Ophthalmic DOPS and OSATS: The Handbook for Work-Based Assessments

1st Edition

Sam Evans

CRC Press
Published November 10, 2014
Reference - 148 Pages
ISBN 9781846195495 - CAT# K28099

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Summary

'Ophthalmology departments are among the busiest in any hospital, meaning that opportunities for direct teaching are limited, and the demand for juniors to undertake procedures is significant.' From the Preface Ophthalmology is a challenging and rewarding specialty that is underrepresented in undergraduate education and, consequently, trainee ophthalmologists often begin training with little or no experience in the specific skills required. This book provides the trainee ophthalmologist with a guide to a multitude of practical skills which form The Royal College of Ophthalmologists' syllabus. Using the College curriculum as a structure for the techniques discussed, each topic maintains a consistent format throughout, with RCOphth codes and target years of achievement, an aim, a list of equipment required and a methodical outline of the procedure. In some cases, discussion of the basic principles underlying an investigative technique, or the physiology of a particular sign, is included. Line drawings illustrate techniques where necessary, and vital 'pearls' of information are included as top tips for success. The appendix contains a concise summary of 50 major ophthalmic studies and papers, together with a summary of RCOphth and NICE guidance pertinent to ophthalmology. A much-needed addition to support the trainee's learning environment, Ophthalmic DOPS and OSATS: the handbook for work-based assessments serves as a vital reference as skills are learned and refined either in the workplace or during FRCOphth examination preparation. 'There are 179 competency requirements of the ophthalmology trainee embedded in The Royal College of Ophthalmologists' training curriculum. This may seem daunting to the trainee with little experience in ophthalmology in a learning environment that has hitherto been reliant on an apprenticeship model of experiential learning.' Patrick Watts in the Foreword

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