<p>Medical Student And Faculty Perceptions Of Undergraduate Surgical Training In The South African And Swedish Tertiary Institutions: A Cross-Sectional Survey</p>

Abstract

PurposeTo evaluate and compare medical student and faculty perceptions of undergraduate surgical training and compare results between South Africa and Sweden.Patients and methodsAn electronic, online questionnaire was anonymously distributed to medical students and surgical faculty at the University of Cape Town (UCT), South Africa, and the Karolinska Institutet (KI), Sweden. The questionnaire explored the perceptions of medical students and surgical faculty regarding the current undergraduate surgical curriculum, as well as existing clinical and theoretical instructional methods.ResultsA total of 120 students (response rate of 24.4%) and 41 faculty (response rate of 74.5%) responded. Students believed they ought to receive significantly more teaching when compared to surgical faculty (p=0.018). Students and faculty generally agreed that students should expect to study approximately six to 20 hrs per week outside of clinical duty. There was general agreement that “small-group tutorials” was the area students learn the most from, whereas students reported “lectures” least helpful. Registrars were reported as the first person students should consult regarding patient care. Fifty-one (42.5%) medical students believed that faculty viewed students as an inconvenience, and 42 (35.0%) students believed that faculty would rather not have students on the clinical team. The majority of faculty (68.3%) reported significantly more negative views on the current undergraduate surgical curriculum when compared to students (p=0.002). UCT faculty reported giving significantly less feedback to students during their surgical rotation when compared to KI faculty (p=0.043).ConclusionSignificant differences exist between surgical faculty and medical student perceptions regarding undergraduate surgical training in developing and developed countries. In order to increase surgical interest among undergraduate medical students, it is imperative for surgical educators to be aware of these differences and find specific strategies to bridge this gap.

Perceptions of Undergraduates and Mentors on the Appropriateness, Acceptability, and Feasibility of the HEPI-TUITAH Micro-Research Approach to HIV Training in Uganda

“… 8 , 23 Evidence shows that medical students are perceived to learn more from small-group sessions in medical education compared to lectures only. 24 According to Proctor et al: Acceptability is the perception among implementation stakeholders that a given treatment, service, practice, or innovation is agreeable, palatable, or satisfactory, while Appropriateness is the perceived fit, relevance, or compatibility of the innovation or evidence-based practice for a given practice setting, provider, or consumer; and/ or perceived fit of the innovation to address a particular issue or problem. 12 , 13 Based on these definitions, the interprofessional education approach used in the HEPI-TUITAH micro-research program was acceptable and appropriate.…”

Surgical Training of Undergraduate Students at Mosul College of Medicine: A Preliminary Evaluation

“…This study is the first trial to evaluate surgical training in our region. We depended on selfevaluation of surgical training by final year medical school students, and recently graduated resident doctors work in surgical wards, this method usually used in clinical training evaluation even this questionnaire is not validated 1,3 . In our study experts surgeons involved in medical teaching share in study, they represent the stakeholders 14 .…”

Mentorship during undergraduate surgical training: comparing perceptions of medical students and faculty at two institutions in South Africa and Sweden

“…In a continuation of analysis of a study exploring medical student and faculty perceptions of undergraduate surgical training, 11 this article presents medical student and faculty perceptions of mentorship and role models during undergraduate surgical training and compares results between a South African and Swedish institution.…”

“…The article also highlighted barriers to mentorship, which included a lack of formalised structural programmes, a lack of clarity regarding roles and expectations, as well as time constraints. 10 In a prior publication, 11 we explored medical student and faculty perceptions of the current undergraduate surgical curriculum, as well as existing teaching methods, between a South African and Swedish institution. We now aim to continue the analysis of this cohort by evaluating perceptions of mentorship and role models during undergraduate surgical training.…”