培养合格的眼科医师对于防盲治盲工作、为人民提供优质眼健康服务是十分重要的，不同地区的住院医师规范化培训各有特点。文章从各个方面比较了内地与香港眼科住院医师规范化培训体系的异同，包括培训对象、培训师资、轮转阶段和要求、考核机制。香港的培训体系时间为6年，大致上相当于住院医师规范化培训和专科医师规范化培训结合在一起。通过比较两者的差异，有助于我们结合自己的实际情况，改进内地的眼科学住院医师教育培养体系，也为下一步开展眼科专科医师规范化培训提供参考。

The training of qualified ophthalmologists holds paramount significance in preventing blindness, treating eye diseases, and delivering optimal eye health services to the people. Given the unique nature of standardized residency training across geographical regions, this study delves into the comparative analysis of ophthalmology residency standardized training systems in the Mainland and Hong Kong. Specifically, we examine the the similarities and disparities in multiple facets, encompassing trainees' profiles, faculty expertise, rotation phases and prerequisites, as well as assessment methodologies. Notably, the training system in Hong Kong has a duration of 6 years, approximating the combined length of standardized residency training and standardized specialist training. By comparing the differences, we aim to facilitate the refinement of ophthalmology residency education and training in Mainland China, tailored to our specific context, while also serving as a reference for advancing standardized ophthalmology specialist training initiatives.

目的：了解目前眼科住院医师规范化培训前职业认同感现状，并探讨相关影响因素。方法：于2024年7—8月，通过问卷调查法调查64名临床医学眼科住培医师，了解其住院医师规范化培训前的职业认同感现状和影响因素，同时探讨规范化培训对于其职业认同感的影响及作用，通过描述性分析、t检验、单因素方差分析、Pearson相关性分析、多元线性回归分析等方法对相关数据进行分析。结果：规范化培训前，职业认同感评分、职业认知、职业情感、职业承诺、职业行为、职业期望、职业价值观等评分分别为（143.16±12.25）（3.60 ± 0.94）（3.98 ± 0.71）（3.61 ± 1.01）（3.89 ± 0.65）（3.84 ± 0.78）（3.71 ± 0.86）分。规范化培训后，眼科住培医师职业期望评分略有降低，与规范化培训前比较差异有统计学意义 (均P  < 0.01), 其他职业认同度部分条目评分在规范化培训前后比较差异无统计学意义（均P > 0.05）。女生对于眼科医学的职业情感（P = 0.01）及职业价值观高于男生（P = 0.03）。本科时担任学生干部的眼科住培医师职业情感高于非学生干部的学生（P < 0.01）。第一选择为眼科的眼科住培医师的医学职业期望（P  < 0.01）和职业价值观更高（（P = 0.02）。而学历、临床医学志愿选择与职业认同感差异均统计学意义（均P > 0.05）。此外，规范化培训一定程度增强了眼科住培医师的显微操作能力和职业信心。结论：住院医师规范化培训前眼科住培医师的职业认同感较高，但仍有待进一步提高。眼科住培医师的职业认同感与职业看法、培训内容、教学资源等因素密切相关。

Objective: To investigate the current status of professional identity among ophthalmology residents before standardized resident training and to explore the influencing factors. Methods: A survey was conducted from July to August 2024 involving 64 clinical ophthalmology residents. The survey assessed their professional identity before standardized resident training and examined the impact and role of pre-residency training on their professional identity. Descriptive analysis, t-tests, univariate analysis, Pearson correlation analysis, and multiple linear regression were used to analyze the data. Results: Before pre-residency training, the scores for overall professional identity, professional cognition, professional emotion, professional commitment, professional behavior, professional expectations, and professional values were (143.16 ± 12.25), (3.60 ± 0.94), (3.98 ± 0.71), (3.61 ± 1.01), (3.89 ± 0.65), (3.84 ± 0.78), and (3.71 ± 0.86), respectively. However, after pre-residency training, the score for professional expectations among ophthalmology residents decreased slightly (P < 0.01), while no significant statistical differences were observed in other items related to professional identity (all P > 0.05). Female residents had higher scores in professional emotion (P = 0.01) and professional values (P = 0.03) than male residents. Ophthalmology residents who had served as student leaders during undergraduate studies had higher scores in professional emotion (P < 0.01). Residents who chose ophthalmology as their first preference had higher scores in professional expectations (P  < 0.01) and professional values (P = 0.02). However, no significant differences were found among educational levels, clinical medicine preferences, and professional identity. In addition, pre-residency training enhanced the residents micro-surgical skills and professional confidence. Conclusions: The professional identity of clinical ophthalmology medical students before standardized resident training is relatively high but still needs improvement. Professional identity is closely related to factors such as professional views, training content, and teaching resources.

 目的：了解医学专业学位硕士(专硕)研究生培养并轨住院医师规范化培训制度下的眼科专硕科研能 力现状，并提出提升科研能力的对策。方法：对哈尔滨医科大学三所附属医院眼科学76名不同年级 专硕研究生的科研能力现状、阻碍科研学习的因素、科研训练意愿等进行问卷调查。结果：在目前 的培养模式下，专硕科研和临床知识基础相对薄弱及临床学习任务繁重是科研学习的主要障碍。 结论：提出教学基地可以因需施教、提供多模式科研训练；强化临床诊疗培训为科研思维培养助 力；导师可以结合新时代发展背景优化科研选题策略、拓宽学生科研视野等措施。

Objective: To understand the current situation of scientific research ability of postgraduates with professional degrees in ophthalmology and put forward improvement measures. Methods: A questionnaire survey was conducted on the current situation of scientific research ability, scientific research obstacles and scientific research training willingness, 76 postgraduate students of different grades majoring in ophthalmology of three affiliated hospitals of Harbin Medical University were involved. Results: Under the merging residency training system, the foundation of scientific research and clinical knowledge of postgraduates is relatively weak, and the heavy clinical learning task were the main obstacles to scientific research of postgraduates. Conclusion: It is proposed that the teaching bases could provide multi-mode scientific research training to cater to students' individual needs. Not only clinical diagnosis and treatment training could be strengthened to cultivate students’ scientific research thinking, but scientific research topic selection strategy could be optimized by to meet the demand for development of times and broaden students’ scientific research vision.

在眼科住院医师规范化培训中，医学人文素质的培养对医患沟通能力与职业素养的塑造具有重要价值。医学人文不仅关乎医生的执业能力，更直接影响医疗服务的质量与患者满意度。文章分析了当前眼科住培医师人文素养教育现状及其重要性。在此基础上，提出了培养住培医师的人文素质的方法和途径：1）通过入培前的人文素养专题培训，强化住培医师的医患沟通意识，使其在进入临床实践前就树立正确的人文理念；2）借助医院服务中心的实践活动，让住培医师亲身参与患者服务，从而培养他们的同理心，更好地理解患者的需求与感受；3）开展医学人文读书活动，引导住培医师阅读经典人文著作，深化他们的人文情怀，提升职业素养；4）组织科室人文析议会，针对临床实践中常见的伦理困境进行研讨，帮助住培医师学会在复杂情境中做出合理决策；5）实施思政与医学人文融合的实践，拓展住培医师的人文视野，使其在专业技能提升的同时，不忘人文初心。该文旨在为眼科住培医师的人文素质培养提供理论支持和实践指导。通过这些方法的实施，期望培养出更多具备高人文素养的眼科医疗专业人才。

Strengthening medical humanities education is of vital significance in the standardized training of ophthalmology residents, as it contributes to enhancing their doctor-patient communication skills and professional ethics. This paper examines the current situation and significance of humanities education for ophthalmology residents. On this basis, the paper suggests five concrete methods and approaches for fostering residents' humanistic qualities, such as: (1) strengthening doctor-patient communication awareness through pre-training humanities courses to establish a proper humanistic mindset before clinical practice; (2) developing empathy by participating in hospital service center activities through hands-on patient service experiences; (3) deepening humanistic sentiment and enhancing professional ethics through medical humanities reading activities featuring classical works; (4) discussing clinical ethical dilemmas via departmental humanities analysis meetings to help residents develop decision-making skills in complex scenarios; (5) expanding humanistic horizons through the integration of ideological and political education with medical humanities practice, ensuring professional skill development aligns with humanistic principles. This paper aims to offer theoretical support and practical guidance for the humanities education of ophthalmology residents, with the objective of cultivating more ophthalmology professionals with both clinical excellence and high humanistic caliber.

目的：检索并总结开角型青光眼患者眼部用药规范化护理管理的最佳证据，为临床实践提供参考。方法：通过护理循证方法提出实践问题，按照循证证据检索数据库的“6S”分类模型，检索有关开角型青光眼患者眼部用药管理的所有证据资源类型，包括临床指南、最佳实践信息册、证据总结、系统评价和专家共识等。由2名循证护理研究员对纳入文献的质量进行独立评价并进行证据的归纳总结。结果：最终纳入12篇文献，包括4篇指南、3篇证据总结和5篇系统评价；汇总了19条有关开角型青光眼眼部用药管理的最佳证据，包括滴眼技术指导、依从性管理和信息提供3个方面。结论：总结开角型青光眼眼部用药管理的最佳证据，可为临床医务人员管理患者提供参考和借鉴，以达到患者规范用药、控制眼压和延缓疾病进展的目的。

Objective: To retrieve and summarize the best evidence on standardized ocular medication management among open-angle glaucoma patients. Methods: With evidence-based nursing method, practical problemswere identified. According to the “6S” pyramid model of evidence resource, studies on standardized ocular medication management among open-angle glaucoma patients were retrieved, including clinical guidelines, best practice information booklet, systematic reviews, and expert consensus. Two evidence-based nursing researchers independently evaluated the quality of the included literature and summarized the evidence. Results: A total of 12 articles were ultimately enrolled, including 4 clinical guidelines, 3 evidence summaries and 5 systematic reviews. Finally, 3 aspects including 19 pieces of best evidence were summarized, which were Eye drop technical instruction, medication adherence management and related information provision. Conclusion: The best evidence for the medication management of open-angle glaucoma patients were summarized, which provide reference for clinical medical staffs to manage patients, so as to achieve the purpose of standardizing medication,controlling intraocular pressure and preventing disease progression.

目的：探讨督导式教学门诊在眼科住院医师规范化培训中的具体实践和教学效果。方法：通过合理排班、限制号源等措施设立每周固定的督导式教学门诊时间，安排老师和学员出诊；在教学门诊开展4个月后，通过问卷调查和临床技能考核的形式采集反馈意见并评估教学效果。 结果：共有16名老师和8名学员参加了督导式教学门诊，调查问卷结果显示100%的带教老师和学员认可该教学模式，参加过教学门诊的学员临床技能考核得分显著高于对照组(t =3.631， P<0.05)。结论：督导式教学门诊应用于眼科住院医师规范化培训具有实际可行性，并可以提高学员的临床技能水平。

Objective: To explore the application and effects of supervised teaching clinic in standardized training of ophthalmology residents. Methods: A weekly supervised teaching clinic was set through reasonable scheduling and limiting the registration numbers. After 4 months of application, feedbacks were collected through questionnaire survey from both the teachers and residents. Clinical skills assessments were also taken to evaluate the teaching effect. Results: A total of 16 teachers and 8 residents participated in the supervised teaching clinic. The results of the questionnaire showed that 100% of the teachers and residents agreed with the teaching mode. The clinical skill assessment scores of the residents who participated in the teaching clinic were significantly higher than those of the control group (t=3.631, P<0.05). Conclusion: The application of supervised teaching clinic in standardized training of ophthalmology residents is feasible and can improve the clinical skills of the residents. 

目的：探索和评价“线上教学-理论小课-Wetlab实操”眼解剖整合课程在眼科住院医师培范化培训（住培）教学中的应用和效果。方法：纳入中山大学中山眼科中心2023年新入培的住培学员93名，在岗前培训时进行眼解剖整合课程教学。在课程前后分别进行测试，评价课程教学效果，并在课程结束后采用匿名线下测试考核和满意度问卷调查的形式对课程的满意度进行调查。结果：培训前（T1）和培训后（T2）总分中位数分别是60分和70分，T1最低分、25%、75%和最高分分别是10、40、62.5和90，T2最低分、25%、75%和最高分分别是30、60、80和100，T2得分显著高于T1得分，差异具有统计学意义（P<0.000 1）；T1和T2的自信度平均值分别为26.53±5.08、31.83±4.02，差异有统计学意义（P<0.001）。学员普遍表示对整合课程满意。结论：学员们接受整合课程培训后，对眼解剖学知识的掌握程度有明显提高，对整合课程满意度高。眼解剖整合课程有效性显著，是具有推广意义的教学改革。

Objective: To explore and evaluate the application and effect of an integrated   ocular anatomy course comprising three main components: ‘online preview,’ ‘lecture,’ and ‘Wetlab dissection training’in the standardized training teaching of ophthalmology residents (hereinafter referred to as "resident training"). Methods: A total of 93 new resident trainees from Zhongshan Ophthalmic Center of Sun Yat-sen University in 2023 were included in the integrated course on ocular anatomy during pre-job training. Tests were carried out before and after the course to evaluate the teaching effect of the course, and questionnaires were issued after the course to investigate the satisfaction of the course. It adopts the form of anonymous offline test and satisfaction questionnaire. Results: The median total scores before (T1) and after (T2) training were 60 and 70, respectively; the lowest scores, 25%, 75% and highest scores of T1 were 10, 40, 62.5 and 90, respectively; the lowest scores, 25%, 75% and highest scores of T2 were 30, 60, 80 and 100, respectively, and the scores of T2 were significantly higher than those of T1. The difference was statistically significant (P<0.000 1). The mean confidence of T1 and T2 were 26.53±5.08 and 31.83±4.02, respectively, and the difference was statistically significant (P<0.001). Participants generally expressed satisfaction with the integrated programme. Conclusions: After receiving the training of the integrated course, the students' mastery of the knowledge of ocular anatomy has been significantly improved, and the satisfaction of the integrated course is high. The integrated course on ocular anatomy is effective, and it is a teaching reform with popularization significance.

年龄相关性白内障是全球首位致盲性眼病，手术是治疗白内障唯一有效的手段。白内障手术后视力的良好恢复，除了患者自身的眼部条件外，还有赖于医疗机构的手术技术和质量管理水平。白内障摘除手术的规范操作、人工晶状体屈光力的精准测算和专业的围术期管理是白内障患者复明的关键。国家卫生健康委员会在《加强县医院白内障手术能力建设工作方案（2025—2027年）》中提出，通过加强设备设施建设、帮扶县级医院开展人员培训、建立标准化手术制度等方式，进一步提高县级医院开展白内障手术的能力，就近就便满足人民群众白内障复明需求。因此，为了规范化白内障手术操作、确保手术安全和减少手术并发症，在广东省医学会的领导下，由中山大学中山眼科中心联合广东省内其他21所医疗机构35名权威专家共同起草，在参考国内外白内障手术标准的基础上，结合我省白内障手术的现状，共同讨论并最终确定了本团体标准。本标准系统地描述了年龄相关性白内障手术软件、硬件的基本要求、手术的适应证与禁忌证，制定了白内障手术的标准操作流程及其质量控制标准，并且介绍了并发症或不适的预防及处理，为广东省各级具有资质的医疗机构开展白内障手术以及质量评估提供指导。

Age-related cataract is the leading blinding eye disease in the world, and surgery is the only effective treatment. The good recovery of vision after cataract surgery depends not only on the patients’ ocular conditions but also on the surgical technique and quality management level of medical institutions. Standard surgical procedures, the accurate measurement and calculation of intraocular lens (IOL) power, and professional perioperative management are the keys to restoring the sight of patients. In addition, the National Health Commission proposed in the "Work Plan for Strengthening the Cataract Surgery Capacity Building of County-level Hospitals (2025-2027)" that the ability of county-level hospitals to perform cataract surgery should be further improved by strengthening the construction of equipment and facilities, assisting county-level hospitals in carrying out personnel training, and establishing standardized surgical system. Therefore, in order to standardize cataract surgery procedures, ensure the safety of the surgery and reduce surgical complications, under the leadership of the Guangdong Medical Association, the Zhongshan Ophthalmic Center of Sun Yat-sen University, in conjunction with 21 other medical institutions in Guangdong Province and 35 authoritative experts, jointly drafted this group standard. On the basis of referring to the domestic and international standards for cataract surgery and combining with the current situation of cataract surgery in Guangdong Province, they jointly determined this group standard. This group standard systematically describes the basic requirements for the software and hardware conditions of age-related cataract surgery, the indications and contraindications of the surgery, formulates the standard surgical procedures and quality control standards for cataract surgery, and introduces the prevention and treatment of complications or adverse reactions, providing guidance for all qualified medical institutions at different levels to carry out cataract surgery and quality assessment.

玻璃体腔注药是年龄相关性黄斑变性、糖尿病视网膜病变、视网膜静脉阻塞等常见慢性眼底病的主要治疗方式，凭借其治疗量大、操作流程化、实施简便，已成为眼科临床常规诊疗项目。基于《“十四五”全国眼健康规划(2021－2025年)》要求，秉承以患者为中心的服务理念，在确保医疗安全的基础上，优化治疗流程，提升患者接受玻璃体腔注药治疗的就诊体验和治疗效果。同时，广东省将有望承接越来越多港澳的眼病患者，需要建立融合粤港澳大湾区的广东省注药标准。因此，在广东省医学会的领导下，由中山大学中山眼科中心联合广东省内其他21所医疗机构共同起草，通过函审、专家论证会等形式，共邀广东省内35名权威专家进行多轮会审，在参考国内外玻璃体腔注药标准的基础上，结合粤港澳大湾区眼科现状，共同讨论最终确定了本标准。本团体标准系统地描述了玻璃体腔注药的基本要求、适应证与禁忌证，制定了全新的玻璃体腔注药标准操作流程及其质量控制标准，并且介绍了并发症或不适的预防及处理，为广东省各级具有资质的医疗机构所开展的玻璃体腔注药的临床应用以及质量评估提供指导。

玻璃体腔注药是年龄相关性黄斑变性、糖尿病视网膜病变、视网膜静脉阻塞等常见慢性眼底病的主要治疗方式，凭借其治疗量大、操作流程化、实施简便，已成为眼科临床常规诊疗项目。基于《“十四五”全国眼健康规划(2021－2025年)》要求，秉承以患者为中心的服务理念，在确保医疗安全的基础上，优化治疗流程，提升患者接受玻璃体腔注药治疗的就诊体验和治疗效果。同时，广东省将有望承接越来越多港澳的眼病患者，需要建立融合粤港澳大湾区的广东省注药标准。因此，在广东省医学会的领导下，由中山大学中山眼科中心联合广东省内其他21所医疗机构共同起草，通过函审、专家论证会等形式，共邀广东省内35名权威专家进行多轮会审，在参考国内外玻璃体腔注药标准的基础上，结合粤港澳大湾区眼科现状，共同讨论最终确定了本标准。本团体标准系统地描述了玻璃体腔注药的基本要求、适应证与禁忌证，制定了全新的玻璃体腔注药标准操作流程及其质量控制标准，并且介绍了并发症或不适的预防及处理，为广东省各级具有资质的医疗机构所开展的玻璃体腔注药的临床应用以及质量评估提供指导。

玻璃体腔注药是年龄相关性黄斑变性、糖尿病视网膜病变、视网膜静脉阻塞等常见慢性眼底病的主要治疗方式，凭借其治疗量大、操作流程化、实施简便，已成为眼科临床常规诊疗项目。基于《“十四五”全国眼健康规划(2021－2025年)》要求，秉承以患者为中心的服务理念，在确保医疗安全的基础上，优化治疗流程，提升患者接受玻璃体腔注药治疗的就诊体验和治疗效果。同时，广东省将有望承接越来越多港澳的眼病患者，需要建立融合粤港澳大湾区的广东省注药标准。因此，在广东省医学会的领导下，由中山大学中山眼科中心联合广东省内其他21所医疗机构共同起草，通过函审、专家论证会等形式，共邀广东省内35名权威专家进行多轮会审，在参考国内外玻璃体腔注药标准的基础上，结合粤港澳大湾区眼科现状，共同讨论最终确定了本标准。本团体标准系统地描述了玻璃体腔注药的基本要求、适应证与禁忌证，制定了全新的玻璃体腔注药标准操作流程及其质量控制标准，并且介绍了并发症或不适的预防及处理，为广东省各级具有资质的医疗机构所开展的玻璃体腔注药的临床应用以及质量评估提供指导。

Intravitreal injection represents the primary method of drug administration for a range of common chronic endophthalmic diseases, including age-related macular degeneration, diabetic retinopathy and retinal vein occlusion. Recognized for its high clinical efficacy, procedural standardization, and operational accessibility, this has become a routine clinical practice in ophthalmology. In alignment with the "National Eye Health Plan during the 14th Five-Year Plan period (2021–2025)" and the patient-centered service philosophy, this approach optimizes treatment processes and enhances patient experience and therapeutic outcomes while ensuring medical safety. Furthermore, Guangdong Province is poised to become a pivotal hub for ophthalmic care within the Guangdong-Hong Kong-Macao Greater Bay Area, anticipating a growing influx of patients from Hong Kong and Macao. This necessitates the development of a unified intravitreal injection standard tailored to regional healthcare integration. Under the auspices of the Guangdong Medical Association, a consortium led by Zhongshan Ophthalmic Center, Sun Yat-sen University, and 21 collaborating medical institutions across Guangdong, formulated this standard. Through iterative reviews involving correspondencebased evaluations and multidisciplinary expert consultations, 35 distinguished specialists refined the standard, synthesizing global best practices with insights into the Greater Bay Area’s unique ophthalmological landscape. This group standard systematically outlines the basic requirements, indications and contraindications of intravitreal injection, establishes a new standard operating procedure for intravitreal injection and quality control standards for this procedure. In addition, we have introduced guidance for the clinical application of this technique and quality assessment, as well as for the prevention and management of complications or adverse reactions.