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Comparison of ophthalmic training in 6 English-speaking countries

      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.

      Résumé

      Objectif

      Comparer les principales caractéristiques des programmes de formation en ophtalmologie dans six pays anglophones : Australie, Nouvelle-Zélande, Canada, Irlande, Royaume-Uni et États-Unis.

      Méthodes

      Les principales caractéristiques examinées étaient le cheminement de carrière, la durée de la formation, la formation chirurgicale, les organismes de réglementation et de la structure d'examen. Sept ophtalmologistes ayant une connaissance personnelle des six systèmes ont contribué à l'étude. Les données recueillies viennent de la documentation, de ressources en ligne et de l'expérience personnelle des participants.

      Résultats

      Plusieurs différences ont été soulignées, dont la durée de la formation (de 4 à 9 ans après l'école de médecine), le nombre d'interventions chirurgicales comme la cataracte (de 86 à environ 600), et la structure de la formation postdoctorale.

      Conclusions

      Comme les stagiaires cherchent de plus en plus à acquérir de l'expérience internationale pour enrichir leurs connaissances et leurs compétences, il est de plus en plus pertinent de s'intéresser aux similitudes et aux différences entre les programmes de formation des pays. Certaines de ces différences tiennent aux besoins des patients et aux systèmes de soins de santé qui diffèrent d'un État à l'autre. Elles devraient toutefois inciter les professeurs à examiner plus attentivement leurs propres programmes de formation et à voir comment ils pourraient les améliorer.
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