title: Perceptions of recent ophthalmology residency graduates regarding preparation for practice.
abstract: OBJECTIVE
  To evaluate young ophthalmologists' perceptions of how well residency training prepared them for various aspects of their clinical practice.
  
  
  METHODS
  Self-administered survey.
  
  
  METHODS
  Two hundred sixty-nine United States ophthalmologists who have been in practice for < or =5 years.
  
  
  METHODS
  A 4-page questionnaire was mailed to a randomly selected sample of 900 U.S. members and fellows of the American Academy of Ophthalmology who had been in practice for < or =5 years.
  
  
  METHODS
  Comparison of perceived preparedness in clinical and nonclinical areas of ophthalmology practice.
  
  
  RESULTS
  Two hundred sixty-nine surveys were completed and returned (margin of error, +/-5%). Analysis of tabulated results indicated that 86% said they were extremely or very well prepared to practice comprehensive ophthalmology after residency training. Even so, about half of those respondents also desired some additional clinical training, and two thirds felt the need for some additional training in surgical areas (refractive, oculoplastics/orbital, glaucoma, retina, and pediatric ophthalmic surgery). At least 60% reported being not very or not at all well prepared in 6 of the nonclinical areas explored (business operations and finance, personal financial management, practice management skills, coding and reimbursement, political advocacy, and exposure to practice setting models). With the exception of personal financial management, most ophthalmologists thought training in all of these nonclinical areas was the responsibility of the residency training program.
  
  
  CONCLUSIONS
  The transition from residency training to successful, efficient, ethical, high-quality ophthalmic practice demands a number of skills in addition to diagnostic acumen and surgical ability. In general, the U.S. residency program graduates surveyed are comfortable with their clinical training, but less so with their training in nonclinical areas. Opportunities to help ophthalmologists prepare better for the transition to clinical practice after training appear to exist and might be addressed by training programs, professional organizations, informal physician networks, and other stakeholders.
authors.affiliation: Wilmer Ophthalmological Institute, Johns Hopkins University School of Medicine, Baltimore, Maryland 21287-9278, USA. pmcdonn1@jhmi.edu
authors.forename: Peter J
authors.initials: PJ
authors.lastname: McDonnell
authors.forename: Thomas J
authors.initials: TJ
authors.lastname: Kirwan
authors.forename: Gregory S
authors.initials: GS
authors.lastname: Brinton
authors.forename: Karl C
authors.initials: KC
authors.lastname: Golnik
authors.forename: Robert F
authors.initials: RF
authors.lastname: Melendez
authors.forename: David W
authors.initials: DW
authors.lastname: Parke
authors.forename: Ann
authors.initials: A
authors.lastname: Renucci
authors.forename: Jennifer Hasenyager
authors.initials: JH
authors.lastname: Smith
authors.forename: Ronald E
authors.initials: RE
authors.lastname: Smith
mesh_terms: D000328:Adult; D001291:Attitude of Health Personnel; D002983:Clinical Competence / Q000592:standards*; D003162:Competency-Based Education; D003479:Curriculum; D004503:Education, Medical, Graduate / Q000592:standards*; D005260:Female; D007722:Health Knowledge, Attitudes, Practice; D006306:Health Surveys; D006801:Humans; D007396:Internship and Residency; D008297:Male; D009885:Ophthalmology / Q000193:education*; D011364:Professional Practice / Q000592:standards*; D011795:Surveys and Questionnaires; D013663:Teaching / Q000592:standards; D014481:United States