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This review updates the comprehensive ophthalmologist on advances in ophthalmic medical education. Ophthalmic educators could apply the ideas presented in this review according to their possibilities in their own settings and programs.

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Background To explore the development of ophthalmology residents and the factors that influence resident performance in China with a 360-degree evaluation. Methods 59 residents enrolled in the resident training system at Peking University People's Hospital were evaluated by a 360-degree evaluation system created by the Chinese Medical Doctor Association (CMDA) from July 2017 to September 2021. All residents were required to complete a 3-year training program. An online evaluation questionnaire was applied and resident's entire score was added together and transformed to a percentage system. The data was statistically analyzed with T-paired test and multiple linear regression analysis to determine the changes of resident’ evaluation results and the potential influencing factors on the residents' grades. Results A total of 364 evaluations for 59 residents and 20 instructors were conducted. By September 2021, a total of 28 residents had finished the program, with another 31 in the process. There was generally positive trend in performance ratings. In years 1, 2, and 3, the average scores were 82.67 ± 8.26, 89.85 ± 6.03, and 91.77 ± 4.03, respectively. There is a substantial difference in average scores between year 1 and year 2 (P = 0.000) but not between year 2 and 3 (P > 0.05). Residents' average clinical skills scores are 45.08 ± 3.36, 50.34 ± 4.95, and 51.06 ± 5.51 and non-clinical skills scores are 37.55 ± 3.42, 38.16 ± 5.07, and 38.93 ± 3.19 by the end of year 1, 2, and 3, respectively. There was a significant improvement in residents' clinical skills in the first year compared to the second year (P = 0.003) but not between the second and third year (P > 0.05). There was no significant improvement of non-clinical skills regardless of the year. Educational background, rather than other characteristics, had the biggest impact on residents’ achievement in the first and second years of training. Conclusion Ophthalmology residents' performance improved significantly from the first to the second year, after which they reached a plateau. Different education backgrounds had the greatest impact on their first-year performance. Additional attention should be devoted to senior residents and residents with inferior educational backgrounds.