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Background <p>The satisfaction of ophthalmology residents depends on various factors, such as the working environment, structured training, surgical training, working hours, and the work–life balance. The extent to which the situation is currently adapted to the needs of young colleagues was the subject of this study.</p> Methods <p>A&#xa0;total of 1356 medical colleagues in specialist training were invited to answer a&#xa0;16-question online questionnaire distributed via the German Society of Ophthalmology. Data were collected on demographics, structuring of training, and expectations of good education. In addition to a&#xa0;descriptive evaluation, variance analyses were carried out.</p> Results <p>Of the invited ophthalmology residents, 343 (25.3%) took part in the survey (64.7% female, 34.9% male). Of these respondents, 42.9% were employed at a&#xa0;university hospital, 23.9% at a&#xa0;non-university hospital, and 33.2% in a&#xa0;private practice. According to the majority of respondents, the most important factors for good training were clinical training (90.4%) and the leadership behavior of supervisors (66.4%). In contrast, pay and adherence to working hours were seen as less important factors. The majority (59.1%) of respondents stated that there were no structured guidelines for further training in their organizations. Training in laser treatments was provided to 91.7% of participants, training in intravitreal drug administration to 63.1%, and training in eyelid and extraocular surgery to 44.3%. Training in intraocular surgery was provided to 13.5% of participants.</p> Conclusion <p>The present data collection shows once again that the achievement of the objectives of the specialist catalogue is of decisive importance for satisfied and successful specialist training. Furthermore, the majority of respondents denied the existence of structured specialist training, which underscores the need for a&#xa0;standardized curriculum.</p>

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Ansätze zur Nachwuchsförderung in der Augenheilkunde – Unterstützung der klinischen Ausbildung innerhalb der Facharztweiterbildung

  • 期刊论文

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  • 发表日期：

    2026年5月19日

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  • Jens Heichel,
  • Claudia Schuart,
  • Nikolaos E. Bechrakis,
  • Philip Gass,
  • Miltiadis Fiorentzis

摘要

Background

The satisfaction of ophthalmology residents depends on various factors, such as the working environment, structured training, surgical training, working hours, and the work–life balance. The extent to which the situation is currently adapted to the needs of young colleagues was the subject of this study.

Methods

A total of 1356 medical colleagues in specialist training were invited to answer a 16-question online questionnaire distributed via the German Society of Ophthalmology. Data were collected on demographics, structuring of training, and expectations of good education. In addition to a descriptive evaluation, variance analyses were carried out.

Results

Of the invited ophthalmology residents, 343 (25.3%) took part in the survey (64.7% female, 34.9% male). Of these respondents, 42.9% were employed at a university hospital, 23.9% at a non-university hospital, and 33.2% in a private practice. According to the majority of respondents, the most important factors for good training were clinical training (90.4%) and the leadership behavior of supervisors (66.4%). In contrast, pay and adherence to working hours were seen as less important factors. The majority (59.1%) of respondents stated that there were no structured guidelines for further training in their organizations. Training in laser treatments was provided to 91.7% of participants, training in intravitreal drug administration to 63.1%, and training in eyelid and extraocular surgery to 44.3%. Training in intraocular surgery was provided to 13.5% of participants.

Conclusion

The present data collection shows once again that the achievement of the objectives of the specialist catalogue is of decisive importance for satisfied and successful specialist training. Furthermore, the majority of respondents denied the existence of structured specialist training, which underscores the need for a standardized curriculum.