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Contents
The specialty of Ophthalmology is concerned with the screening, diagnosis,
prevention and management of optical, medical, and surgical disorders of the eye.
Upon completion of the Ophthalmology Resident Program, a resident is expected to
be a competent Ophthalmologist capable of assuming a consultant’s role in the
specialty. The resident must acquire a working knowledge of the theoretical basis of
the specialty, including its foundations in the basic medical sciences and research.
The Ophthalmologist must possess a sound knowledge of the general principles of
surgery and medicine. Ophthalmology embraces some aspects of neurology,
pathology, plastic surgery, dermatology, microbiology, and other specialties, and the
graduate must have knowledge in these fields as they relate to Ophthalmology.
(RCPSC)
This Resident manual provides a complete orientation to the Ophthalmology
residency program at McMaster University.
Faculty & Staff
Dr. John Harvey
Professor
Oculoplastics
Academic Division Head, Division of
Ophthalmology
Director of Oculoplastic, Reconstructive,
Lacrimal and Orbital Service
Contact Information:
For inquiries please contact Joanne
Verboom, Administrative Assistant
Phone: 905-573-7777 x38095
Fax: 905-573-4826
Email: [email protected]
Dr. Nina Ahuja
Associate Clinical Professor
Ophthalmology
Residency Program Director, Division of
Ophthalmology
Contact Information:
Phone: 905-575-7050
Fax: 905-297-7597
Residency Program Coordinator:
Julia Smerilli
Email: [email protected]
Phone: 905-573-7777 x38060
Dr. Keith Mann
Assistant Clinical Professor
Ophthalmology
Optics
Contact Information:
Phone: 905-627-4975
Fax: 905-627-7553
Dr. Amadeo Rodriguez
Assistant Professor
Neuro-Ophthalmology
Contact Information:
For inquiries please contact Grace
Palumbo, Administrative Assistant
Phone: 905-573-7777 x38052
Fax: 905-573-4858
Email: [email protected]
Dr. Yasser Khan
Assistant Clinical Professor
Ophthalmology
Contact Information:
Phone: 905-456-9500
Fax: 905-456-9508
Dr. Varun Chaudhary
Assistant Professor
Ophthalmology and Vitreoretinal Surgery
Contact Information:
For all inquiries please contact Sarah Dion,
Administrative Assistant
Phone: 905-573-7777 x38058
Fax: 905-573-4858
Email: [email protected]
Research Support Staff:
Michael Mak
Phone: 905-573-7777 x38070
Fax: 905-573-4858
Email: [email protected]
Dr. Dalia Eino
Assistant Clinical Professor
Ophthalmology
Contact Information:
Phone: 905-527-4975
Fax: 905-627-7553
Dr. Patricia Harvey
Assistant Professor
Retina
Contact Information:
For inquiries please contact Joanne
Verboom, Administrative Assistant
Phone: 905-573-7777 x38095
Fax: 905-573-4826
Email: [email protected]
Dr. Enitan Sogbesan
Assistant Professor
Ophthalmology- Glaucoma
Contact Information:
For inquiries please contact Sarah Boers,
Administrative Assistant
Phone: 905-573-7777 x38311
Fax: 905-573-4858
Email: [email protected]
Dr. Gloria Isaza
Associate Clinical Professor
Pediatric Ophthalmology
Contact Information:
For all inquiries please contact Chara
Adema, Administrative Assistant
Phone: 905-521-2100 x76662
Clinic: 905-521-2100 x72400
Fax: 905-521-2332
Email: [email protected]
Dr. Kourosh Sabri
Assistant Professor
Pediatric Ophthalmology
Contact Information:
For all inquiries please contact Ashley
Warwick, Administrative Assistant
Phone: 905-521-2100 x73509
Fax: 905-570-8968
Email: [email protected]
Dr. Anne Beattie
Assistant Clinical Professor
Ophthalmology
Contact Information:
Phone: 905-525-7907
Fax: 905-525-9186
Dr. James Csordas
Assistant Clinical Professor
Contact Information:
Phone: 905-525-7907
Fax: 905-525-9186
Dr. Frederick Inch
Associate Professor
Dr. Lawrence Kobetz
Assistant Clinical Professor
Ophthalmology
Contact Information:
Phone: 905- 574-4666
Dr. Jeffrey Sher
Assistant Clinical Professor
Ophthalmology
Contact Information:
Phone: 905-318-5338
Fax: 905-318-5313
Dr. Robert Adam
Assistant Clinical Professor (Adjunct)
Ophthalmology
Dr. Narendra Armogan
Assistant Clinical Professor (Adjunct)
Ophthalmology
Contact Information:
For all inquiries please contact Allison
Majeed, Administrative Assistant
Phone: 905-212-9482 x311
Dr. Steve Arshinoff
Assistant Clinical Professor (Adjunct)
Ophthalmology
Dr. George Beiko
Assistant Clinical Professor (Adjunct)
Ophthalmology
Dr. Rajiv Bindlish
Assistant Clinical Professor (Adjunct)
Ophthalmology
Dr. James Martin
Assistant Clinical Professor
Ophthalmology
Contact Information:
Phone: 905-522-3563
Dr. Khalid Hasanee
Assistant Clinical Professor (Adjunct)
Ophthalmology
Contact Information:
Phone: 905-469-6666
Fax: 905-469-3171
Dr. Wesley Nash
Assistant Clinical Professor
Ophthalmology
Contact Information:
Phone: 905-527-5559
Fax: 905-527-3883
Dr. Yasser Khan
Assistant Clinical Professor
Ophthalmology
Contact Information:
Phone: 905-456-9500
Fax: 905-456-9508
Dr. Aaron Rifkind
Assistant Clinical Professor
Ophthalmology
Contact Information:
Phone: 905-549-6123
Fax: 905-548-0770
Dr. Navdeep Nijhawan
Assistant Clinical Professor (Adjunct),
Section Heads by Subspecialty
Dr.
Dr.
Dr.
Dr.
Dr.
Dr.
Dr.
Dr.
Dr.
Dr.
John Harvey
Varun Chaudhary
Dalia Eino
Pat Harvey
Khalid Hasanee
Gloria Isaza
Yasser Khan
Keith Mann
Amadeo Rodriquez
Jeffrey Sher
Division head, Department Chief
Retina
Comprehensive, Cataract/IOL theory
Resident Research
Glaucoma
Pediatrc Ophthalmology
Oculoplastics
Optics
Neuro-Ophthalmology
Cornea and External Disease
Residents
Dr. Joshua Teichman PGY5
Email: [email protected]
Dr. Gamal Seif PGY4
Email: [email protected]
Dr. Vasudha Gupta PGY3
Email: [email protected]
Dr. Manreet Alangh PGY2
Email: [email protected]
Dr. Brian Chan PGY1
Email: [email protected]
Dr. Christopher McLaughlin PGY1
Email: [email protected]
Program Overview
The PGY1 year offers a broad range of clinical experiences prior to beginning core training in
ophthalmology in PGY2. Specific attention is given to those areas of medicine and surgery that
relate most to ophthalmology, including endocrinology, neurology, neuroradiology, dermatology,
rheumatology, and plastic surgery.
The PGY2 thru PGY5 years constitute the four core years of ophthalmology training. The fortyeight months are divided into three sixteen-month cycles, each cycle consisting of eight twomonths rotations. Each two-month rotation is subspecialty service based, with learning sites
ranging from private offices, hospital clinics and ORs. Residents are exposed to each subspecialty
in each of the three cycles, thereby allowing graduated learning and acquisition of skills
appropriate for resident level of training.
Objectives of Training in Ophthalmology
The four core years of training in ophthalmology are designed to meet the objectives and specific
requirements of training established by the Royal College, in CanMEDS format:
The role of "Medical Expert" is imparted through clinical, didactic, and self-study programs that
include periodic review and evaluation by faculty. During the PGY2 & 3 years, each resident
independently studies the thirteen sections of the Basic & Clinical Science Course given by the
American Academy of Ophthalmology. At the end of the PGY2 year towards the beginning of
PGY3, each resident attends a formalized Basic and Clinical Science Course in ophthalmology,
taught by leading experts at either Lancaster or Stanford University, USA. During the PGY4 year,
each resident attends an Ophthalmology Board Exam review course at a leading academic center
for ophthalmic training and research. In the PGY5 year, each resident attends the Annual Meeting
of the American Academy of Ophthalmology. There are several hundreds of courses are offered at
this meeting, allowing ample opportunity to pursue specific interests and to enhance special skills.
In addition to the various courses listed above, our on-site academic program consists of weekly
grand rounds alternating with clinical rounds (September to June) to discuss interesting cases,
ethical issues, and research presentations; a visiting professor program with presentation to the
department, followed by an academic half-day session with the residents; bimonthly journal clubs
(September to June) to develop critical thinking skills and establish evidence-based practice
patterns; and an academic half-day series of lectures given on a two-year cycle, to ensure up-todate and comprehensive acquisition of knowledge in each subspeciality. Attendance at local and
surrounding area academic events are also encouraged, including Stringer Day (Hamilton), Sally
Letson (Ottawa), Walter Wright (Toronto), and Jack Crawford Day (Toronto).
Competency in the use and interpretation of various diagnostic modalities is attained during
clinical rotations throughout residency training in a progressive manner. Laser and other surgical
skills are acquired using a planned and graduated approach, with progressive involvement and
increasing responsibility beginning early in the core years of the program. Skills in acute care and
trauma are acquired through emergency call, and clinics in the various rotations. Skills in longterm care of patients are also acquired and developed through clinics in the various rotations. In-
patient consultation for patients on other medical and surgical services are provided by residents,
commencing in their PGY2 year.
Formal evaluation of knowledge is carried out internally with faculty involvement by mock written
examination administered each winter, mock oral examination administered each spring, and
evaluation following each of the two-monthly rotations based on rotation-specific goals and
objectives in CanMEDS format. Formal evaluation is also carried out externally by the
standardized multiple-choice examination administered annually to all residents in Ophthalmology
in the United States and Canada (Ophthalmic Knowledge Assessment Program (OKAP)), serving to
rank resident knowledge across several domains relative to fellow residents in the same level of
training. The Program Director meets with residents every six months to review and discuss the
sum of evaluations.
"Communication" and "Collaboration" skills are nurtured and evaluated during clinical and
surgical rotations to ensure that each resident is able to communicate and appropriately
collaborate with patients, patients’ families, fellow students and colleagues (including medical
students, residents, clinical fellows, referring and consultant physicians), and other members of
the health care team (including nurses, social workers, orthoptists, ophthalmic technicians, Eye
Bank personnel, and workers from the Canadian National Institute for the Blind).
"Management" skills are taught during clinical and surgical rotations, with our program having
the added benefit of exposure to various practice patterns and management styles as residents
learn at various teaching sites, each with its own unique structure. Participation in external
courses such as "Future Focus" offered by the Canadian Ophthalmologic Society are also
encouraged, to provide further insight into patient and practice management issues. Dedicated
computer resources for residents are also available, to allow easy access to electronic information
technology.
"Health Advocate" skills are acquired through caring for individual patients while identifying and
actively addressing needs unique to each patient. Modeling by faculty, case discussions at rounds
and journal clubs, and participation in interest groups further encourage understanding of the
physician’s role as one who provides excellent medical and surgical care of disease, while treating
the person by identifying and offering appropriate resources as required, eg access to low vision
services.
In addition to the various elements of our academic program, "Scholarship" is fostered through
resident attendance and participation at meetings and conferences held by our national and
international specialty societies. Each resident is also required conduct original research leading to
presentation and publication.
"Professionalism" is developed through modeling by faculty, and by discussion of various
elements of behavior with residents as examples arise in aspects of patient care, interactions with
colleagues, practice management, and professional development. Self-assessment and the ability
to recognize and acknowledge one’s limitations are emphasized. Residents are observed in daily
interactions to ensure behaviors are in keeping with the ethical standards and responsibilities of a
professional physician.
Research
During the course of residency training, residents are required to conduct at least one original
randomized controlled trial for presentation at local, national, or international meetings, with
subsequent publication in the literature.
PGY1 – General Goals & Objectives
Learning Objectives for PGY-1 Ophthalmology Residents – BCT Year Rotations
Learning objectives in general are those of each individual service/clinic that you attend, but
overall learning objectives may be stated as follows.
Medical expert
1. Residents will see patients in various settings and learn to conduct a relevant and concise
history and physical examination, develop a management plan appropriate to the
service/clinical setting
a. Residents will function at a level of independence appropriate to PGY-1
b. Managing multiple patient issues/complaints within a clinic environment where time is
limited
c. All patients seen will be reviewed by the attending physician
2. Longitudinal care should be emphasized – where possible residents should have the
opportunity to see patients more the once to see the results of their management plan
3. Residents will learn to access and apply relevant medical information in a timely manner within
the constraints of the practice
a. This includes the ability to pose an appropriate patient-related question, execute a
systematic search for evidence, and critically evaluate medical literature and other
evidence all within the time and resource constraints of the practice
b. Residents will be taught how evidence based medicine principles can be applied in a
service/clinical setting
Communicator
1. Residents will learn to communicate diagnoses and management plans with patients in a
service/clinical setting
a. This includes “giving bad news” and prompting end of life discussions where
appropriate in a service/clinical setting
b. This includes the ability to counsel patients in regards to his/her own illness(es),
especially in complex medical issues, health promotion and advocacy (eg. smoking
cessation)
2. Residents will learn how to establish a therapeutic relationship with patients within a situation
where “face time” is episodic and short, but recurring
a. This includes the ability to establish and maintain rapport and fostering an environment
characterized by understanding, trust, empathy and confidentiality.
b. Managing patients with multiple issues/complaints
3. Elicit and synthesize relevant information from families, and/or
community. This implies the ability to explore patient’s beliefs, concerns, and expectations
about the origin, nature, and management his/her illness. Specialists need to be able to assess
the impact of such factors as age, gender, ethno cultural background, social support, and
emotional influences on a patient’s illness.
Collaborator
1. Residents will learn to dictate letters to consulting physicians and other health care providers
as part of the clinic management process
a. Residents will learn to dictate succinctly and clearly, emphasizing their professional
opinions and conclusions
b. Residents will state clearly what the management plans are, and to communicate who is
responsible for executing that plan
c. Residents will learn to use the consultation letter as a education tool for referring doctors
in professional and collegial way, where appropriate
2. Effectively consult with other physicians
a. Residents will learn how to develop investigations, treatment and continuing care plans in
partnership with the patient and other care providers
b. Learn to recognize of personal expertise, understand the roles and expertise of the other
individuals involved
3. Learn the role of the multidisciplinary team within the service/clinical setting
a. learn the roles and skills of service/clinic nurses in the service/clinic and how to work
effectively with the nursing team to benefit patient care
b. learn the role of dieticians, physiotherapists, chiropdists, etc. in the community who can
help manage physicians to patients
c. Learn the role to inform and involve the patient and his/her family in decision-making, and
explicitly integrate the opinions of the patient and caregivers into management plans.
Manager
1. Utilize time and resources effectively in order to balance patient care, earning needs, outside
activities, and personal life. This implies the ability to employ effective time management and
self-assessment skills to formulate realistic expectations and a balanced lifestyle.
2. Needs to include fundamental knowledge of the financing of the Ontario/Canadian health care
system.
3. Effectively utilize information technology to optimize patient care, continued self-learning and
other activities. This implies the ability to: use patient related databases, access computerbased information, and understand the fundamental of medical informatics.
Scholar
1. Residents will familiarize themselves with continuing professional development as per the
Maintenance of Certification Program from the Royal College of Physicians and Surgeons of
Canada
a. Residents will learn how to develop and complete a Structured Learning Project (or
Personal Learning Project) as per Section 4 of the Maintenance of Certification program
from the Royal College of Physicians and Surgeons of Canada.
b. The question generated will be based on at least one clinical encounter during the
service block
c. Residents may elect to register as a resident under the program
Professionalism
1. Staff physicians will model the highest quality of care, and conduct themselves with integrity,
honesty and compassion.
a. Residents will learn professionalism through an apprenticeship model
b. Staff will discuss how to incorporate ethic, gender, cultural and societal issues into
practice
c. Staff will ensure there is proper supervision and adequate teaching during the
service/clinic experience
2. Residents will attend each scheduled clinic on time, and inform staff ahead of time when
he/she is not able to attend a clinic
Health Advocate
1. Appreciate patient autonomy and the religious, ethnic, and psychosocial factors which
influence the physician/patient relationship and to take these factors into account when
pursing problems and understanding patient decisions.
Identify and utilize appropriate interventions to treat the patient
Goals & Objectives by Sub-specialty
Cornea/External Disease and Uveitis
Medical Expert:
An ophthalmologist’s training must include an excellent foundation in the diagnosis, investigation
and treatment of corneal and external diseases of the eye. This area includes common problems
areas encountered in general ophthalmologic practice such as ocular surface infections as well as
rarely encountered inherited and acquired corneal disorders. The ophthalmologist in training
should acquire the skills of diagnosis, pathogenesis and treatment of corneal and external
diseases, but also the skill of a critical and inquiring approach to diseases of the eye that will
serve the trainee throughout their future career in ophthalmology.
The diagnosis of external disease problems of the eye frequently requires a team approach, with
the ophthalmologist working closely with the clinical microbiology lab technician, other specialists
in infectious diseases, and specialists in internal medicine, particularly in the field of
rheumatology.
The primary objective for the cornea and external disease rotation is to allow the resident to
diagnose, understand and manage common diseases of the cornea and the ocular surface. It is
expected that much exposure of the resident with be during general out-patient clinics where
most of these patients are seen, but that also there will be regular and punctual attendance at
cornea and external disease clinics, both in the hospital out-patient clinics and in the attending
physician’s private offices, where appropriate. In addition, attendance at Journal Clubs, special
lectures, cornea and external disease teaching sessions is expected. The residents are advised to
read, understand and use the knowledge in the American Academy of Ophthalmology Basic
Clinical Science Course, Section 7. Residents are also expected to review the current ophthalmic
literature and other informational resources.
Communicator:
Resident is expected to demonstrate communication skills in both verbal and written manner with
1. Patient’s and Their Families
a. Explain general surgical disease processes
b. Obtain informed consent related to surgical procedures
2. Health Care Professionals including Physicians
a. Family physician
b. Clinical microbiologist
c. Lab technicians
d. Internal Medicine
Medical students
3. Nurses
4. Other specialist in infectious disease
Collaborator:
Be willing to participate in interdisciplinary teams, considering and respecting the opinions of
other team members and contributing expertise as an Ophthalmologist.
Identify and understand the roles, expertise and limitations of all members of an interdisciplinary
team working to achieve a goal related to patient care, an educational program, a research
project or an administrative activity.
Work with the other members of the interdisciplinary team to develop a plan for an ophthalmology
patient; this may include preoperative and postoperative investigations, treatments and
continuing care both in hospital and in ambulatory settings.
Manager:
To achieve these competencies, upon of an ophthalmology rotation the resident will:
•
•
•
•
•
•
•
Realize appropriate resource allocation
Share tasks on the ward with other residents and clinical clerks
Design an appropriate method of communicating with other team members to assure
smooth operation of the clinical team and avoid duplication and errors.
Ensure that chart notes document important points in the patient’s course, treatment
options, expectations and plans for care.
Organize the workload appropriately to ensure that team members are able to participate
in the rounds, in the operating room and in clinics as benefits the individuals.
Know the principle of Quality Assurance in clinical practice
Give due attention to details
Health Advocate:
Be able to identify operative risk factors in individual patients.
Identify risk factors for Cornea/External Disease and Uveitis, and factors that deleteriously affect
operative risk factors and counsel patients on these risk factors.
Scholar:
While on the Ophthalmology service the resident should be starting to assess clinical problems by
(under the following headings)
F.1
Clinical
(i)
generate a clinical question
(ii)
identify his/her own knowledge and recognize deficits in knowledge about the
question
(iii)
develop a plan to remedy the deficit by
a)
conducting an appropriate literature search
(iv)
(v)
(vi)
(vii)
F.2
F.3
b)
assimilating and critically evaluating the literature
c)
consulting other physicians and health care professionals
propose a solution to the clinical question
implement this solution in her/his practice
evaluate the outcome of this solution
generate new clinical questions...
Research
(i)
start the process of generating a research question (basic science, clinical,
population health or some combination)
(ii)
develop a proposal to answer the research question by
a)
conducting an appropriate literature search
b)
assimilating and critically evaluate the literature
c)
identify, consult and collaborate with appropriate experts to
undertake the research proposal
(iii)
propose appropriate methods for conducting the research
(iv)
undertake the proposed research
(v)
propose a solution to the clinical question
(vi)
disseminate and defend the results of the research
(vii)
identify future research opportunities and questions that arise from the
results
Education
(i)
demonstrate an understanding of the concepts of adult learning (in addition to the
application) with respect to herself/himself and others
(ii)
demonstrate an understanding of preferred learning methods in working with
colleagues, residents, medical and nursing students and other health professionals
Review texts, recommended reading and review articles in preparation for OR cases.
Be able to critically review and appraise information as it relates to ophthalmology.
Read around consults seen in the ER, clinics, and on the ward.
Professional:
Interact with patients, families, nurses and other health care personnel in a professional manner
with appropriate attitudes.
Work to maintain and advance professional competence.
Respect all opinions of health care workers as well as the patient and their family.
Provide care in an ethical manner.
Examine and resolve interpersonal difficulties in professional relationships.
Strive to balance personal and professional roles and responsibilities, and to demonstrate ways to
resolve conflicts in these areas.
Constantly evaluate her/his knowledge, skills and abilities, and recognize the limits of her/his
professional competence.
McMaster SPECIFIC EDUCATIONAL OBJECTIVES Retina
Retina
Medical Expert:
Become proficient with appropriate examination techniques, including
- slit lamp biomicroscopy with 78 and 90 D lenses and contact lenses
- indirect ophthalmoscopy
- direct ophthalmoscopy
- scleral depression
- retinal drawing
- A and B scan ultrasonography
Assist in Vitreoretinal surgery
Knowledge of normal retinal anatomy and histology, and variations of fundus appearance related
to race and age.
Knowledge of pathophysiology, diagnosis and management of:
- diabetic retinopathy
- arteriosclerosis and hypertension retinopathy
- macroaneurism
- BRVO,CRVO, BRAO, CRAO
- Maculopathies including ARMD,CSR, OHS, pathologic myopia, angioid streaks
- Peripheral retinal degenerations
- Retinal detachment
Ability
-
to perform
retinal photocoagulation therapy (PRP and treatment of retinal tears)
periocular injections
AC paracentesis
Understands indications and techniques of:
- pneumatic retinopexy
- scleral buckling
- vitrectomy
Understands approach to postoperative endophthalmitis and can perform appropriate AC and
vitreous taps and injection of intravitreal antibiotics
Knowledge of Pathophysiology, diagnosis and management of:
- retinopathy of prematurity
- inflammatory/infectious conditions including sarcoidosis, toxoplasmosis, syphilis, TB,
endogenous endophthalmitis, AIDS retinopathy, CMV retinitis, and other HIV related
conditions, serpigenous choroiditis, white dot syndromes
- traumatic retinal conditions (commotio retinae, Purtscher’s retinopathy, valsalva
retinopathy, choroidal rupture.
McMaster SPECIFIC EDUCATIONAL OBJECTIVES Retina
Able to independently manage post operative vitreoretinal patients including knowledge of
potential side effects and complication of intraocular gas tamponade and silicone oil
Knowledge of pathophysiology, diagnosis and management of
- hereditary and degenerative retinal conditions (retinoschisis, retinitis, pigmentosa,
choroideremia, gyrate atrophy, etc)
- neoplastic diseases – choroidal melanoma, choroidal metastases, hamartomas,
retinoblastoma
Communicator:
Resident is expected to demonstrate communication skills in both verbal and written manner with
1. Patient’s and Their Families
c. Explain general surgical disease processes
d. Obtain informed consent related to surgical procedures
2. Health Care Professionals including Physicians
e. Family physician
f. Clinical microbiologist
g. Lab technicians
h. Internal Medicine
Medical students
3. Nurses
4. Other specialist in infectious disease
Collaborator:
Be willing to participate in interdisciplinary teams, considering and respecting the opinions of
other team members and contributing expertise as an Ophthalmologist.
Identify and understand the roles, expertise and limitations of all members of an interdisciplinary
team working to achieve a goal related to patient care, an educational program, a research
project or an administrative activity.
Work with the other members of the interdisciplinary team to develop a plan for an ophthalmology
patient; this may include preoperative and postoperative investigations, treatments and
continuing care both in hospital and in ambulatory settings.
Manager:
To achieve these competencies, upon of an ophthalmology rotation the resident will:
•
•
•
•
Realize appropriate resource allocation
Share tasks on the ward with other residents and clinical clerks
Design an appropriate method of communicating with other team members to assure
smooth operation of the clinical team and avoid duplication and errors.
Ensure that chart notes document important points in the patient’s course, treatment
options, expectations and plans for care.
McMaster SPECIFIC EDUCATIONAL OBJECTIVES Retina
•
•
•
Organize the workload appropriately to ensure that team members are able to participate
in the rounds, in the operating room and in clinics as benefits the individuals.
Know the principle of Quality Assurance in clinical practice
Give due attention to details
Health Advocate:
Be able to identify operative risk factors in individual patients.
Identify risk factors for Retina, and factors that deleteriously affect operative risk factors and
counsel patients on these risk factors.
Scholar:
While on the Ophthalmology service the resident should be starting to assess clinical problems by
(under the following headings)
F.1
Clinical
(i)
generate a clinical question
(ii)
identify her/his own knowledge and recognize deficits in knowledge about the
question
(iii)
(iv)
(v)
(vi)
(vii)
F.2
develop a plan to remedy the deficit by
a)
conducting an appropriate literature search
b)
assimilating and critically evaluating the literature
c)
consulting other physicians and health care professionals
propose a solution to the clinical question
implement this solution in her/his practice
evaluate the outcome of this solution
generate new clinical questions...
Research
(i)
start the process of generating a research question (basic science, clinical,
population health or some combination)
(ii)
develop a proposal to answer the research question by
a)
conducting an appropriate literature search
b)
assimilating and critically evaluate the literature
c)
identify, consult and collaborate with appropriate experts to
undertake the research proposal
(iii)
propose appropriate methods for conducting the research
(iv)
undertake the proposed research
(v)
propose a solution to the clinical question
(vi)
disseminate and defend the results of the research
(vii)
identify future research opportunities and questions that arise from the
results
McMaster SPECIFIC EDUCATIONAL OBJECTIVES Retina
F.3
Education
(i)
demonstrate an understanding of the concepts of adult learning (in addition to the
application) with respect to herself/himself and others
(ii)
demonstrate an understanding of preferred learning methods in working with
colleagues, residents, medical and nursing students and other health professionals
Review texts, recommended reading and review articles in preparation for OR cases.
Be able to critically review and appraise information as it relates to ophthalmology.
Read around consults seen in the ER, clinics, and on the ward.
Professional:
Interact with patients, families, nurses and other health care personnel in a professional manner
with appropriate attitudes.
Work to maintain and advance professional competence.
Respect all opinions of health care workers as well as the patient and their family.
Provide care in an ethical manner.
Examine and resolve interpersonal difficulties in professional relationships.
Strive to balance personal and professional roles and responsibilities, and to demonstrate ways to
resolve conflicts in these areas.
Constantly evaluate her/his knowledge, skills and abilities, and recognize the limits of her/his
professional competence.
McMaster SPECIFIC EDUCATIONAL OBJECTIVES Glaucoma
Glaucoma
Medical Expert:
In general, our goal in training ophthalmologists is:
1. to provide excellent teaching of ophthalmology.
2. to provide skillful care to patients with ophthalmic disorders.
3. to nurture a critical and inquiring approach to investigating the unsolved
problems of eye diseases.
It is critical to understand the chronic slow progression of glaucoma and differentiate it from
other eye disorders. A good understanding of the definition of glaucoma in particular intraocular
pressure being a risk factor is very important.
Detailed history and examination key in differentiating primary open angle glaucoma (POAG)
from low tension glaucoma (LTG), secondary open angle glaucoma (2◦ OAG), and traumatic
inflammatory or other type of glaucoma.
The primary objective for the glaucoma rotation is to be familiar with diagnosing and
managing common glaucoma disorders. It is expected that there will be regular and
punctual attendance at glaucoma clinics and rounds. In addition, attendance at Journal Clubs
and special lectures is strongly encouraged. Each resident is also encouraged to initiate a
research project that can be presented at a scientific meeting. The residents are advised to read
the American Academy of Ophthalmology Basic and Clinical Science Course (BCSC), Section 10:
Glaucoma. Other relevant BCSC Sections should also be reviewed. Review of the current
medical literature (through information technology, literature searches, etc.) is also important.
Stratified Objectives for Post-Graduate Year
1) to demonstrate knowledge of the pathogenesis of the primary and secondary glaucomas (open
and closed angle) and the natural history of each including low tension glaucoma and ocular
hypertension;
2) to demonstrate knowledge of primary and secondary glaucomas in the newborn and in
children;
3) to identify the pediatric glaucoma patient;
4) to describe the effects of raised intraocular pressure on the optic nerve head and discuss
theories of mechanism of damage in glaucoma;
5) to demonstrate an understanding of the significance of the term “glaucoma suspect”;
6) to take a history appropriate to the glaucoma patient with special reference to risk factors;
Page 19 of 47
McMaster SPECIFIC EDUCATIONAL OBJECTIVES Glaucoma
7) to begin to correctly interpret features of the anterior segment in the glaucoma patient
including chamber depth, gonioscopy and any indicators of secondary glaucoma;
8) to begin to describe and to differentiate the optic nerve head in normal and in glaucoma
patients;
9) to begin to understand the operating principles of visual fields machines;
10) To describe the appearance and evolution of visual field defects in glaucoma;
11) To identify and interpret visual fields defects in glaucoma patients and to differentiate them
from defects due to other causes;
12) To demonstrate understanding of intraocular pressure – its control, its measurement and its
variability;
13) To assess and to interpret intraocular pressure data and the effects of therapy;
14) To identify and interpret any co-morbidity in the eyes of glaucoma patients;
15) To demonstrate an understanding of pharmacology of systemic and topical antiglaucoma
medications;
16) To apply that knowledge in any management of glaucoma patients;
17) Establish trusting relationship with patients and their families;
18) Discuss appropriate information with patients and their families;
19) Consult effectively with other physicians and health care professionals;
20) Contribute to Grand Rounds, Journal Clubs, etc.
21) Begin to utilize resources effectively to balance patient care, learning needs, and outside
activities;
22) Utilize information technology to optimize patient care and life-long learning;
23) Identify important determinants of health affecting patients (i.e., age, sex, lifestyle, poverty,
culture, ethnicity, religion, etc.);
24) Recognize the need for appropriate support and referral (i.e., low vision clinic, CNIB, other
community-based resources/agencies, opticians, and optometrists);
25) Develop a personal education strategy;
26) Be punctual and responsible;
27) Be organized, tidy, and well dressed;
28) Keep accurate records;
29) Recognize one’s own limitations;
Page 20 of 47
McMaster SPECIFIC EDUCATIONAL OBJECTIVES Glaucoma
30) Seek appropriate assistance when necessary;
31) Exhibit appropriate behavior and attitude.
32) be proficient in slit lamp biomicroscopy with 78D and 90D lenses, gonioscopy, indirect and
direct ophthalmoscopy;
33) To refract and to measure visual acuity taking into account pupil size;
34) To demonstrate an understanding of the principles of ophthalmic lasers and their application
in the treatment of glaucomas;
35) To begin to perform argon laser trabeculoplasty, iridoplasty, iridotomy and transcleral
cycloablation using ophthalmic lasers;
36) In the care of surgical patients:
a) to demonstrate an understanding of the levels of disability induced by glaucoma before
operative interference is deemed advisable;
b) to perform regional and periocular retrobulbar injection techniques;
c) to be introduced to intraocular surgery with the beginning hands on experience;
d) to be proficient in the handling of surgical ocular instruments in the laboratory;
e) to demonstrate suture placement and knot tying in the laboratory;
37) Surgery:
a) to demonstrate an understanding of the mechanism and application of operating room
instruments and machines, including the operating microscope, lens fragmentation and aspiration
instruments and vitreous suction cutters;
b) to take measurements and assess the findings and to calculate lens power in patients
needing intraocular lenses including axial length determination, keratometry, lens power
calculation and endothelial cell appearance;
c) to perform to the satisfaction of the surgical tutors the following glaucoma procedures
including the management of intraoperative and postoperative complications. These procedures
include:
-trabeculectomy;
-trabeculectomy combined with cataract removal;
-iridectomy;
-revision of drainage blebs; and
-the use of wound modulating drugs.
d) to perform to the satisfaction of the surgical tutors and following additional procedures:
diagnostic and therapeutic paracentesis of the anterior and posterior segments.
e) to perform retrobulbar and regional anesthesia.
The student will be evaluated by an on-going process and deficiencies will be brought to their
attention as soon as one is recognized. Unsatisfactory evaluations will be addressed on an
individual basis.
It is expected that the student will also critically evaluate the preceptor so as to help he/she
improve their ability to teach more effectively. The resident’s evaluation of the instructor will in
no way affect the final evaluation they are to receive.
Communicator:
Resident is expected to demonstrate communication skills in both verbal and written manner with
Page 21 of 47
McMaster SPECIFIC EDUCATIONAL OBJECTIVES Glaucoma
1. Patient’s and Their Families
e. Explain general surgical disease processes
f. Obtain informed consent related to surgical procedures
2. Health Care Professionals including Physicians
i. Family physician
j. Clinical microbiologist
k. Lab technicians
l. Internal Medicine
Medical students
3. Nurses
4. Other specialist in infectious disease
Collaborator:
Be willing to participate in interdisciplinary teams, considering and respecting the opinions of
other team members and contributing expertise as an Ophthalmologist.
Identify and understand the roles, expertise and limitations of all members of an interdisciplinary
team working to achieve a goal related to patient care, an educational program, a research
project or an administrative activity.
Work with the other members of the interdisciplinary team to develop a plan for an
ophthalmology patient; this may include preoperative and postoperative investigations,
treatments and continuing care both in hospital and in ambulatory settings.
Manager:
To achieve these competencies, upon of an ophthalmology rotation the resident will:
•
•
•
•
•
•
•
Realize appropriate resource allocation
Share tasks on the ward with other residents and clinical clerks
Design an appropriate method of communicating with other team members to assure
smooth operation of the clinical team and avoid duplication and errors.
Ensure that chart notes document important points in the patient’s course, treatment
options, expectations and plans for care.
Organize the workload appropriately to ensure that team members are able to participate
in the rounds, in the operating room and in clinics as benefits the individuals.
Know the principle of Quality Assurance in clinical practice
Give due attention to details
Health Advocate:
Be able to identify operative risk factors in individual patients.
Identify risk factors for Glaucoma and factors that deleteriously affect operative risk factors and
counsel patients on these risk factors.
Page 22 of 47
McMaster SPECIFIC EDUCATIONAL OBJECTIVES Glaucoma
Scholar:
While on the Ophthalmology service the resident should be starting to assess clinical problems by
(under the following headings)
F.1
Clinical
(i)
Generate a clinical question
(ii)
Identify her/his own knowledge and recognize deficits in knowledge about the
question
(iii)
(iv)
(v)
(vi)
(vii)
F.2
F.3
Develop a plan to remedy the deficit by
a)
Conducting an appropriate literature search
b)
Assimilating and critically evaluating the literature
c)
Consulting other physicians and health care professionals
Propose a solution to the clinical question
Implement this solution in her/his practice
Evaluate the outcome of this solution
Generate new clinical questions...
Research
(i)
start the process of generating a research question (basic science, clinical,
population health or some combination)
(ii)
Develop a proposal to answer the research question by
a)
Conducting an appropriate literature search
b)
Assimilating and critically evaluate the literature
c)
Identify, consult and collaborate with appropriate experts to
Undertake the research proposal
(iii)
Propose appropriate methods for conducting the research
(iv)
Undertake the proposed research
(v)
Propose a solution to the clinical question
(vi)
Disseminate and defend the results of the research
(vii)
Identify future research opportunities and questions that arise from the
results
Education
(i)
demonstrate an understanding of the concepts of adult learning (in addition to the
application) with respect to herself/himself and others
(ii)
Demonstrate an understanding of preferred learning methods in working with
colleagues, residents, medical and nursing students and other health professionals
Review texts, recommended reading and review articles in preparation for OR cases.
Be able to critically review and appraise information as it relates to ophthalmology.
Read around consults seen in the ER, clinics, and on the ward.
Professional:
Interact with patients, families, nurses and other health care personnel in a professional manner
with appropriate attitudes.
Page 23 of 47
McMaster SPECIFIC EDUCATIONAL OBJECTIVES Glaucoma
Work to maintain and advance professional competence.
Respect all opinions of health care workers as well as the patient and their family.
Provide care in an ethical manner.
Examine and resolve interpersonal difficulties in professional relationships.
Strive to balance personal and professional roles and responsibilities, and to demonstrate ways to
resolve conflicts in these areas.
Constantly evaluate her/his knowledge, skills and abilities, and recognize the limits of her/his
professional competence.
Page 24 of 47
McMaster SPECIFIC EDUCATIONAL OBJECTIVES
Pediatric Ophthalmology & Adult Strabismus
Pediatric Ophthalmology & Adult Strabismus
Medical Expert:
Obtain & synthesize relevant general & ophthalmic history from patients/families/others
Obtain appropriate visual assessment, including:
fixation preference
recognition visual acuity
understand forced preferential looking
Recognize the causes of amblyopia, and understand its treatment including occlusion,
pharmacological agents and optical methods
Start refraction of children, including performing cycloplegic retinoscopy
Measure motor eye alignment with such tests as cover, cover-uncover, alternate cover-uncover,
simultaneous prism & cover, ocular versions and ocular ductions
Understand, test and accurately assess sensory status with such tests as stereoacuity, Worth 4dot, Maddox rod & double rod, synoptophore and Bagnolini lenses
Perform & properly interpret other components (i.e. non-motility) of pediatric eye exam
Start to understand the diagnosis of strabismus, including classification & syndromes
Start to understand other (i.e. non-strabismus) diseases & syndromes involving the pediatric eye
e.g. nasolacrimal obstruction, dacryocystitis, amniotocele, congenital & infantile cataracts,
ptosis
Establish therapeutic relationship with patients/families
Discuss appropriate information with patients/families/health care team
Consult effectively with other physicians & health care professionals, including orthoptists and
ophthalmic assistants
Contribute to grand rounds, journal clubs, etc.
Start to utilize resources effectively to balance patient care, learning needs and outside activities
Utilize information technology to optimize patient care and life-long learning
Identify important determinants of health affecting patients
Appropriate support & referral to low vision clinics, the CNIB, other community agencies,
opticians and optometrists
Develop a personal education strategy
Be punctual & responsible
Accurate record keeping
Recognize one’s own limitations
Seek appropriate assistance when necessary
Exhibit appropriate behavior/attitudes
Perform strabismus surgery including postoperative adjustment if adjustable sutures used
Perform nasolacrimal duct probing
Be able to initiate & follow anti-amblyopia therapy, recognizing the limitations of each method,
endpoints and failure
Understand the treatment of amblyopia in complicated situations such as glaucoma, cataract and
trauma
Perform accurate refraction of children, including accurate cycloplegic retinoscopy
Accurately measure motor eye alignment
Understand the mechanisms involved in sensory responses such as diplopia, visual confusion,
suppression, and abnormal retinal correspondence
Synthesize the history & physical findings into a differential diagnosis, formulate and carry out a
treatment plan, with appropriate follow up
Understand the diagnosis & classification of strabismus, such as the various esodeviations,
esodeviations, vertical deviations, and A & V patterns, as well as syndromes such as
Duane’s, Browns, Moebius, double elevator palsy, and conditions such as myasthenia,
Page 25 of 47
McMaster SPECIFIC EDUCATIONAL OBJECTIVES
Pediatric Ophthalmology & Adult Strabismus
dysthyroid, post-traumatic including blowout fractures, cranial nerve palsies and ocular &
non-ocular causes of abnormal head posturing
Understand the medical pediatric diseases with ocular manifestations, such as juvenile
rheumatoid arthritis, ophthalmia neonatorum, Downs, fetal alcohol syndrome & shaken
baby syndrome
Be able to perform an adequate examination for retinopathy of prematurity, properly assessing
its status & necessity for treatment
Understand the indications for the various pediatric eye surgeries such as strabismus,
nasolacrimal obstruction including silicone intubation of the nasolacrimal system, ptosis &
congenital cataract, and be able to obtain informed consent
Understand the various forms & causes of nystagmus
Understand pediatric neurophysiology, including cortical visual inattention/blindness, and the role
of electrophysiological testing (e.g. ERG, VEP, EOG)
Continue a personal education strategy
Be able to diagnose and treat the more complicated medical & surgical pediatric eye diseases
including anterior segment dysgenesis, ectopia lentis, optic nerve and retinal disorders,
visual system disorders causing visual impairment as well as adult strabismus
Be able to establish a strong therapeutic relationship with patients and families, utilizing
consultations and other health care professionals in an appropriate manner
Contribute effectively to grand rounds, journal clubs, and teaching to other health care
professionals
Have an effective personal education strategy
Be inquisitive
Be an appropriate and effective patient advocate
Deliver quality care with integrity, honesty & compassion
Practice medicine ethically consistent with the obligations of a physician
METHODS:
Regular & punctual attendance at clinics
Regular & punctual attendance at surgery
Completion of relevant sections of the AAO BCSC
Relevant sections of the Lancaster Basic Science Course in Ophthalmology
Attendance in Orthoptics
Cadaveric orbital dissection
Lectures
Journal Clubs
Journals, books
Scientific meetings, courses (as possible)
Communicator
The resident will demonstrate the ability to establish an appropriate rapport with the patient and
family. This includes the ability to adjust tasks to patient’s level of ability/development as well as
able to counsel patients and family members.
Collaborator:
Be willing to participate in interdisciplinary teams, considering and respecting the opinions of
other team members and contributing expertise as an Ophthalmologist.
Page 26 of 47
McMaster SPECIFIC EDUCATIONAL OBJECTIVES
Pediatric Ophthalmology & Adult Strabismus
Identify and understand the roles, expertise and limitations of all members of an interdisciplinary
team working to achieve a goal related to patient care, an educational program, a research
project or an administrative activity.
Work with the other members of the interdisciplinary team to develop a plan for an
ophthalmology patient; this may include preoperative and postoperative investigations,
treatments and continuing care both in hospital and in ambulatory settings.
Manager
The resident should be able to apply knowledge of the clinical and basic sciences to clinical
practice:
Gather appropriate clinical information to perform a strabismus consultation and follow-up
assessment. Recognize the pertinent features of a strabismus case study. Formulate a reasonable
plan of investigation. Interpret the investigations in the patient’s context. Formulate an
appropriate treatment approach. Understand the goals of treatment and likely outcomes. Manage
amblyopia, diplopia and vergence weakness within professional guidelines
Health Advocate:
Be able to identify operative risk factors in individual patients.
Identify risk factors for Pediatric Ophthalmology & Adult Strabismus and factors that deleteriously
affect operative risk factors and counsel patients on these risk factors.
Scholar
The resident accepts and acts on constructive feedback. Takes initiative to research and review
patient cases and takes an evidence-based approach to management problems.
It should be noted that not all objectives will be met on each 1-month rotation, but will be
accumulated over several rotations in the orthoptic clinic. Further learning takes place during
related rotations, supervised clinic time, seminars and independent study.
Professional
The resident will practice orthoptics ethically: with integrity, honesty and compassion, always
demonstrating respect for others. Maintains composure when interacting with patients,
colleagues and supervisors. Is punctual. Appropriate attire and grooming in the work situation.
Page 27 of 47
McMaster SPECIFIC EDUCATIONAL OBJECTIVES
Neuro-Ophthalmology
Neuro-Ophthalmology
Medical Expert:
In general, our goal in training ophthalmologists is:
1. to provide excellent teaching of ophthalmology.
2. to provide skillful care to patients with ophthalmic disorders.
3. to nurture a critical and inquiring approach to investigating the unsolved
problems of eye diseases.
The evaluation of patients with neuro-ophthalmic disorders is often a time-consuming task. It is
important to understand that all neuro-ophthalmic disorders require a detailed history and
chronology of events. Often, this may require the resident to contact other physicians or
optometrists for old records or visual fields. In addition, since we are often dealing with a patient
who have disorders of the visual pathways, neuro-imaging is an important step in the evaluation
process. It is mandatory to personally review all previous imaging studies. This is how one
becomes comfortable in viewing CTs and MRIs with confidence.
In addition to a detailed history and examination, the resident should familiarize themselves with
‘typical’ case presentations in neuro-ophthalmic conditions. This aids the physician in the
management of the patient’s complaints. Of course, some patients may be ‘atypical’ in the
presentation of disease, but this will only serve to have the resident review the current literature
for similar case reports.
The primary objective for the neuro-ophthalmology rotation is to be familiar with
diagnosing and managing common neuro-ophthalmic disorders. It is expected that there
will be regular and punctual attendance at neuro-ophthalmology clinics and rounds. In addition,
attendance at Orthoptics Clinic, Journal Clubs, special lectures, neuroscience rounds, and
neuroradiology rounds is strongly encouraged. Each resident is also encouraged to initiate a
research project that can be presented at a scientific meeting. The residents are advised to read
the American Academy of Ophthalmology Basic and Clinical Science Course (BCSC), Section 5:
Neuro-Ophthalmology. Other relevant BCSC Sections should also be reviewed. Review of the
current medical literature (through information technology, literature searches, etc.) is also
important.
Stratified Objectives
Cycle 1
-
-
obtain and synthesize relevant and general and ophthalmic history from patients
obtain appropriate visual assessment, including
- critical analysis of sensory afferent visual function
- critical analysis of sensory and motor efferent visual function
- gathering ‘additional’ information (old charts, collateral history, old photographs, previous
visual acuities and visual fields, previous neuro-imaging, etc.)
recognize causes of unexplained loss of vision
recognize causes of diplopia
recognize causes of papillary inequality
recognize causes of visual disturbances
recognize causes of visual field defects
Page 28 of 47
McMaster SPECIFIC EDUCATIONAL OBJECTIVES
Neuro-Ophthalmology
-
-
recognize causes of headaches and eye pain
recognize neuro-ophthalmic manifestations of systemic (and neurologic) disease
begin to understand the natural history of common neuro-ophthalmic problems
begin to understand the various tests of sensory afferent and efferent visual function
begin to understand the various types and interpretation of visual field tests (perimetry)
begin to understand the indications for and interpretation of neuro-imaging
begin to understand neuroanatomy as it relates to neuro-ophthalmology
begin to understand the need for diagnostic procedures such as tangent screen evaluation,
forced duction testing, temporal artery biopsy, conjunctival biopsies, Tensilon/Prostigmine
testing, cerebrospinal fluid analysis
begin to perform tangent screen evaluation, forced duction testing, temporal artery biopsy,
conjunctival biopsies, Tensilon/Prostigmine testing
establish trusting relationship with patients and their families
discuss appropriate information with patients and their families
consult effectively with other physicians and health care professionals
contribute to Grand Rounds, Journal Clubs, etc.
begin to utilize resources effectively to balance patient care, learning needs, and outside
activities
utilize information technology to optimize patient care and life-long learning
identify important determinants of health affecting patients (i.e., age, sex, lifestyle, poverty,
culture, ethnicity, religion, etc.)
recognize the need for appropriate support and referral (i.e., low vision clinic, CNIB, other
community-based resources/agencies, opticians, and optometrists)
develop a personal education strategy
be punctual and responsible
be organized, tidy, and well dressed
keep accurate records
recognize one’s own limitations
seek appropriate assistance when necessary
Cycle 2
-
-
-
-
all of the above apply plus:
be able to critically analyze the various components of sensory afferent and efferent visual
function
be able to thoroughly analyze and interpret various causes of unexplained loss of vision,
diplopia, pupillary inequality, visual disturbances, visual field defects, and headaches and eye
pain
be able to discuss the neuro-ophthalmic manifestations of systemic (neurologic) diseases
be able to thoroughly analyze and interpret various types of visual field tests
be able to thoroughly analyze and interpret neuroimaging studies
be able to thoroughly understand the natural history of common neuro-ophthalmic problems
be able to thoroughly understand neuroanatomy as it relates to neuro-ophthalmology
be able to thoroughly understand the need for diagnostic procedures such as tangent screen
evaluation, forced duction testing, temporal artery biopsy, conjunctival biopsies,
Tensilon/Prostigmine testing, cerebrospinal fluid analysis
to be able to competently perform tangent screen evaluation, forced duction testing, temporal
artery biopsy, conjunctival biopsies, Tensilon/Prostigmine testing
to understand the indications for and interpretation of ancillary tests such as orbital
echography, electrophysiologic tests (VEP, ERG, EOG, etc.), fluorescein angiography, color
vision tests, and diagnostic pupillary drop testing
continue a personal education strategy
Page 29 of 47
McMaster SPECIFIC EDUCATIONAL OBJECTIVES
Neuro-Ophthalmology
Cycle 3
-
all of the above apply plus:
be able to diagnose and manage complex neuro-ophthalmic conditions
be able to establish a strong diagnostic and therapeutic relationship with patients, utilizing
consultations and other health care professionals in an appropriate manner
contribute effectively to Grand Rounds, Journal Clubs, and teaching to other health care
professionals
have an effective personal education strategy
be inquisitive
be an appropriate and effective patient advocate
delivery quality care with integrity, honesty, and compassion
practice medicine ethically consistent with the obligations of a physician
The student will be evaluated by an on-going process and deficiencies will be brought to their
attention as soon as one is recognized. Unsatisfactory evaluations will be addressed on an
individual basis.
It is expected that the student will also critically evaluate the preceptor so as to help he/she
improve their ability to teach more effectively. The resident’s evaluation of the instructor will in
no way affect the final evaluation they are to receive.
Communicator:
Resident is expected to demonstrate communication skills in both verbal and written manner with
1. Patient’s and Their Families
a.
Explain general surgical disease processes
b.
Obtain informed consent related to surgical procedures
2. Health Care Professionals including Physicians
a.
Family physician
b.
Clinical microbiologist
c.
Lab technicians
d.
Internal Medicine
Medical students
3. Nurses
4. Other specialist in infectious disease
Collaborator:
Be willing to participate in interdisciplinary teams, considering and respecting the opinions of
other team members and contributing expertise as an Ophthalmologist.
Identify and understand the roles, expertise and limitations of all members of an interdisciplinary
team working to achieve a goal related to patient care, an educational program, a research
project or an administrative activity.
Work with the other members of the interdisciplinary team to develop a plan for an
ophthalmology patient; this may include preoperative and postoperative investigations,
treatments and continuing care both in hospital and in ambulatory settings.
Page 30 of 47
McMaster SPECIFIC EDUCATIONAL OBJECTIVES
Neuro-Ophthalmology
Manager:
To achieve these competencies, upon of an ophthalmology rotation the resident will:
•
•
•
•
•
•
•
Realize appropriate resource allocation
Share tasks on the ward with other residents and clinical clerks
Design an appropriate method of communicating with other team members to assure
smooth operation of the clinical team and avoid duplication and errors.
Ensure that chart notes document important points in the patient’s course, treatment
options, expectations and plans for care.
Organize the workload appropriately to ensure that team members are able to participate
in the rounds, in the operating room and in clinics as benefits the individuals.
Know the principle of Quality Assurance in clinical practice
Give due attention to details
Health Advocate:
Be able to identify operative risk factors in individual patients.
Identify risk factors for Neuro-Ophthalmology, and factors that deleteriously affect operative risk
factors and counsel patients on these risk factors.
Scholar:
While on the Ophthalmology service the resident should be starting to assess clinical problems by
(under the following headings)
F.1
Clinical
(i)
generate a clinical question
(ii)
identify her/his own knowledge and recognize deficits in knowledge about the
question
(iii)
(iv)
(v)
(vi)
(vii)
F.2
develop a plan to remedy the deficit by
a)
conducting an appropriate literature search
b)
assimilating and critically evaluating the literature
c)
consulting other physicians and health care professionals
propose a solution to the clinical question
implement this solution in her/his practice
evaluate the outcome of this solution
generate new clinical questions...
Research
(i)
start the process of generating a research question (basic science, clinical,
population health or some combination)
(ii)
develop a proposal to answer the research question by
a)
conducting an appropriate literature search
b)
assimilating and critically evaluate the literature
c)
identify, consult and collaborate with appropriate experts to
Page 31 of 47
McMaster SPECIFIC EDUCATIONAL OBJECTIVES
Neuro-Ophthalmology
(iii)
(iv)
(v)
(vi)
(vii)
F.3
undertake the research proposal
propose appropriate methods for conducting the research
undertake the proposed research
propose a solution to the clinical question
disseminate and defend the results of the research
identify future research opportunities and questions that arise from the
results
Education
(i)
demonstrate an understanding of the concepts of adult learning (in addition to the
application) with respect to herself/himself and others
(ii)
demonstrate an understanding of preferred learning methods in working with
colleagues, residents, medical and nursing students and other health professionals
Review texts, recommended reading and review articles in preparation for OR cases.
Be able to critically review and appraise information as it relates to ophthalmology.
Read around consults seen in the ER, clinics, and on the ward.
Professional:
Interact with patients, families, nurses and other health care personnel in a professional manner
with appropriate attitudes.
Work to maintain and advance professional competence.
Respect all opinions of health care workers as well as the patient and their family.
Provide care in an ethical manner.
Examine and resolve interpersonal difficulties in professional relationships.
Strive to balance personal and professional roles and responsibilities, and to demonstrate ways to
resolve conflicts in these areas.
Constantly evaluate her/his knowledge, skills and abilities, and recognize the limits of her/his
professional competence.
Page 32 of 47
General Ophthalmology and Cataract
Medical Expert:
Obtain & synthesize relevant ophthalmic & general history from patients/families/others
Perform appropriate visual assessment, including visual acuity, visual fields, external
examination, slit lamp examination & tonometry, and ophthalmoscopy, understanding
proper use & care of instruments
Start performing refractions
Comes to a reasonable differential diagnosis for level, and starts formulation of an appropriate
treatment plan
Establish therapeutic relationship with patients/families
Discuss appropriate information with patients/families/health care team
Consult effectively with other physicians & health care professionals, including orthoptists and
ophthalmic assistants
Contribute to grand rounds, journal clubs, etc.
Start to utilize resources effectively to balance patient care, learning needs and outside activities
Utilize information technology to optimize patient care and life-long learning
Identify important determinants of health affecting patients
Appropriate support & referral to low vision clinics, the CNIB, other community agencies,
opticians and optometrists
Develop a personal education strategy
Be punctual & responsible
Accurate record keeping
Recognize one’s own limitations
Seek appropriate assistance when necessary
Exhibit appropriate behavior/attitudes
Start to participate in extraocular surgery, as appropriate and under supervision, and participate
in postoperative care
Start the first half of the American Academy of Ophthalmology Basic & Clinical Science Home
Study Course
Attend the Stanford or Lancaster Basic Science Course
Complete the Stanford or Lancaster Basic Science Course
Complete the entire American Academy of Ophthalmology Basic & Clinical Science Home Study
Course
Synthesize history & physical findings into a differential diagnosis, formulate and carry out a
treatment plan, with appropriate follow-up, particularly with ambulatory & ward
consultations
Continue to participate in extraocular surgery as appropriate under supervision, and participate in
postoperative care
Continue a personal education strategy
Be able to diagnose and plan treatment for the more complicated medical & surgical eye diseases
Participate in intraocular surgery
Attend the Armed Forces Institute of Pathology course in Ocular Pathology
Be able to establish a strong therapeutic relationship with patients and families, utilizing
consultations and other health care professionals in an appropriate manner
Contribute effectively and plan grand rounds, journal clubs, and teaching to other health care
professionals
Have an effective personal education strategy
Be inquisitive
Be an appropriate and effective patient advocate
Deliver quality care with integrity, honesty & compassion
Practice medicine ethically consistent with the obligations of a physician
Attend the Future Focus course preferably in PGY 4 (given biannually)
Page 33 of 47
Attend the Annual Meeting of the American Academy of Ophthalmology in PGY 5
METHODS:
Regular & punctual attendance at clinics
Regular & punctual attendance at surgery
Attendance in Orthoptics
Completion of relevant sections of the AAO BCSC
Attend the Stanford or Lancaster Basic Science Course in Ophthalmology
Lectures
Journal Clubs
Journals, books
Attendance at scientific meetings, courses (as possible)
Participate in a research project
Communicator:
Resident is expected to demonstrate communication skills in both verbal and written manner with
1. Patient’s and Their Families
c.
Explain general surgical disease processes
d.
Obtain informed consent related to surgical procedures
2. Health Care Professionals including Physicians
e.
Family physician
f.
Clinical microbiologist
g.
Lab technicians
h.
Internal Medicine
Medical students
3. Nurses
4. Other specialist in infectious disease
Collaborator:
Be willing to participate in interdisciplinary teams, considering and respecting the opinions of
other team members and contributing expertise as an Ophthalmologist.
Identify and understand the roles, expertise and limitations of all members of an interdisciplinary
team working to achieve a goal related to patient care, an educational program, a research
project or an administrative activity.
Work with the other members of the interdisciplinary team to develop a plan for an
ophthalmology patient; this may include preoperative and postoperative investigations,
treatments and continuing care both in hospital and in ambulatory settings.
Manager:
To achieve these competencies, upon of an ophthalmology rotation the resident will:
•
•
Realize appropriate resource allocation
Share tasks on the ward with other residents and clinical clerks
Page 34 of 47
•
•
•
•
•
Design an appropriate method of communicating with other team members to assure
smooth operation of the clinical team and avoid duplication and errors.
Ensure that chart notes document important points in the patient’s course, treatment
options, expectations and plans for care.
Organize the workload appropriately to ensure that team members are able to participate
in the rounds, in the operating room and in clinics as benefits the individuals.
Know the principle of Quality Assurance in clinical practice
Give due attention to details
Health Advocate:
Be able to identify operative risk factors in individual patients.
Identify risk factors for General Ophthalmology and Cataract, and factors that deleteriously affect
operative risk factors and counsel patients on these risk factors.
Scholar:
While on the Ophthalmology service the resident should be starting to assess clinical problems by
(under the following headings)
F.1
Clinical
(i)
generate a clinical question
(ii)
identify her/his own knowledge and recognize deficits in knowledge about the
question
(iii)
(iv)
(v)
(vi)
(vii)
develop a plan to remedy the deficit by
a)
conducting an appropriate literature search
b)
assimilating and critically evaluating the literature
c)
consulting other physicians and health care professionals
propose a solution to the clinical question
implement this solution in her/his practice
evaluate the outcome of this solution
generate new clinical questions...
F.2
Research
(i)
start the process of generating a research question (basic science, clinical,
population health or some combination)
(ii)
develop a proposal to answer the research question by
a)
conducting an appropriate literature search
b)
assimilating and critically evaluate the literature
c)
identify, consult and collaborate with appropriate experts to
undertake the research proposal
(iii)
propose appropriate methods for conducting the research
(iv)
undertake the proposed research
(v)
propose a solution to the clinical question
(vi)
disseminate and defend the results of the research
(vii)
identify future research opportunities and questions that arise from the
results
F.3
Education
Page 35 of 47
(i)
(ii)
demonstrate an understanding of the concepts of adult learning (in addition to the
application) with respect to herself/himself and others
demonstrate an understanding of preferred learning methods in working with
colleagues, residents, medical and nursing students and other health professionals
Review texts, recommended reading and review articles in preparation for OR cases.
Be able to critically review and appraise information as it relates to ophthalmology.
Read around consults seen in the ER, clinics, and on the ward.
Professional:
Interact with patients, families, nurses and other health care personnel in a professional manner
with appropriate attitudes.
Work to maintain and advance professional competence.
Respect all opinions of health care workers as well as the patient and their family.
Provide care in an ethical manner.
Examine and resolve interpersonal difficulties in professional relationships.
Strive to balance personal and professional roles and responsibilities, and to demonstrate ways to
resolve conflicts in these areas.
Constantly evaluate her/his knowledge, skills and abilities, and recognize the limits of her/his
professional competence.
Page 36 of 47
Lacrimal, Lids & Orbits
Medical Expert:
The resident will demonstrate knowledge of:
Orbit
Orbital Anatomy & Physiology
Bony orbit
Bony apertures
Orbital soft tissues
Periorbital structures
Cranial cavity
Sinus cavities
Nasal cavity
Evaluation of orbital disorders
Pain
Proptosis
Palpation
Pulsaton
Physical Exam and laboratory tests
Inspection
Palpation
Auscultation
Exophthalmometry
Radiology Investigation
CT
MRI
Ultrasound
Plain X-Rays
Venography
Arteriography
Orbital Pathology
Classification & Management of orbital disorders
Orbital disorders in children
Congenital anomalies
Infections & inflammations
Tumours
Orbital disorders in adults
Infections & inflammations
Tumours
Thyroid eye disease
Orbital surgery
Surgical spaces
Anterior orbitotomy
Lateral orbitotomy
Orbital decompression
Pre and Post operative care
Complications of orbital surgery
Orbital trauma
Orbital fractures
Le Fort fractures
Page 37 of 47
Orbital roof and rim fractures
Blow-out fractures
Orbital foreign bodies
Orbital hemorrhage
The anophthalmic socket
Enucleation
Evisceration
Socket reconstruction
Exenteration
Lid
Eyelid anatomy
Skin & subcutaneous tissue
Protractors
Retractors
Orbital septum & fat
Tarsus
Conjunctiva
Eyelashes
Meibomian glands
Vascular supply
Nerve supply
Classification & Management of eyelid disorders
Congenital anomalies
Eyelid inflammation
Eyelid trauma & burns
Ectropion
Entropion
Symblepharon
Trichiasis
Ptosis
Eyelid retraction
Tumours
Aging lid changes
Eyelid and Canthal surgery
Benign essential blepharospasm
Lacrimal System
Anatomy
Secretory system
Excretory system
Physiology of tear production & out flow
Evaluation of the tearing patient
Structural tests
Irrigation
Probing
Dacryocystography
CT
Functional test
Dye disappearance
Jones tests
Scintigraphy
Page 38 of 47
Tear film & lacrimal secretion
Management of outflow disorders
Punctal disorders
Canalicular disorders
Lacrimal sac disorders
Nasolacrimal duct disorders
Surgical techniques
Punctoplasty
Probing & irrigation
Silicone intubation
Dacryocystorhinostomy
Canaliculo- Dacryocystorhinostomy
Conjunctivo- Dacryocystorhinostomy
Progression of Responsibility in Oculoplastic, Reconstructive, Orbital and
Lacrimal Rotations
Procedure
Cycle 1
Cycle 2
Cycle 3
Evaluation of orbital disorders
Interpret Radiology
Investigation
Management of orbital
disorders
Lateral orbitotomy
Orbital decompression
Orbital fracture repair
Enucleation
Evisceration
Socket reconstruction
Exenteration
O,A,P
O,A,P
P
P
T
T
O,A
P
P,T
O
O
O
O,A
O,A
O,A
O,A
A
A
A
A,P
A,P
A,P
A
A,P
A,P
A,P
P,T
P,T
P,T
A,P
Evaluation of lid disorders
Ectropion repair
Entropion repair
Trichiasis repair
Ptosis repair
Tumours excision
Benign essential
Blepharospasm-Botox
O,A,P
O,A
O,A
O,A
O,A
O,A
O,A
P
A,P
A,P
A,P
A,P
A,P
P
T
P,T
P,T
P,T
P,T
P,T
T
Evaluation of the tearing
patient
Punctoplasty
Probing & irrigation
Silicone intubation
Dacryocystorhinostomy
O,A,P
P
T
O,A,P
O,A,P
O,A,P
O,A
P
P
P
P
T
T
T
P
O=Observe
Page 39 of 47
A=Assist
P=Perform major part (or whole) of the surgery under supervision
T=Teach to more junior residents
Communicator:
Resident is expected to demonstrate communication skills in both verbal and written
manner with
1. Patient’s and Their Families
a. Explain general surgical disease processes
b. Obtain informed consent related to surgical procedures
2. Health Care Professionals including Physicians
a.
Family physician
b.
Clinical microbiologist
c.
Lab technicians
d.
Internal Medicine
e.
Medical students
3. Nurses
4. Other specialist in infectious disease
Collaborator:
Be willing to participate in interdisciplinary teams, considering and respecting the
opinions of other team members and contributing expertise as an Ophthalmologist.
Identify and understand the roles, expertise and limitations of all members of an
interdisciplinary team working to achieve a goal related to patient care, an
educational program, a research project or an administrative activity.
Work with the other members of the interdisciplinary team to develop a plan for an
ophthalmology patient; this may include preoperative and postoperative
investigations, treatments and continuing care both in hospital and in ambulatory
settings.
Manager:
To achieve these competencies, upon of an ophthalmology rotation the resident will:
•
•
•
•
•
Realize appropriate resource allocation
Share tasks on the ward with other residents and clinical clerks
Design an appropriate method of communicating with other team members to
assure smooth operation of the clinical team and avoid duplication and errors.
Ensure that chart notes document important points in the patient’s course,
treatment options, expectations and plans for care.
Organize the workload appropriately to ensure that team members are able to
participate in the rounds, in the operating room and in clinics as benefits the
individuals.
Page 40 of 47
•
•
Know the principle of Quality Assurance in clinical practice
Give due attention to details
Health Advocate:
Be able to identify operative risk factors in individual patients.
Identify risk factors for General Ophthalmology and Cataract, and factors that
deleteriously affect operative risk factors and counsel patients on these risk factors.
Scholar:
While on the Ophthalmology service the resident should be starting to assess clinical
problems by (under the following headings)
1
Clinical
(i)
generate a clinical question
(ii)
identify her/his own knowledge and recognize deficits in knowledge
about the question
(iii)
(iv)
(v)
(vi)
(vii)
develop a plan to remedy the deficit by
a)
conducting an appropriate literature search
b)
assimilating and critically evaluating the literature
c)
consulting other physicians and health care professionals
propose a solution to the clinical question
implement this solution in her/his practice
evaluate the outcome of this solution
generate new clinical questions...
2
Research
(i)
start the process of generating a research question (basic science,
clinical, population health or some combination)
(ii)
develop a proposal to answer the research question by
a)
conducting an appropriate literature search
b)
assimilating and critically evaluate the literature
c)
identify, consult and collaborate with appropriate experts to
undertake the research proposal
(iii)
propose appropriate methods for conducting the research
(iv)
undertake the proposed research
(v)
propose a solution to the clinical question
(vi)
disseminate and defend the results of the research
(vii)
identify future research opportunities and questions that arise
from the results
3
Education
(i)
demonstrate an understanding of the concepts of adult learning (in
addition to the application) with respect to herself/himself and others
Page 41 of 47
(ii)
demonstrate an understanding of preferred learning methods in
working with colleagues, residents, medical and nursing students and
other health professionals
Review texts, recommended reading and review articles in preparation for OR cases.
Be able to critically review and appraise information as it relates to
ophthalmology.
Read around consults seen in the ER, clinics, and on the ward.
Professional:
Interact with patients, families, nurses and other health care personnel in a
professional manner with appropriate attitudes.
Work to maintain and advance professional competence.
Respect all opinions of health care workers as well as the patient and their family.
Provide care in an ethical manner.
Examine and resolve interpersonal difficulties in professional relationships.
Strive to balance personal and professional roles and responsibilities, and to
demonstrate ways to resolve conflicts in these areas.
Constantly evaluate her/his knowledge, skills and abilities, and recognize the limits
of her/his professional competence.
Page 42 of 47
External Courses proposed for Residents
Although McMaster’s half day program is rigorous and complete. We firmly believe in
sending residents to supplement their education with exposure to highly rated
external courses. Each year of the residency will involve at least one main external
course and the following have been proposed.
PGY1 — Toronto Ophthalmology Residency Introductory Course (TORIC) —
This course provides a basis for incoming PGY2 residents. It is a comprehensive basic
science course taught over six weeks by leading educators and clinicians from across
Canada.
PGY2 — Surgical “Boot Camp” — This dynamic new course is a 3 day intensive
one-on-one introduction to surgical procedures in Ophthalmology with Dr. Guillermo
Rocha in Brandon, Manitoba.
PGY2/3 - Lancaster/Stanford — basic science course over a 7 or 8 weeks time
frame at the end of PGY2 & beginning of PGY3 years.
PGY4 — American Academy of Ophthalmology — The residents will attend the
Annual conference at least once during residence, typically in PGY4.
PGY5 — San Antonio Review Course, or equivalent — This is a one week
intensive review course in preparation for the Fellowship exam that is very popular
with residents across North America
The residents will also attend the Canadian Ophthalmological Society (COS) Annual
Conference (rotating locations)
Local Annual Conferences and Academic Days — Southern Ontario is home to 5
of Canada’s 11 Ophthalmology residency program and attendance at the local
continuing education clinical conference days will be encouraged. These include Sally
Letson (Ottawa), Walter Wright (Toronto), Jack Crawford (Toronto), Paul Stringer
(Hamilton), University of Western Ontario Clinical Day in Ophthalmology
Local Research Days — Each University also hosts an annual research day for
residents and faculty to present work in lecture and in poster format.
Page 43 of 47
Research
Dr. P Harvey – Resident Research Coordinator
Commensurate with the goals of the program, residents are expected to engage in
research during their years in training. The experience of conceiving a research idea
and seeing it through the multiple stages involved in arriving at publication is an
invaluable learning experience. This is an active way of learning the skills of critical
review, ethics in research, collaboration, statistics, and scientific writing.
A minimum of one peer reviewed publication with presentation at COS or
internationally is required during residency.
Residents keen on pursuing more research will be encouraged to do so, and the
department will always strive to accommodate their needs in these endeavours.
There are many active clinical projects at McMaster in most subspecialty fields.
Furthermore, our proximity to several other residency programs as well as the only
Optometry school in Ontario provides for ample opportunity for multi-centered work
and collaboration with colleagues.
Source
McMaster Surgical
Associates
Research Advisory
Committee
Medical Council of
Canada
McMaster Centre for
Leadership in Learning
(Large Grants)
Funding Sources- Education Research
Deadline
Amount
Eligibility Restrictions
Early Jan
yearly
ON HOLD
Feb1/12 (not
updated for
2013 yet)
Feb 1st
Yearly
Up to $30K
7500k/resident/p
roject/year
$37 500/1 yr
$10K
McMaster Centre for
Leadership in Learning
(Small Grants)
Feb 1st, July 1st,
Nov1st,
Yearly
$1K
RCPSC
(Medical Education
Research Grant)
Mar 2/12
(not updated for
2013 yet)
$25K/yr for 3
years, up to
maximum of
$50K
RCPSC
(Royal College/AMS
CanMEDS Research
and Development
Grant)
Mar 2/12
(not updated for
2013 yet)
$25K/2yrs
-applicant must be a member
-application information emailed out
-resident
-medical assessment research
-Pl may be faculty, staff or graduate
students of a Canadian Medical Facility
-proposed project should improve
quality of students’ learning
-priority given to projects that benefit
large #s learners, have application to
other courses, optimize use of existing
resources, involve collaboration
-proposed project should improve
quality of students’ learning
-priority given to projects that benefit
large #s learners, have application to
other courses, optimize use of existing
resources, involve collaboration
-curriculum design and implementation,
instructional methods, assessment,
program evaluation, continuing
education, professional development,
and faculty development
-applicants must be involved in teaching
and/or medical education research in
Canada, Fellow must contribute
-supports research, development,
and/or implementation of projects to
enhance specialty education in the
promotion of the key roles for specialists
as defined by CanMEDS, includes faculty
development, course development
and/or medical education research
Page 44 of 47
RCPSC
(Faculty Development
Grant)
Mar 2/12
(not updated for
2013 yet)
$5K/1yr
Association for Surgical
Education CESERT
Grants
June 1st,
Yearly
$25K/1-2 yrs
Source
McMaster Surgical
Associates
Research Advisory
Committee
PSI Foundation
(Health Research)
-applicants must be involved in teaching
and/or medical education research in
Canada, Fellow must contribute
-supports creation, promotion, and
evaluation of, and/or research on, new
and innovative methods of faculty
development to foster the training of
quality teachers
-applicants must be involved in teaching
and/or medical education research in
Canada, Fellow must contribute
-innovation in surgical education
-ASE member or non-member working
with a member
Funding Sources- Ophthalmology
Deadline
Amount
Eligibility/Restrictions
Early Jan
Yearly
ON HOLD
Dec 6th 2012, Mar
7th, June 6th 2013
Up to $30K
$7500K/resident/pr
oject/year
$85K/year (clinical
research) for 2
years with
possibility of
renewal for 1
further year
$20K for 1 year
PSI Foundation
(Resident
Research)
Dec 6th 2012, Mar
7th, June 6th 2013
CNIB
(Baker Applied
Research Fund)
Jan 15th
Yearly
(opens in Nov)
$35K/1yr
CNIB
(Baker New
Researcher Fund)
Jan 15th
Yearly
$35K/1yr
CNIB
(Baker Fellowship
Fund)
Jan 15th
Yearly
Max $30K/year
McWork.-summer
employment
Jan 30th
Yearly
Subsidy for
minimum wage
Glaucoma
Research Society
of Canada
(Seed Funding)
Jan 20/12
(not updated for
2013)
$20K/1yr
-applicant must be a member
-application information emailed out
-resident
-PI is practicing physician with academic
appt
-no cancer, heart and stroke or mental
health projects
-animal work only if animals are
immediate patient surrogate
-resident must be supervised by faculty
member: supervisor is applicant,
resident is PI
-may apply for cancer, heart/stroke and
mental health projects
-social, educational, cultural and rehab
needs of persons living with vision loss
-new investigator or senior researcher
developing program of applied research
-equip costs not covered except if
matched by host facility, travel/pub cost
not to exceed $2K
-PI within 5yrs of MD or PhD
-seed money for bigger grants
-equip costs not covered except if
matched by host facility, travel/pub
costs not to exceed $2K
-recipients must begin or return to an
academic posting in Canada within three
years of completing their training, or
return to an area of need as supported
by a letter from the Medical Director of
the community.
-funding for McMaster students yrs 1-3
-Contact- Anne Lancaster
-Surgeons must apply through Surgery
HR and must have funds available to
cover the cost of the student
-basic and clinical research into all
aspects of glaucoma
-PI must have Canadian university of
academic hospital appointment
-MSc or PhD students if supervised by a
Page 45 of 47
HHS New
Investigator Fund
Mar 31st, Oct 1st
Yearly
Seed grant of $50K
for 12-18 months
PSI/CSCI Prizes
for Resident
Research
Canadian
Glaucoma Clinical
Research Council
(CNIB-CGCRS
Award)
American Health
Assistance
Foundation
(Macular
Degeneration
Research Award
Program)
Glaucoma
Research
Foundation
(Shaffer Grants)
May 31st yearly
5 $2000 prizes, top
paper additional
$1000
$5K-$25K for
Pls>5yrs
Training or practice
Up to $5K for
pls<5yrs
$120K/2yrs
June 30/12 (not
updated for 2013)
LOl July 10/12
Full app (invite)
Nov 9/12
Prelim app July
31st
Full App (invite)
Sept 30th,
Yearly
$40K/1yr
RMA Scholarship
(Postgrad Med
Education)
Aug 31st
Yearly
Glaucoma
Foundation
Sept 1/12 (not
updated for 2013)
$7500
Travel costs of up
to $1000 within
2yrs of completion
to present
$40K/1yr
Renewal of up to
$50K
Foundation
Fighting Blindness
(Operating Grant)
LOI- Nov 15/12
Full app- Jan
31/13
$50-100K/yr for
2yrs
American Health
Assistance
Foundation
(Glaucoma
Research Award
Program)
HAHSO Innovation
Grant
Nov2/12
$100K/2yrs
Nov 5/12
$100K/2yrs
preceptor
-PI must be HHS medical staff, within 5
years of either 1st faculty appt as PI or
1st 5 years of performing own research
-must have experienced researcher as
mentor, who is Co-I on grant, who is
HHS staff and who has received peer rev
funding- residents are eligible if
research occurs at HHS site
-PD must nominate resident
-only completed research eligible
-improve patient outcomes through
understanding of treatment and
progress of glaucoma
-encourage collaboration
-pilot study grants
-no duplicate funding
-basic science and/or clinical research
collaborations
-high impact
basic/epidemiological/clinical-based
research
-strategic goals: protect/restore optic
nerve, detect/monitor progress,
genetics, intraocular
pressure/treatments, risk factors using
systematic outcomes data
-resident must be PI-new project, not
added to an existing project
-PI must have fulltime faculty
appointment
-expert in glaucoma or collaborating
with one
-special interest in: Optic Nerve Rescue
and Restoration, Molecular Genetics, and
Nanotechnology
-origin, detection, prevention, treatment
and cur of retinitis pigmentosa, macular
degeneration and related blinding retinal
diseases
-pilot study grants
-no duplicate funding
-basic science and/or clinical research
collaborations
-development of new and innovative
practices fin healthcare delivery and
support leadership and dissemination of
knowledge across the healthcare
system.
Page 46 of 47
Chief Resident Role
The Chief Resident is a senior resident, in his/her fourth year of residency.
Primary Roles:
Representation of the Resident body within Departmental meetings
Organizing the call schedule on a monthly basis
Planning vacation times based on resident requests and availability within the
schedule
Organize morning rounds
Relaying resident concerns to the Program Director
Helpful Tips for PGY1 Residents




Contact the Postgrad office and stay on top of CPSO and CMPA membership
paperwork BEFORE July 1st
Parking at SJH Stoney Creek site — contact Maria ext 4816 regarding tokens
(site is not covered by the parking transponder)
Remember to register for AAO and COS, will get free subscription to journals
and other perks
Get a T2200 tax form — talk to payroll about it
For various support mechanisms for your time here at McMaster University, please
refer to the Postgraduate Medical Education Office’s “Resident Wellness Support
Systems” booklet. Always keep in mind that the Program Director is here to help
support and guide you through our residency program.
Page 47 of 47