Tendances parmi les candidats en ophtalmologie non jumelés dans le cadre du Service canadien de jumelage des résidents

Background: Applicants to ophthalmology have high rates of going unmatched during the CaRMS process, but how this compares to other competitive or surgical specialties remains unclear. Our research aims to examine this phenomenon by identifying trends and comparing match data with other specialties, to identify disparities that may inform the need for future interventions to improve the match process for applicants. Methods: We used a cross-sectional analysis of data provided by CaRMS on the residency match from 2013 to 2022. Results: We obtained data from 608 ophthalmology, 5,153 surgery, and 3,092 top five (most competitive) specialty first choice applicants from 2013-2022. Ophthalmology applicants were more likely to go unmatched (18.9% [120/608]) than applicants to the top five (11.9% [371/3,092]) and surgical (13.5% [702/5,153]) specialties (p<0.001) and were twice as likely to rank no alternate disciplines (31.8%, p < 0.001) over the study period. In the first iteration, when alternate disciplines were ranked, the match rate to alternate disciplines was highest for ophthalmology applicants (0.41, p < 0.001). The majority (57.8%) of unmatched ophthalmology applicants do not participate in the second iteration. Conclusion: Compared to other competitive specialties, first choice ophthalmology applicants were more likely to go unmatched, rank no alternate disciplines, and choose not to participate in the second iteration. Ophthalmology applicant behaviours should be further studied to help explain these study findings.Contexte : Les candidats à l'ophtalmologie ont un taux élevé de non-jumelage au cours du processus CaRMS, mais une comparaison avec d'autres spécialités compétitives ou chirurgicales reste à faire. Notre travail a pour but d’examiner ce phénomène en identifiant des tendances et en comparant les données de jumelage avec celles d'autres spécialités, à la recherche de disparités susceptibles d'éclairer le besoin d'interventions futures pour améliorer le processus de jumelage pour les candidats. Méthodes : Nous avons procédé à une analyse transversale des données fournies par CaRMS sur le jumelage des résidents de 2013 à 2022. Résultats : Nous avons obtenu des données sur 608 candidats en ophtalmologie, 5 153 en chirurgie et 3 092 candidats dont le premier choix était l’une des cinq spécialités les plus compétitives de 2013 à 2022. Les candidats en ophtalmologie étaient plus susceptibles de ne pas être jumelés (18,9 % [120/608]) que les candidats aux cinq spécialités les plus compétitives (11,9 % [371/3 092]) et aux spécialités chirurgicales (13,5 % [702/5 153]) (p<0,001), et étaient deux fois plus susceptibles de ne classer aucune autre discipline (31,8 %, p<0,001) au cours de la période d'étude. Lors du premier tour, lorsque des disciplines alternatives ont été classées, le taux de jumelage avec les disciplines alternatives était le plus élevé pour les candidats en ophtalmologie (0,41, p<0,001). La majorité (57,8 %) des candidats non jumelés en ophtalmologie ne participent pas au deuxième tour. Conclusion : Comparativement à d'autres spécialités compétitives, les candidats dont le premier choix étaient l’ophtalmologie étaient plus susceptibles de ne pas être jumelés, de ne pas classer d'autres disciplines et de choisir de ne pas participer au deuxième tour. Les comportements des candidats en ophtalmologie devraient faire l'objet d'études plus approfondies afin d'expliquer nos résultats

Proposition d’un cadre d’apprentissage pour les soins virtuels

The way in which health care is delivered has rapidly changed since the onset of the COVID-19 pandemic, with a rapid increase in virtual delivery of clinical care. As a result, the learning environment (LE) in health professions education, which has traditionally been situated in the bricks-and-mortar clinical context, now also requires attention to the virtual space. As a frequently examined topic in the health professions literature, the LE is a critical component in the development and training of future healthcare professionals. Based on a published conceptual framework for the LE from Gruppen et al. in 2019, a conceptual framework for how the LE can manifest through virtual care space is presented here. The four components of personal, social, organizational, physical/virtual spaces are explored, with a discussion of how they can be integrated into virtual care. The authors provide suggestions that health professions educators can consider when adapting their LE to the virtual environment and highlight aspects of its integration that require further research and investigation.La prestation des soins de santé a connu un changement fulgurant depuis le début de la pandémie de la COVID-19, notamment en raison de la virtualisation des soins cliniques. Par conséquent, l’environnement d’apprentissage (EA) qui, dans l’enseignement traditionnel des professions de la santé, se situait dans un cadre clinique physique, doit désormais inclure l’espace virtuel. Sujet souvent exploré dans la littérature en sciences de la santé, l’environnement d’apprentissage est un élément essentiel de la formation des futurs professionnels de la santé. Nous proposons un cadre conceptuel, inspiré du cadre de l’EA élaboré par Gruppen et al. en 2019, sur la façon de définir un EA dans l’espace de soins virtuel. Après avoir exploré les quatre dimensions de l’espace, à savoir personnelle, sociale, organisationnelle et physique/virtuelle, les auteurs analysent la façon de les intégrer dans les soins virtuels. Ils formulent des suggestions à l’intention des enseignants des professions de la santé concernant l’adaptation de leur environnement d’apprentissage à l’environnement virtuel, tout en soulignant les aspects d’une telle intégration qui nécessitent des recherches plus approfondies

Development of a standardized Canadian undergraduate medical education ophthalmology curriculum

Objective: To create a standardized undergraduate medicine ophthalmology curriculum for Canadian medical schools.Design: Two-stage modified Delphi technique.Participants: Undergraduate ophthalmology leads at all the medical schools in Canada and 6 nonophthalmologist physicians with medical education expertise.Methods: In stage 1, a preliminary list of curricular objectives was developed using the 2018 Association of University Professors in Ophthalmology\u27s list of curricular objectives as a foundation. Subsequently, an online survey was sent to 24 individuals (18 ophthalmology undergraduate curriculum leads and 6 non-ophthalmology medical educators) at 17 institutions to evaluate the objectives using a 5-point Likert-type scale. In stage 2, the ophthalmology curriculum leads were invited to participate in a virtual meeting during which the list of curricular objectives was discussed and finalized by consensus.Results: In stage 1, a preliminary list of 76 learning objectives organized into 10 overarching topics was developed. A total of 21 survey responses were received (87.5% response rate), allowing for the creation of a revised list. In stage 2, five participants from four schools met, achieving consensus following one round of feedback. The final undergraduate ophthalmology curriculum contained 10 topics and 75 objectives; it covered common presentations of a variety of acute and chronic eye diseases that were felt to be relevant to a wide medical audience.Conclusions: The consensus obtained on a comprehensive list of undergraduate medicine ophthalmology curricular objectives identified in this study is the first of its kind in Canada. These objectives can be used by medical schools across Canada to standardize undergraduate ophthalmology teaching

A proposed learning environment framework for virtual care

The way in which health care is delivered has rapidly changed since the onset of the COVID-19 pandemic, with a rapid increase in virtual delivery of clinical care. As a result, the learning environment (LE) in health professions education, which has traditionally been situated in the bricks-and-mortar clinical context, now also requires attention to the virtual space. As a frequently examined topic in the health professions literature, the LE is a critical component in the development and training of future healthcare professionals. Based on a published conceptual framework for the LE from Gruppen et al. in 2019, a conceptual framework for how the LE can manifest through virtual care space is presented here. The four components of personal, social, organizational, physical/virtual spaces are explored, with a discussion of how they can be integrated into virtual care. The authors provide suggestions that health professions educators can consider when adapting their LE to the virtual environment and highlight aspects of its integration that require further research and investigation.La prestation des soins de santé a connu un changement fulgurant depuis le début de la pandémie de la COVID-19, notamment en raison de la virtualisation des soins cliniques. Par conséquent, l’environnement d’apprentissage (EA) qui, dans l’enseignement traditionnel des professions de la santé, se situait dans un cadre clinique physique, doit désormais inclure l’espace virtuel. Sujet souvent exploré dans la littérature en sciences de la santé, l’environnement d’apprentissage est un élément essentiel de la formation des futurs professionnels de la santé. Nous proposons un cadre conceptuel, inspiré du cadre de l’EA élaboré par Gruppen et al. en 2019, sur la façon de définir un EA dans l’espace de soins virtuel. Après avoir exploré les quatre dimensions de l’espace, à savoir personnelle, sociale, organisationnelle et physique/virtuelle, les auteurs analysent la façon de les intégrer dans les soins virtuels. Ils formulent des suggestions à l’intention des enseignants des professions de la santé concernant l’adaptation de leur environnement d’apprentissage à l’environnement virtuel, tout en soulignant les aspects d’une telle intégration qui nécessitent des recherches plus approfondies

Comparison of IOP measurements pre-and post-photorefractive keratectomy using pascal dynamic contour and Goldmann applanation tonometry

Purpose: To compare intraocular pressure (IOP) preoperatively and 6 months post-photorefractive keratectomy (PRK) using Pascal Dynamic Contour Tonometry (DCT) and Goldmann Applanation Tonometry (GAT).Setting: University of Ottawa Eye Institute (Ottawa, Ontario, Canada). Methods: Myopic patients undergoing PRK had IOP measured with DCT and GAT, as well as central corneal thickness (CCT) measurements at baseline and at 6 months post-surgery. A control group of age matched volunteers not undergoing surgery had similar measurements 6 months apart.Results: 10 patients undergoing PRK and 10 control patients were followed. IOP was not significantly changed in the PRK group pre-and postoperatively with DCT (p=0.4497) but decreased postoperatively with GAT (p=0.0042). CCT was decreased in patients undergoing PRK (p=0.0001).Conclusions: In patients who have undergone PRK, DCT measurements at 6 months postoperative are similar to preoperative indicating that this is a reliable method for tracking IOP in this group of patients. GAT significantly underestimated IOP postoperatively and therefore is not ideally suited for tracking changes in pressures post-PRK

Gender trends in match rate to surgical specialties in Canada: A retrospective study from 2003-2022

Background: In Canada, there is a recognized underrepresentation of women in the field of surgery. However, the extent to which this trend applies across various surgical specialties is not well delineated. The aim of this study is to identify existing disparities and trends over time to inform the need for future interventions to make the match process more equitable for applicants.Methods: Data regarding surgical specialty applicants was extracted from the Canadian Resident Matching Service (CaRMS)\u27s 2003 to 2022 reports.Results: A total of 9,488 applicants ranked surgical specialties as their first choice from 2003-2022. Increases in the proportion of women applicants comparing periods 2003-2007 to 2018-2022 were significant for cardiac surgery (22% to 43%, p = 0.03), general surgery (46% to 60%, pConclusions: While the proportion of women applicants to surgical specialties in Canada has been increasing, women remain underrepresented in several surgical specialties. This underrepresentation cannot be solely attributed to fewer women applying to these specialties, as women experience lower success rates when matching to specific surgical specialties. Further research is essential to identify and address the underlying causes of these disparities