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Abstract: Purpose: Analyse the results of a European Board of Ophthalmology (EBO) survey on post-residency training (fellowship) opportunities across Europe, providing insights from ophthalmic educators on the current landscape. Methods: A cross-sectional study was conducted using an anonymous 31-question online survey distributed to educators in all EBO-affiliated countries. Results: The response rate was 61% with participation of 392 ophthalmic educators. Despite broad participation, Southwestern Europe was overrepresented, while Northern and Central Europe were underrepresented, affecting regional balance. Respondents had a mean age of 51 ± 11 years, with 37.8% as professors and 46.6% as department heads. Most (54.1%) were affiliated with university hospitals. The reported median percentage of residents pursuing post-residency training was 25%, varying between 15% and 100%, with 15.3% of respondents uncertain about their existence, especially in non-university hospitals. Post-residency training durations were predominantly 1 or 2 years. National diplomas were highly valued except in the United Kingdom; language proficiency was required in 84.2% of countries. Respondents reported a median of three positions per department, with 60% filled by local residents. Surgical activity accounted for 65%, with regional variations, whereas 40% of positions involved research. Observerships remained rare (10%). Financial compensation was provided in 67% of cases. A national medical licence was deemed essential, whereas the EBO diploma and letters of recommendation were moderately valued, especially in Northern Europe. Fellowships were highly recommended by 76.2%, while 63% believed that grants would improve access to positions. Conlusion: This survey represents the largest data set on post-residency training in Europe. Results highlight a lack of cohesion in fellowship opportunities, with many respondents uncertain about national programmes. A national medical licence remains the primary requirement, while language proficiency and financial support are key factors influencing access. Institutional support for medical educators is increasing, yet challenges persist regarding time, resources and funding. Focusing on subspecialty training and research, fellowships are crucial for career progression. Expanding training opportunities through international initiatives could further enhance accessibility and standardisation across Europe.
Keywords: Europe, fellowship, medical education, ophthalmology, post-residency training, sub-specialisation, survey
Published in DiRROS: 09.04.2026; Views: 90; Downloads: 56
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Abstract: Purpose: To report national practices and recent progress in competency-based medical education (CBME) implementation in ophthalmology across European countries. Methods: A 30-question online survey was emailed to European Union of Medical Specialists (UEMS) ophthalmology section delegates, European Board of Ophthalmology Diploma (EBOD) examiners and presidents of ophthalmology societies affiliated with UEMS/EBO. Results: A total of 230 ophthalmologists with an average age of 54.7 years [30-77] and from 28 countries completed the survey. Half of them had been involved as medical educators for more than 10 years. The majority (74%) exercised their educational role in a University Hospital. Ninety six percent of them dedicated less than 50% of their activity to teaching. A third dedicated more than a half of their activity to patient care. The teaching of skills reported (medical, surgical, research, attitudinal and theoretical knowledge) was significantly better applied than their assessment. While 91% of the respondents found it necessary to harmonize European Training Requirements (ETR) in ophthalmology, competency-based education concepts were rarely implemented in their country (for instance, 8% for CBME; 6% for entrustable professional activities (EPAs) and 3% for ETR). Conclusions: Despite considerable diversity in European residency programmes, post-graduate medical education leaders in ophthalmology agree on the need to find a platform for equivalence in the content of the basic training requirements that constitute the professional identity of a practicing ophthalmologist.
Keywords: European Board of Ophthalmology, European Training Requirements, European Union of Medical Specialists, competency-based medical education, entrustable professional activities, ophthalmology residency curriculum
Published in DiRROS: 26.03.2026; Views: 133; Downloads: 86
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Keywords: education, attaining knowledge, environmental sustainability, understanding of environmental sustainability, TIMSS, TIMSS 2023, European education systems, data
Published in DiRROS: 24.03.2026; Views: 143; Downloads: 93
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Abstract: The development of reading literacy in the contemporary context, characterised by the predominance of digital technology, poses a significant pedagogical challenge. In the Slovenian higher education system, future preschool and primary school teachers are educated at the Faculty of Education, which enables developmental continuity in pedagogical approaches from kindergarten to primary school. This article reports the findings of a study involving prospective preschool and primary school teachers who participated in projects designed to cultivate digital literacy to enhance teaching efficacy through the use of digital technology. The study employed a qualitative approach. In the first phase, students reflected on their individual trajectories of reading literacy development. In the second phase, participants considered the advantages and disadvantages of developing reading literacy through digital technology, drawing on their personal experiences of learning to read and of using digital tools in pedagogical contexts.
Keywords: literacy, digital technology in education, preschool, primary school
Published in DiRROS: 24.03.2026; Views: 161; Downloads: 89
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Abstract: Objectives: The objectives were to determine the structure of training programmes and assessment of physicians training to become infectious disease (ID) specialists in Europe in early 2024 and to document the provision of specialists, trainees and training centres in each country. Methods: Delegates to the ID Section and Board of the European Union of Medical Specialists entered national data on a web-based survey tool in late 2023eearly 2024. Results were compared with European Union of Medical Specialists recommendations on the structure and content of postgraduate training in ID in Europe (2018), and to results of a similar survey in early 2021. Results: Responses were received from all 35 countries; 27/35 (77%) recognize ID as an independent speciality and 7/35 (20%) as a subspeciality. Spain does not officially recognize the speciality. In Cyprus, Iceland, and Luxembourg, despite official recognition of the sub-/speciality, ID training must be completed abroad. Paediatric ID was recognized in 16/35 (46%) countries. The number of adult ID specialists varied from 78.8 per million inhabitants in Sweden to 0.6 in Germany. Only 7/31 (23%) national programmes provide the minimum recommended 6 months of training in medical microbiology. Assessment methods included logbooks/portfolios in 25/31 (81%), final examinations in 25/31 (81%) and workplace-based assessments in 21/31 (68%). Discussion: There has been little change since 2021 in speciality status or in structure and content of training programmes across Europe. There have been large increases in training position numbers in several countries, possibly in response to COVID-19. Continued low compliance with the 2018 recommendations to increase exposure to medical microbiology during training highlights the slow pace of change. Logistic barriers to change and to harmonization across Europe remain and are discussed in the context of published concerns of trainees.
Keywords: evaluation mechanisms, infectious diseases, medical education, preparedness, specialization, training programmes
Published in DiRROS: 09.03.2026; Views: 182; Downloads: 111
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