Abigail T Fahim1, Matthew P Simunovic2, Zaid Mammo3, Danny Mitry4, Kaivon Pakzad-Vaezi5, Patrick Bradley4, Omar A Mahroo6. 1. Department of Ophthalmology and Visual Sciences, University of Michigan, Ann Arbor, MI, USA. Electronic address: ahteich@med.umich.edu. 2. Retinal Service, Sydney Eye Hospital, Sydney, Australia; Discipline of Ophthalmology, University of Sydney, Sydney, Australia; Nuffield Laboratory of Ophthalmology, University of Oxford, Oxford, United Kingdom. 3. Department of Ophthalmology and Visual Sciences, University of British Columbia, Vancouver, British Columbia, Canada. 4. Retinal Service, Moorfields Eye Hospital, London, United Kingdom. 5. Department of Ophthalmology and Visual Sciences, University of British Columbia, Vancouver, British Columbia, Canada; Retinal Service, Moorfields Eye Hospital, London, United Kingdom. 6. Department of Ophthalmology and Visual Sciences, University of British Columbia, Vancouver, British Columbia, Canada; Institute of Ophthalmology, University College London, London, United Kingdom; Department of Ophthalmology, King's College London, St Thomas' Hospital Campus, London, United Kingdom.
Abstract
OBJECTIVE: To compare key characteristics of ophthalmology training programs in 6 different English-speaking countries: Australia, New Zealand, Canada, Ireland, the United Kingdom, and the United States. PARTICIPANTS: Seven ophthalmologists with personal knowledge of all 6 systems contributed. METHODS: The main features examined were career pathway, duration of training, surgical training, governing bodies, and examination structure. Data were collected from the literature, online resources, and personal experience. RESULTS: Several differences were highlighted, including length of training (ranging from 4 to 9 years after medical school), number of surgical procedures such as cataracts (ranging from minimum 86 to approximately 600), and structure of fellowship training. CONCLUSIONS: As trainees increasingly seek international experience to enhance their knowledge and skills, the similarities and differences between training programs in different countries have become more relevant. Some of these differences may reflect differing needs of different patient populations and different healthcare delivery systems across the globe. However, these differences should also prompt educators to more carefully scrutinize their own training system and search for potential improvements.
OBJECTIVE: To compare key characteristics of ophthalmology training programs in 6 different English-speaking countries: Australia, New Zealand, Canada, Ireland, the United Kingdom, and the United States. PARTICIPANTS: Seven ophthalmologists with personal knowledge of all 6 systems contributed. METHODS: The main features examined were career pathway, duration of training, surgical training, governing bodies, and examination structure. Data were collected from the literature, online resources, and personal experience. RESULTS: Several differences were highlighted, including length of training (ranging from 4 to 9 years after medical school), number of surgical procedures such as cataracts (ranging from minimum 86 to approximately 600), and structure of fellowship training. CONCLUSIONS: As trainees increasingly seek international experience to enhance their knowledge and skills, the similarities and differences between training programs in different countries have become more relevant. Some of these differences may reflect differing needs of different patient populations and different healthcare delivery systems across the globe. However, these differences should also prompt educators to more carefully scrutinize their own training system and search for potential improvements.