The Research Changes Lives course is one of very few courses designed specifically for research within ophthalmology and remains a popular choice amongst researchers in the UK. Delivered by ophthalmologists, statisticians and epidemiologists, it provides a broad and diverse perspective. In this article, I reflect on my experience attending the course and my key takeaways.
Why I decided to attend
The ophthalmology specialist training (OST) curriculum, updated in 2024, includes research in the seventh domain of clinical practice for all trainees. From ST1, trainees are expected to demonstrate an adequate understanding of the ethical principles of research, research methodology and perform critical appraisal independently [1]. For those applying to enter OST, research publications form a substantial proportion of the portfolio. For higher trainees applying for consultant posts, research forms one of four essential pillars of practice for senior decision makers [2].
Course overview
The course was run over two days at the Royal College of Ophthalmologists in London, aimed at ophthalmology trainees and allied professionals with minimal research experience. Day 1 of the course focused on the principles of study design, highlighting the importance of the research question in identifying which study type to use. A session on ethical principles emphasised the importance of including marginalised groups in research to produce robust and generalisable findings. Moreover, a lecture was given including invaluable guidance on submitting a research application to the Health Research Authority (HRA) and signposting to resources such as the HRA decision tool. A fundamental concept in ophthalmic research, the unit of analysis, was introduced in the afternoon.
Ophthalmic research is unique in that outcomes can be measured at the patient level or the ocular level [2]. Additionally, studies may choose to report patient data on one or both eyes. An appreciation of this added complexity is vital. Standard statistical tests assume that observations are independent of each other, however measurements from two eyes of the same patient are unlikely to be truly independent [3]. This concept, although now obvious, is one I had not given much thought to during medical school where I first learnt about basic statistical methods. The implications of treating correlated observations as being independent and crucially, strategies to avoid this pitfall, were discussed.
Day 2 of the course commenced with talks outlining opportunities for trainees to get involved in research, with an overview of traditional pathways, like academic clinical fellows, but also unconventional routes for clinicians.
“The more you know the more you realise you don’t know”
– Aristotle
Of particular interest to me was the British ophthalmological surveillance unit (BOSU), which empowers trainees to create their own projects, researching rare ophthalmic diseases in the UK. At first, I found the prospect of establishing a nation-wide project, without extensive prior research experience, daunting. The BOSU team provided reassurance, presenting a streamlined application process with feedback on proposals and support for trainees in the revision process if necessary. After lunch, we were guided through a deep dive into data, beginning with a lecture on outcomes measures.
Patient-reported outcome measures (PROMs) are becoming increasingly common in clinical trials, with a shift away from the reporting of only traditional outcome measures such visual acuity [4]. Whilst this perhaps is a more patient-centred approach to research, I learnt the importance of ensuring a chosen outcome measure possesses essential properties such as responsiveness and sensibility. A lecture on data visualisation explored unique techniques to captivate an audience through storytelling. I found this useful in preparing oral presentations to communicate findings in an engaging way.
The final part of the course was the most interactive, but also the most challenging. As a group we were split into two teams and tasked with performing a critical appraisal of an award-winning published paper and presenting our findings to the panel. This provided an opportunity for us to apply the knowledge and skills gained over the previous two days, but also to share ideas with colleagues and learn from each other.
Final thoughts
As a resident doctor it was an enjoyable, yet humbling experience to be immersed in the world of ophthalmic research. It was fascinating to be taken on a journey from the conception of a research question to the implementation of the findings and subsequently the real-world impact on ophthalmic healthcare. I reflected on the notion of ‘lifelong learning’ in medicine and felt privileged to be challenged by new concepts.
“A mistake in the operating room can threaten the life of one patient; a mistake in statistical analysis or interpretation can lead to hundreds of early deaths”
– Andrew Vickers
In recent years, there has been a drive to place research at the centre of patient care, as outlined in both the UK Government Saving and Improving Lives and 10-Year Health Plan for England policies [5,6]. In addition, the General Medical Council continue to encourage all doctors to actively participate in research [7]. Research improves patient care, although not all research is good research. The implications of poor research practice can be devastating. Through this course, I have reinforced my understanding of basic research principles, gained an insight into tackling the unique challenges ophthalmic research poses and become inspired to carve out my own research career.
TAKE HOME MESSAGES
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Research is a requirement for doctors at all grades and forms a core part of the NHS’ long-term plan.
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Ophthalmic research is unique with outcomes being reported at both the patient and ocular level.
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An evolving trend for research outcomes in ophthalmology is to be more patient-centred.
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An appreciation for the principles of research facilitates best practice and avoids common pitfalls.
References
1. https://www.rcophth.ac.uk/wp-content/
uploads/2024/05/Curriculum-2024
-Handbook-August-2024.pdf
2. https://advanced-practice.hee.nhs.uk/
our-work/research/multi-professional-practice
-based-research-capabilities-framework/
3. Bunce C, Patel KV, Xing W, Freemantle N, Doré CJ. Ophthalmic statistics note 1: unit of analysis. Br Journal Ophthalmol 2014;98(3):409–10.
4. Braithwaite T, Calvert M, Gray A, et al. The use of patient-reported outcome research in modern ophthalmology: impact on clinical trials and routine clinical practice. Patient Relat Outcome Meas 2019;10:9–24.
5. https://www.gov.uk/government/publications/
the-future-of-uk-clinical-research-delivery/saving
-and-improving-lives-the-future-of-uk
-clinical-research-delivery
6. https://www.gov.uk/government/
publications/10-year-health-plan-for
-england-fit-for-the-future
7. https://www.gmc-uk.org/education/standards
-guidance-and-curricula/position-statements/normalising
-research---promoting-research-for-all-doctors
[All links last accessed January 2026]
