Krungkraipetch Luksanaporn, Krungkraipetch Naruporn, Leelawongs Sasikarnt
Department of Ophthalmology, Faculty of Medicine, Burapha University, Chonburi, Thailand.
Erawan Hospital, Loei, Thailand.
BMC Med Educ. 2025 Mar 27;25(1):452. doi: 10.1186/s12909-025-07012-1.
Ophthalmology education is essential for equipping medical personnel to proficiently manage eye health concerns. This systematic review and meta-analysis evaluate ophthalmology education among medical students, medical schools, and physicians, identifying key gaps and areas for improvement.
A systematic search of electronic databases (PubMed, Cochrane Library, Web of Science, and Scopus) identified studies published between January 2006 and December 2024. Eligible studies assessed competency levels, training duration, curriculum alignment, and compliance with ICO guidelines. The Preferred Reporting Items for the PRISMA statement were used for our reporting of the study selection process. Meta-analyses were conducted using random-effects and fixed-effects models, with heterogeneity assessed using I² statistics. Multiple regression analyses examined predictors of ophthalmology competency. PROSPERO registration number: CRD42024604742.
Twelve studies from seven countries, involving 2,537 participants, were included. The pooled competency estimate was 62.5% (I² = 96.6%), with lower competency among medical students (55.8%) compared to physicians (83.3%). Training duration varied, with pooled estimates of 1.5 weeks for medical students, 2.5 weeks for medical schools, and 2.0 weeks for physicians. Curriculum alignment with ICO guidelines was 65% (I² = 96.2%), reflecting institutional variability. Compliance with ICO guidelines was also inconsistent (65%, I² = 99.2%). Multiple regression analysis identified competency level (β = 0.50, p < 0.001) and training duration (β = 0.42, p = 0.003) as the strongest predictors of ophthalmology education outcomes.
Significant disparities exist in ophthalmology education. Standardized curricula, extended training, and enhanced practical skill development are needed to improve competency among medical trainees.
Not applicable.
眼科教育对于培养医疗人员熟练处理眼部健康问题至关重要。本系统评价和荟萃分析评估了医学生、医学院校和医生的眼科教育情况，确定了关键差距和改进领域。
对电子数据库（PubMed、Cochrane图书馆、科学网和Scopus）进行系统检索，以确定2006年1月至2024年12月期间发表的研究。符合条件的研究评估了能力水平、培训时长、课程一致性以及对国际眼科理事会（ICO）指南的遵守情况。本研究选择过程的报告采用了PRISMA声明的首选报告项目。使用随机效应和固定效应模型进行荟萃分析，使用I²统计量评估异质性。多元回归分析检验了眼科能力的预测因素。PROSPERO注册号：CRD42024604742。
纳入了来自七个国家的12项研究，涉及2537名参与者。综合能力估计值为62.5%（I² = 96.6%），医学生的能力（55.8%）低于医生（83.3%）。培训时长各不相同，医学生的综合估计时长为1.5周，医学院校为2.5周，医生为2.0周。与ICO指南的课程一致性为65%（I² = 96.2%），反映出机构间的差异。对ICO指南的遵守情况也不一致（65%，I² = 99.2%）。多元回归分析确定能力水平（β = 0.50，p < 0.001）和培训时长（β = 0.42，p = 0.003）是眼科教育成果的最强预测因素。
眼科教育存在显著差异。需要标准化课程、延长培训并加强实践技能培养，以提高医学实习生的能力。
不适用。
