Simulation-based training in residency education

Background. This article examines the ophthalmology residency training process at the M.M. Krasnov Research Institute of Eye Diseases (hereinafter, the Krasnov Institute). Simulation-based education has become one of the most effective approaches to physician training. In recent decades, simulation learning has evolved into a structured sequence that begins with mastering fundamental skills, progresses to procedural training, and concludes with team-based learning in realistic clinical settings. Simulation helps residents acquire specialized competencies, refine procedural techniques, and consolidate practical knowledge.

Purpose. To assess the feasibility and educational value of integrating a simulator-based module into the ophthalmology residency curriculum.

Methods. Several established curriculum-design frameworks were reviewed. The simulation module was planned and implemented following the key stages of curriculum development—analysis, design, development, implementation, and evaluation. The EYESI Surgical Simulator was used as the core training platform. Evidence from previous studies suggests that simulation training enhances both individual and team performance, strengthens confidence, and improves surgical proficiency. Embedding a simulation module in residency training encourages deliberate practice and structured debriefing, helping residents transfer their skills more effectively to the operating room. This study applied a stepwise cognitive formation model and a simulationbased design approach. At the first stage, we defined the technical procedures residents should competently perform by the end of their specialty training. The second stage focused on characterizing each procedure by its frequency, team size, patient risk or discomfort, and suitability for simulation-based learning. The third stage established the priority and sequence of these procedures within the curriculum.

Results. Published studies vary considerably in their design and analytical methods, and their findings remain inconsistent. Although many reports demonstrate clear benefits of simulation for developing procedural skills, additional evidence is needed to determine its overall educational impact. Future work should aim to create validated assessment tools and to examine how simulation-acquired competencies influence patient outcomes.

Conclusion. Integrating simulation modules into ophthalmology residency programs can meaningfully strengthen residents’ clinical competence and readiness for independent practice. Structured simulation-based training, such as EYESI modules, has the potential to raise the overall quality of postgraduate ophthalmic education.

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