Abstract: Objective To compare the outcome of integrated rotation and discipline rotation in the standardized training of ophthalmology resident. And to provide support for improving the standardized training of ophthalmology residents in China in the future. Methods The ophthalmology residents in the Peking University Third Hospital standardized training item were included in this study. The rotation style, the number of professional groups, the number of management diseases and the number of surgeries were recorded. The feedback of the residents, supervisor and patients were compared. Results In the integrated rotation, the number of professional groups and management diseases of residents was higher than that of disciplinary rotation with statistically significant differences (all P<0.05), but there was no statistical difference in the number of surgeries (P>0.05). The results of the resident self-assessment questionnaire showed that there were statistically significant differences in the overall rotation effect, learning interest, clinical ability, clinical reasoning, and doctor-patient communication skills (all P<0.05). The teacher feedback and patient experience in integrated rotation is better than in discipline rotation. Conclusions In an integrated rotation, residents contact more cases than in discipline rotation, which is more conducive to learning interest, clinical ability, clinical reasoning, and doctor-patient communication skills. The feedback from teachers and patients are better. The integrated rotation allows the trained residents to learn professional knowledge step by step, which is helpful for the rapid growth of young doctors.

Key words: Rotation, Standardized training, Ophthalmology