Digital learning tools and resources in ophthalmic surgery training: a narrative review

Background and Objective: Advancements in technology, including virtual reality (VR), artificial intelligence (AI), and simulation-based learning, are transforming ophthalmic surgery training by improving precision, adaptability, and accessibility. While traditional methods remain indispensable, the integration of digital learning tools within structured, constructively aligned curricula as well as ongoing assessment is increasingly essential to meet contemporary training needs and improve patient outcomes. The aim of the narrative review was to provide a synthesis of current literature on digital learning tools in ophthalmic surgery training by examining emerging technologies and trends, and their integration into educational programmes. Methods: With the assistance of a librarian, a literature search across multiple databases, such as Scopus and EBSCOhost databases, was conducted, including all English-language articles with available abstracts. A total of 403 articles were reviewed, with 10 duplicates removed and 172 full texts analysed to identify key themes using Rayyan software. Key Content and Findings: This narrative review explores how digital tools—such as software, videos, gaming and VR—enhance ophthalmic surgery training by overcoming time and location barriers. Simulation-based learning is most effective when it is preceded by strong foundational knowledge and supported by structured mentorship. A structured curriculum incorporating wet labs and simulators is preferred to support procedural skills development. VR provides step-by-step surgical training, immersive simulations and performance assessments. Combining VR simulation with wet lab training could transfer surgical skills to the operating theatre. Constructive alignment ensures that learning outcomes, assessment methods, teaching strategies and course content are cohesively integrated to optimise educational effectiveness. This review employed the principles represented by Miller’s pyramid as a framework to explore the application of digital tools and advancements in ophthalmic surgery training. This holistic approach fosters authentic, learner-centred training and assessment, progressing from knowledge acquisition to clinical performance through diverse metrics, simulations and workplace-based evaluations. Conclusions: By incorporating technologies such as VR, AI and augmented reality (AR), ophthalmic surgery training becomes more efficient, standardised and accessible, improving surgeons’ knowledge, skills, and behaviours despite existing challenges.