The Ophthalmology residency program is a four-year program aiming to prepare a fully educated, independent, enterprising, ethically responsible, creative, and scientifically innovative specialist, interested in nurturing democratic values. This individual should be capable of fully solving eye care problems and working effectively in a team.

The general aim of the program is to train an ophthalmologist who can provide qualified service and apply the acquired knowledge, skills, and abilities to manage ocular diseases both on an outpatient and inpatient basis.

The general aim of the program is to train a specialist ophthalmologist who is able to provide qualified service within the competence and is able to apply the acquired knowledge, skills and abilities providing outpatient and inpatient management of ocular disease in the following domains: general ophthalmology, retina/vitreous disorders, strabismus/pediatric ophthalmology, glaucoma, neuro-ophthalmology, ocular surface and uvea disease, cataract and intraocular lens surgery, refraction, and low vision.

Graduates of the NU SOM Ophthalmology Residency program will be entitled as Specialists in Ophthalmology. They will have opportunities to work as general ophthalmologists in ophthalmology clinics, ophthalmology inpatient units of multidisciplinary hospitals, and tertiary care ophthalmology centers.

By the end of the Ophthalmology Residency Program, the residents should achieve the graduation target in the majority of the ACGME Milestones as follows:

1. Patient Care

1.1. Data Acquisition – Basic Ophthalmology Exam and Testing (PC1). (Overall intent - To independently interview, examine, and use appropriate tests to assess a given condition)

1.1.1. Acquires relevant problem-focused history, including outside medical records;

1.1.2. Performs problem-focused exam with appropriate techniques (e.g., gonioscopy and scleral depression), consistently identifies common abnormalities on examination; may identify subtle findings;

1.1.3. Identifies subtle or uncommon examination findings of common disorders and typical or common findings of rarer disorders;

1.1.4. Orders and interprets advanced diagnostic tests and imaging procedures according to evidence-based medicine (i.e., when and when not to order testing);

1.1.5. Demonstrates expertise in advanced diagnostic tests and imaging.

1.2. Hospital-based consultation (PC2) (Overall intent - To independently triage and manage hospital-based consultation)

1.2.1. Acquires relevant problem-focused history, including outside medical records;

1.2.1. Triages consult requests;

1.2.3. Manages consultations (including coordination of care) requiring surgical intervention, including procedural options and timing; requests ophthalmic subspecialty advice, with indirect supervision;

1.2.4. Manages consultations (including coordination of care) requiring surgical intervention, including procedural options and timing; requests ophthalmic subspecialty input, with oversight;

1.2.5. Oversees the consultation process and manages interdisciplinary systems issues affecting patient care.

1.3. Office-based procedures (PC3) (Overall Intent: To perform common office-based procedures independently):

1.3.1. Describes essential components of care related to office-based procedures (e.g., informed consent, indications and contraindications, anesthesia, sterile procedure prep);

1.3.2. Administers anesthesia and performs procedure, with direct supervision;

1.3.3. Administers anesthesia and performs procedure, with indirect supervision;

1.3.4. Administers anesthesia and performs procedure, with oversight;

1.3.5. Incorporates recent advancements in technologies or techniques.

1.4. Cataract Surgery – Technical Skill (PC4) (Overall Intent: To independently complete cataract surgery and manage complications)

1.4.1. Identifies visually significant cataract;

1.4.2. Assesses patients for routine cataract surgery;

1.4.3. Assesses patients for complex cataract surgery;

1.4.4. Assesses patients who are candidates for refractive intraocular lenses to correct astigmatism and/or provide near correction;

1.4.5. Assesses patients for intraocular lenses complications requiring a more complex intervention.

1.5 Extraocular Surgery (Plastics, Strabismus) (PC5) (Overall Intent: To independently complete extraocular surgery and manage complications)

1.5.1 Demonstrates ability to scrub, prep and drape patient for surgery; performs basic suturing skills;

1.5.2 Identifies patients for routine extraocular surgery;

1.5.3 Develops a pre-operative plan for routine extraocular surgery;

1.5.4 Develops a pre-operative plan for complex extraocular surgery;

1.5.5 Assess patients and develops a pre- operative plan for complex/ multidisciplinary extraocular surgery (e.g., nerve sheath decompression, vessel sparing strabismus).

1.6 Intraocular Surgery (Cornea, Retina, Glaucoma) (PC6) (Overall Intent: To gain experience with surgery in these subspecialties)

1.6.1 Demonstrates ability to scrub, prep and drape patient for surgery; performs basic suturing skills;

1.6.2 Assesses patients for routine intraocular surgery;

1.6.3 Assesses patients for complex intraocular surgery;

1.6.4 Assesses patients for multispecialty intraocular surgeries;

1.6.5 Assess patients requiring surgery from multiple disciplines (e.g., plastic surgery, facial trauma).

2. Medical Knowledge

2.1 Pathophysiology (MK1) (Overall Intent: To demonstrate progressive understanding of the pathophysiology of common and complex ophthalmic conditions

2.1.1 Articulates knowledge of pathophysiology and clinical findings for ophthalmic conditions routinely managed by non-ophthalmologists;

2.1.2 Demonstrates basic knowledge of pathophysiology and clinical findings for common ophthalmic conditions routinely managed by ophthalmologists;

2.1.3 Demonstrates advanced knowledge of pathophysiology and clinical findings for commonly encountered ophthalmic conditions; demonstrates basic knowledge of pathophysiology and clinical findings for uncommon conditions;

2.1.4 Demonstrates advanced knowledge of pathophysiology and clinical findings for uncommon ophthalmic conditions;

2.1.5 Contributes new knowledge for pathophysiology and clinical findings for ophthalmic conditions (e.g., publication, curriculum development).

2.2 Differential Diagnosis (MK2) (Overall Intent: To progress in knowledge from creating a broad differential to a problem-focused differential to guide accurate clinical evaluation and management, and avoid unnecessary testing and use of resources)

2.2.1 Identifies resources to generate a focused differential diagnosis;

2.2.2 Generates comprehensive differential diagnosis based on patient symptoms and history; documents and presents differential in oral presentation clearly and concisely;

2.2.3 Generates refined differential based on patient symptoms, history and examination findings, distinguishing between common and uncommon conditions;

2.2.4 Generates probabilistic differential diagnosis in patients with multiple ocular and medical comorbidities; modifies likely differential with new information from additional testing;

2.2.5 Recognizes, self-reflects, and shares experiences to educate others on factors that contributed to missed diagnosis or faulty clinical reasoning (e.g., publication, curriculum development).

2.3 Therapeutic Interventions (MK3) (Overall Intent: To obtain comprehensive understanding of medical and surgical therapeutic interventions)

2.3.1 Describes basic concepts of ophthalmic pathophysiology and pharmacology;

2.3.2 Explains relevant pathophysiology and lists indications and contraindications for planned medical therapy;

2.3.3 Identifies and describes side effects of medical therapies and ways to minimize potential complications;

2.3.4 Describes and articulates the rationale for using emerging alternative medical therapies;

2.3.5 Participates in the development and dissemination of novel therapies or interventions.

3 Systems-based practice 1. Patient Safety and Quality Improvement (QI) (SBP1) (Overall Intent: To engage in the analysis and management of patient safety events, including relevant communication with patients, families, and health care professionals; to conduct a QI project)

3.1. Demonstrates knowledge of common patient safety events;

3.2 Identifies system factors that lead to patient safety events;

3.3 Participates in analysis of patient safety events (simulated or actual);

3.4 Conducts analysis of patient safety events and offers error prevention strategies (simulated or actual);

3.5 Actively engages teams and processes to modify systems to prevent patient safety events.

4 Systems-Based Practice 2. System Navigation for Patient-Centered Care (SBP2)

(Overall Intent: To effectively navigate the health care system, including the interdisciplinary team and other care providers, to adapt care to a specific patient population to ensure high-quality patient outcomes)

4.1 Demonstrates knowledge of care coordination;

• Identifies key elements for safe and effective transitions of care and hand-offs;
• Demonstrates knowledge of the role of the physician in addressing community health needs and disparities.

4.2 Coordinates care of patients in routine clinical situations effectively using the roles of the interprofessional teams;

• Performs safe and effective transitions of care/hand-offs in routine clinical situations;
• Demonstrates knowledge of local population and community health needs and disparities.

4.3 Coordinates care of patients in complex clinical situations effectively using the roles of their interprofessional teams;

• Performs safe and effective transitions of care/hand-offs in complex clinical situations;
• Identifies specific local health needs and disparities related to ophthalmic care.

4.4 Teaches effective coordination of patient-centered care among different disciplines and specialties to junior members of the team;

• Advocates for safe and effective transitions of care/hand-offs within and across health care delivery systems;
• Uses local resources effectively to meet the needs of a patient population and community,

4.5 Analyzes the process of care coordination and leads in the design and implementation of improvements;

• Improves quality of transitions of care within and across health care delivery systems to optimize patient outcomes;
• Participates in changing and adapting practice to provide for the needs of specific populations.

5 Systems-Based Practice 3: Physician Role in Health Care Systems (SBP3) (Overall Intent: To understand the physician’s role in the complex health care system and how to optimize the system to improve patient care and the health system’s performance)

5.1 Describes basic health care systems and access models (e.g., government, private, public, uninsured care);

5.2 Describes how different system types require the physician to deliver care effectively with available resources;

5.3 Optimizes patient care given available resources;

5.4 Advocates for patient care needs beyond patients’ available resources (e.g., community resources, patient assistance resources, telehealth);

5.5 Participates in health policy advocacy activities.

6 Practice-Based Learning and Improvement 1: Evidence-Based and Informed Practice (PBLI1) (Overall Intent: To incorporate evidence and patient values into clinical practice)

6.1 Demonstrates how to access and use available evidence, and incorporate patient preferences and values in order to take care of a routine patient;

6.2 Articulates clinical questions and elicits patient preferences and values in order to guide evidence-based care;

6.3 Locates and applies the best available evidence, integrated with patient preference, to the care of complex patients;

6.4 Critically appraises and applies evidence even in the face of uncertainty and conflicting evidence to guide care, tailored to the individual patient;

6.5 Coaches others to critically appraise and apply evidence for complex patients; and/or participates in the development of patient care guidelines.

7. Practice-Based Learning and Improvement 2: Reflective Practice and Commitment to Personal Growth (PBLI2) (Overall Intent: To seek clinical performance information with the intent to improve care; reflects on all domains of practice, personal interactions, and behaviors, and their impact on colleagues and patients (reflective mindfulness); develop clear objectives and goals for improvement in some form of a learning plan)

7.1 Accepts responsibility for personal and professional development by establishing goals; actively seeks opportunities to improve;

7.2 Demonstrates openness to performance data (feedback and other input) in order to inform goals; designs and implements a learning plan, with guidance;

7.3 Seeks performance data and accepts it with responsibility and equipoise; demonstrates implementation of a learning plan;

7.4 Uses performance data to measure the effectiveness of the learning plan and when necessary, improves it;

7.5 Facilitates the design and implementing learning plans for others.

8. Professionalism 1: Professional Behavior and Ethical Principles (P1) (Overall Intent: To recognize and address lapses in ethical and professional behavior, demonstrate ethical and professional behaviors, and use appropriate resources for managing ethical and professional dilemmas)

8.1 Identifies and describes potential triggers for professionalism lapses;

• Describes when and how to appropriately report professionalism lapses, including strategies for addressing common barriers;
• Demonstrates knowledge of the ethical principles underlying informed consent, surrogate decision making, advance directives, confidentiality, error disclosure, stewardship of limited resources, and related topics.

8.2 Demonstrates insight into professional behavior in routine situations;

• Takes responsibility for own professionalism lapses;
• Analyzes straightforward situations using ethical principles.

8.3 Demonstrates professional behavior in complex or stressful situations;

• Recognizes need to seek help in managing and resolving complex ethical situations;
• Analyzes complex situations using ethical principles.

8.4 Recognizes situations that may trigger professionalism lapses and intervenes to prevent lapses in self and others;

• Recognizes and uses appropriate resources for managing and resolving ethical dilemmas as needed (e.g., ethics consultations, literature review, risk management/legal consultation).

8.5 Coaches others when their behavior fails to meet professional expectations;

• Identifies and seeks to address system-level factors that induce or exacerbate ethical problems or impede their resolution.

9. Professionalism 2: Accountability/Conscientiousness (P2) (Overall Intent: To take responsibility for one’s own actions and the impact on patients and other members of the health care team)

9.1 Takes responsibility for failure to complete tasks and responsibilities, identifies potential contributing factors, and describes strategies for ensuring timely task completion in the future;

• Responds promptly to requests or reminders to complete tasks and responsibilities.

9.2 Performs tasks and responsibilities in a timely manner with attention to detail in routine situations;

• Recognizes situations that may impact one's ability to complete tasks and responsibilities in a timely manner.

9.3 Performs tasks and responsibilities in a timely manner with attention to detail in complex or stressful situations;

• Recognizes detrimental consequences when tasks and responsibilities are not completed in a timely manner (e.g., team members, compliance);

9.4 Recognizes situations that may impact others’ ability to complete tasks and responsibilities in a timely manner;

• Proactively implements strategies to ensure that the needs of patients, teams, and systems are met.

9.5 Takes ownership of system outcomes, attempts to implement changes at a systems level in order to advance the goals of professional accountability.

10. Professionalism 3: Self-Awareness and Help-Seeking (P3) (Overall Intent: To identify, use, manage, improve, and seek help for personal and professional well-being for self and others)

10.1 Recognizes status of personal and professional well-being, with assistance;

10.2 Independently recognizes status of personal and professional well-being;

10.3 With assistance, proposes a plan to optimize personal and professional well-being;

10.4 Independently develops a plan to optimize personal and professional well-being;

10.5 Coaches others when emotional responses or limitations in knowledge/skills do not meet professional expectations.

11. Interpersonal and Communication Skills 1: Patient- and Family-Centered Communication (ICS1) (Overall Intent: To deliberately use language and behaviors to form constructive relationships with patients, identify communication barriers including self-reflection on personal biases, and minimize them in the doctor-patient relationships; to organize and lead communication around shared decision making)

11.1 Uses language and nonverbal behavior to demonstrate respect and establish rappor;

11.2 Establishes a therapeutic relationship in straightforward encounters using active listening and clear language;

11.3 Establishes a therapeutic relationship in challenging patient encounters (e.g., breaking bad news);

11.4 Easily establishes therapeutic relationships, with attention to patient/family concerns and context, regardless of complexity;

11.5 Mentors others in situational awareness and critical self-reflection to consistently develop positive therapeutic relationships.

12. Interpersonal and Communication Skills 2: Interprofessional and Team Communication (ICS2) (Overall Intent: To effectively communicate with the health care team, including consultants, in both straightforward and complex situations)

12.1 Uses language that values all members of the health care team;

12.2 Communicates information effectively and uses active listening with all health care team members;

12.3 Communicates concerns to the team and learners;

12.4 Role models flexible communication strategies that value input from all health care team members, resolving conflict when needed;

12.5 Facilitates regular health care team-based feedback in complex situations.

13. Interpersonal and Communication Skills 3: Communication within Health Care Systems (ICS3) (Overall Intent: To effectively communicate using a variety of methods)

13.1 Accurately records information in the medical record;

13.2 Demonstrates organized diagnostic and therapeutic reasoning through notes in the medical record;

13.3 Communicates clearly and concisely, including anticipatory guidance, in the medical record;

13.4 Provides feedback to improve others’ written communication;

13.5 Facilitates dialogue regarding systems issues among larger community stakeholders (institution, health care system, field).

STEP 1. Create your personal account

Register on www.admissions.nu.edu.kz portal to create a Personal Account. Read the instructions about the application procedure given in your Personal account.

STEP 2. Complete your Application Form and attach the required documents

Fill out the application form and attach the required documents:

1. Scanned copy of a National ID card or passport;
2. Scanned copy of secondary school or higher education institution certificate (attestat/diploma) with final academic performance or certificate from the school (spravka) according to the sample in the personal account;
3. Motivation letter in English;
4. Valid copies of certificates. The results of standardized tests must be sent directly to the University through test administrators.

STEP 3. Pay an application fee

The application fee is paid online via your personal account with a bank card.

The application fee is 10 000 tenge and it is increased 3 times from the established amount when paid within the last two weeks before the first officially approved deadline and/or during the extension period for accepting applications for participation in the admission process. This amount is non-refundable.

Step 4. Finish the registration process

Finish the registration process by pressing the “Submit application” button. After submission applicants can’t change their applications.

Step 5. Upload IELTS/TOEFL certificates

Upload IELTS/TOEFL certificates in your personal account in the section "Upload IELTS/TOEFL" and fill up the required information about the certificate.

Further steps

Check your e-mail for notifications from the NU Admissions Department and your personal account to learn about your application status.

If you experience any difficulties with the registration or online application, please contact info_admissions@nu.edu.kz. Refer to your IIN and/or Applicant ID while sending us your requests.

Online application deadline for the residency program: February 12, 2024 - June 10, 2024.

All registered candidates can check the status of their application in the Personal account. Description of the status below is presented in the order of assignment to the candidate in the Personal account.

Application in processing. This is interim status, which means that the application is being processed. Admissions Committee will evaluate the application and inform the candidate on further steps/stages. Notification on final results will be sent to your email address.

Does not meet entry requirements. The status is assigned to the candidates who do not meet the minimum entry requirements. It is given after checking the application forms and the documents by the Admissions Department.

Disqualified. The status is assigned to candidates who are disqualified for gross violations of the conditions of the competition. For example, provided deliberately false information.

Rejected by Admissions Committee. At one of the competition stages, the Admissions Committee decided to reject the candidate’s application.

Transfer to another program. At the stage of an application screening the Admissions Committee has decided to recommend the candidate for consideration by the Admissions Committee of another program within the same School.

Pending. Candidate’s application is pending.

Waiting list. The Admissions Committee has finished reviewing the candidate’s application and made a decision to put you on a waiting list. Such candidates should expect notification from the University, as there is a possibility that if other candidates reject to study, they may be sent an invitation letter to study.

Recommended for admission to program. Admissions Committee has decided to recommend candidate for the program without going through the Zero Year of Graduate programs.

Recommended for conditional admission. The Admissions Committee has decided to recommend a candidate for the conditional admission with a requirement to fulfill the condition by the deadline specified in the notification.

Withdrawn. Candidate decided to withdraw from the competition.

Accepted Program admission offer. The status is assigned to candidates who received offer letter, signed Enrollment confirmation form and fulfilled all the сonditions of the University indicated in the offer letter.

Refused admission offer. The candidate was recommended for admission, but refused to study.

Refused in favor of another NU program. The status is applicable for those candidates, who applied for several graduate programs at NU. The status is assigned when the candidate chooses another program.

Deferred. The status is assigned to candidates who were accepted for the program, but decided to postpone their studies until the next year.

Did not submit the documents/Refused. The status assigned to candidates who did not provide originals of the documents by the stated deadline, which means that the candidate refuses to study at University.

Did not come to Orientation week/Refused. The status is assigned to candidates who accepted the offer letter, provided hard copies of documents, but did not participate in Orientation week. The vacant place, if available, can be offered to the candidates in the Waiting list.

Enrolled to program. The status is assigned to candidates who enrolled to the main program by the Decision of the Provost. Candidate officially became a student.

PGY 1

PGY 2

PGY 3

PGY 4