Ophthalmology Training in Greece: Challenges, Realities, and Pathways Toward Modernization

TL;DR

This editorial discusses the outdated state of ophthalmology training in Greece and suggests reforms to align it with European standards.

Contribution

The paper highlights the need for modernizing Greek ophthalmology training through competency-based reforms and cultural shifts.

Findings

Greek ophthalmology training lags behind Europe in adopting competency-based models and structured assessments.

Training inefficiencies and financial issues contribute to the emigration of young ophthalmologists.

Reforms like digital logbooks and simulation milestones are recommended to improve training quality.

Abstract

This editorial examines the current state of ophthalmology training in Greece, situates it within the broader European landscape, and provides a narrative reflection on the challenges and potential reform pathways.

In the author's view, ophthalmology training in Greece remains rooted in a traditional apprenticeship model, with few structural reforms over the past decades. While much of Europe has transitioned toward competency-based training guided by the European Board of Ophthalmology (EBO) and the Union of European Medical Specialists (UEMS), Greece has struggled to keep pace. The persistence of waiting-list entry, time-based residency progression, limited surgical simulation, and lack of structured assessments may have created inequities in training and contributed to professional emigration. Greek training lags in adopting Entrustable Professional Activities (EPAs), programmatic assessment, and structured fellowships. Personal or individual reasons aside, the country's financial state and training-related inefficiencies have also driven the emigration of young ophthalmologists to other EU countries and beyond.

Reform is urgently required to align Greece with European standards. This should encompass the implementation of a national competency-based curriculum, digital surgical logbooks, mandatory simulation milestones, structured assessments, protected educational time, and international accreditation pathways. Beyond technical reforms, a cultural shift, recognizing education as equivalent to service provision, is essential to maintaining the ophthalmology workforce and enhancing patient outcomes.