Journal of Eye & Cataract Surgery Open Access

  • ISSN: 2471-8300
  • Journal h-index: 5
  • Journal CiteScore: 0.38
  • Journal Impact Factor: 0.29
  • Average acceptance to publication time (5-7 days)
  • Average article processing time (30-45 days) Less than 5 volumes 30 days
    8 - 9 volumes 40 days
    10 and more volumes 45 days

Abstract

How to teach cataract surgery? A realistic and recent review about methods for teaching cataract surgery

Although cataract removal is the most common elective surgery in some parts of the world, it demands uncommon motor control and concentration to be performed. According to the Accreditation Council for Graduate Medical Education– USA, residents must perform a minimum of 86 cataract surgeries during the three years of residency. However, studies have indicated that the complication rate of resident-performed cataract surgery only becomes acceptable after approximately 100 cases and the International Council of Ophthalmology outlines that specific skills, even advanced ones on cataract surgery should be mastered during residency. Advancements in cataract surgical technique and instrumentation have light-emitting diode to glorious outcomes for many patients. These improved outcomes have light-emitting diode to higher patient expectations that have fully grown exponentially over the years. These high expectations conjointly apply to residents playing cataract surgery. Most coaching programs are currently developing additional rigorous surgical curriculums to satisfy these higher demands and expectations. Once playing various cataract surgeries year once year, it’s usually onerous to recollect however troublesome it’s to be told cataract surgery. as a result of each step builds upon the previous one, every step should be performed meticulously with terribly high preciseness. In our teaching program, we’ve recently adopted the Alfred Dreyfus model of ability acquisition to higher prepare residents for playing surgery. During this new program, we tend to outline stages of learning, set expectations, give resources, and eventually, live and document progress.