take ownership of their learning, seek clarification when needed and approach challenges with care. It can also involve recognizing that professional growth is individual. Some learners may benefit from structured guidance, while others may gain confidence through discussion, reflection and opportunities to connect theory with practice.

Shahidi’s stated focus keeps patient care in view while avoiding a narrow definition of professional success. Growth can include stronger scientific understanding, more effective communication, greater confidence in critical thinking and a sustained willingness to learn. These qualities can be meaningful for people at different stages of an eye care career.

Looking ahead

The message behind Shahidi’s professional goals is one of connection: between research and practice, experience and mentorship, curiosity and disciplined thought, and individual development and patient-centered purpose. Her interest in teaching reflects a belief that sharing knowledge can help others build their own paths in vision care.

For aspiring and established eye care professionals alike, that message offers a practical reminder. Learning can be continuous, questions can be valuable and professional experience can become more useful when it is shared. By encouraging others to grow, think critically and remain curious, Shahidi highlights the enduring role of education in shaping thoughtful practice and future leadership.