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Background <p>Artificial intelligence (AI) and clinical informatics (CI) are strategic priorities for UK ophthalmology, with the Royal College of Ophthalmologists identifying education and training as central to safe implementation. However, formal CI/AI training is not currently embedded within the Ophthalmic Specialty Training (OST) curriculum. This study aimed to evaluate trainees’ baseline knowledge, access to training and perceived educational needs to inform future curriculum development.</p> Methods <p>We conducted a national cross-sectional online survey of UK ophthalmology trainees between January and June 2025. A bespoke questionnaire was developed in accordance with the CHERRIES framework and informed by national policy and the NHS England DART-Ed digital competency framework. Content validity was strengthened through expert review by members of the Royal College of Ophthalmologists Informatics Working Group. The anonymised survey assessed baseline knowledge, perceived clinical relevance, access to training, educational preferences and career intentions. Quantitative data were analysed descriptively and free-text responses underwent inductive thematic analysis.</p> Results <p>Seventy-one trainees responded, representing all UK training deaneries and all training grades. Most reported only basic or no knowledge of CI (76%) or AI (76%), with limited access to deanery-level training. Support for formal education was high (CI 70%; AI 80%). Nearly half (49%) wished to incorporate CI/AI into future consultant roles. Trainees favoured blended, clinically relevant training models combining online learning, regional teaching and supervised project work. Qualitative themes emphasised foundational literacy, governance and safety, practical application and flexible delivery.</p> Conclusions <p>UK ophthalmology trainees demonstrate majority support for structured CI/AI education, with over 70% supporting formal training in both domains, despite limited current provision. These findings support integration of digital competencies within the OST curriculum, aligned with national frameworks, to prepare the future workforce for safe and effective AI-enabled ophthalmic care.</p>

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Artificial intelligence and clinical informatics in UK ophthalmology training: a national cross-sectional survey

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  • 发表日期：

    2026年5月21日

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  • Thomas Nash,
  • Rishi Ramessur,
  • Alan Roy Abraham,
  • Peter Thomas

摘要

Background

Artificial intelligence (AI) and clinical informatics (CI) are strategic priorities for UK ophthalmology, with the Royal College of Ophthalmologists identifying education and training as central to safe implementation. However, formal CI/AI training is not currently embedded within the Ophthalmic Specialty Training (OST) curriculum. This study aimed to evaluate trainees’ baseline knowledge, access to training and perceived educational needs to inform future curriculum development.

Methods

We conducted a national cross-sectional online survey of UK ophthalmology trainees between January and June 2025. A bespoke questionnaire was developed in accordance with the CHERRIES framework and informed by national policy and the NHS England DART-Ed digital competency framework. Content validity was strengthened through expert review by members of the Royal College of Ophthalmologists Informatics Working Group. The anonymised survey assessed baseline knowledge, perceived clinical relevance, access to training, educational preferences and career intentions. Quantitative data were analysed descriptively and free-text responses underwent inductive thematic analysis.

Results

Seventy-one trainees responded, representing all UK training deaneries and all training grades. Most reported only basic or no knowledge of CI (76%) or AI (76%), with limited access to deanery-level training. Support for formal education was high (CI 70%; AI 80%). Nearly half (49%) wished to incorporate CI/AI into future consultant roles. Trainees favoured blended, clinically relevant training models combining online learning, regional teaching and supervised project work. Qualitative themes emphasised foundational literacy, governance and safety, practical application and flexible delivery.

Conclusions

UK ophthalmology trainees demonstrate majority support for structured CI/AI education, with over 70% supporting formal training in both domains, despite limited current provision. These findings support integration of digital competencies within the OST curriculum, aligned with national frameworks, to prepare the future workforce for safe and effective AI-enabled ophthalmic care.