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Perceived satisfaction of ophthalmology residents with the current Iranian ophthalmology curriculum

Authors Mostafaei A, Hajebrahimi S

Published 26 August 2011 Volume 2011:5 Pages 1207—1210


Review by Single anonymous peer review

Peer reviewer comments 2

Ali Mostafaei1, Sakineh Hajebrahimi2
Ophthalmology Department, Nikookari Eye Center, Tabriz University of Medical Sciences, Tabriz, Iran; 2Iranian Center for Evidence Based Medicine, Tabriz University of Medical Sciences, Tabriz, Iran

Objective: To assess the level of perceived satisfaction with the current Iranian ophthalmology curriculum in ensuring that residents acquire required competencies in various ophthalmology fields.
Methods: A closed-ended questionnaire was circulated to 100 residents or recently graduated ophthalmologists in Iran to measure their level of satisfaction about clinical conferences, journal clubs, scientific lectures, wet lab, simulation, evidence-based practice, and outpatient clinic and operating room training. They also cited the main barriers to a successful board exam.
Results: Ninety-nine questionnaires were completed and returned. Mean age of the responders was 31 ± 4.56 years. A total of 36 (36.4%) responders expressed an overall satisfaction about the residency program, and 49 (49.5%) did not feel happy about the state of teaching evidence-based decision making. They identified cataract surgery and eyeglass prescription as the most common regularly functioning modalities in their centers. The majority of the participants stated they have received appropriate training in cataract surgery (71%), but only 9% were satisfied with the provided training in glaucoma or vitreous and retinal surgery. Nevertheless, their overall satisfaction with their outpatient skills was good.
Conclusion: The ophthalmologists felt quite confident in management of uncomplicated cases, especially cataract surgery at the level of general ophthalmology, but future studies can assess the effect of new practice-based teaching methods on the residents' clinical training and eventually on patient care.

Keywords: trainees’ perspectives, clinical training, assessment, diagnosis

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