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

Figures & data

Table 1 Demographic Data

Medical Students (n=120)	UCT (n=49)	KI (n=71)	p-value
Gender - n (%)
Female	30 (61.2)	37 (52.1)	0.323
Median age – years (IQR)	24.5 (2)	26.4 (3)	0.004*
Surgical faculty (n=41)	UCT (n=13)	KI (n=28)	p-value
Gender - n (%)
Female	6 (46.2)	5 (17.9)	0.057
Median age – years (IQR)	41.6 (7)	48.7 (11.75)	0.009*
Level of training - n (%)
Consultant	10 (76.9)	26 (92.9)	0.304
Fellow	3 (23.1)	2 (7.1)
Years in surgical practice - n (%)
0–2	2 (15.4)	0 (0.0)
Female	0 (0.0)	0 (0.0)
3–5	2 (15.4)	0 (0.0)
Female	1 (50.0)	0 (0.0)
6–8	2 (15.4)	3 (10.7)
Female	2 (100.0)	1 (33.3)
9–11	4 (30.7)	6 (21.4)
Female	2 (50.0)	1 (16.7)
≥ 12	3 (23.1)	19 (67.9)
Female	1 (33.3)	3 (15.8)

Notes: Categorical variables analyzed with Pearson Chi-square or Fisher exact tests as appropriate. *P≤0.05 by Mann–Whitney U-test.

Abbreviation: IQR, Interquartile range.

Table 2 Student And Faculty Perceptions Of Undergraduate Clinical And Theoretical Surgical Instruction

Statement		0 – 1 hrs n (%)	1 – 2 hrs n (%)	2 – 3 hrs n (%)	3 – 4 hrs n (%)	> 4 hrs n (%)	p-value
Number of hours of individual/small group clinical instruction received (students) and given (faculty) during the surgical rotation per week.	UCT students (n=49)	2 (4.1)	9 (18.4)	12 (24.5)	8 (16.3)	18 (36.7)	0.960
	KI students (n=71)	6 (8.4)	18 (25.4)	9 (12.7)	10 (14.1)	28 (39.4)
	UCT faculty (n=13)	1 (7.7)	7 (53.8)	2 (15.4)	2 (15.4)	1 (7.7)	0.389
	KI faculty (n=28)	10 (35.7)	11 (39.3)	3 (10.7)	0 (0.0)	4 (14.3)
	Total students (n=120)	8 (6.7)	27 (22.5)	21 (17.5)	18 (15.0)	46 (38.3)	< 0.001*
	Total faculty (n=41)	11 (26.8)	18 (43.9)	5 (12.2)	2 (4.9)	5 (12.2)
Number of hours of individual/small group clinical instruction students ought to receive during the surgical rotation per week.	UCT students (n=49)	0 (0.0)	2 (4.1)	5 (10.2)	9 (18.4)	33 (67.3)	0.561
	KI students (n=71)	0 (0.0)	2 (2.8)	11 (15.5)	17 (23.9)	41 (57.8)
	UCT faculty (n=13)	0 (0.0)	0 (0.0)	4 (30.8)	4 (30.8)	5 (38.4)	0.523
	KI faculty (n=28)	0 (0.0)	5 (17.9)	5 (17.9)	5 (17.9)	13 (46.3)
	Total students (n=120)	0 (0.0)	4 (3.3)	16 (13.3)	26 (21.7)	74 (61.7)	0.018*
	Total faculty (n=41)	0 (0.0)	5 (12.2)	9 (21.9)	9 (21.9)	18 (44.0)
Statement		0 – 5 hoursn (%)	6 – 10 hoursn (%)	11 – 20 hoursn (%)	21 – 30 hoursn (%)	> 30 hoursn (%)	p-value
Number of hours students are expected to spend studying when not on duty per week.	UCT students (n=49)	2 (4.1)	17 (34.7)	18 (36.7)	9 (18.4)	3 (6.1)	0.218
	KI students (n=71)	13 (18.3)	27 (38.0)	20 (28.2)	5 (7.0)	6 (8.5)
	UCT faculty (n=13)	2 (15.4)	8 (61.5)	3 (23.1)	0 (0.0)	0 (0.0)	0.202
	KI faculty (n=28)	1 (3.6)	17 (60.7)	6 (21.4)	3 (10.7)	1 (3.6)
	Total students (n=120)	15 (12.5)	44 (36.6)	38 (31.7)	14 (11.7)	9 (7.5)	0.123
	Total faculty (n=41)	3 (7.3)	25 (61.0)	9 (21.9)	3 (7.3)	1 (2.5)

Notes: *P≤0.05 by Pearson Chi-square or Fisher exact tests as appropriate.

Figure 1 Area of training medical students learn the most from.

Table 3 Skills Absolutely Necessary For A Medical Student To Have Learned By The End Of His/Her Surgical Rotation

Skill		Strongly Disagree n (%)	Disagree n (%)	Neither Agree Nor Disagree n (%)	Agree n (%)	Strongly Agree n (%)	p-value
Basic surgical anatomy	Total students (n=120)	3 (2.5)	1 (0.8)	3 (2.5)	37 (30.8)	76 (63.4)	0.122
	Total faculty (n=41)	0 (0.0)	0 (0.0)	0 (0.0)	19 (46.3)	22 (53.7)
Proper surgical history	Total students (n=120)	6 (5.0)	22 (18.3)	29 (24.2)	33 (27.5)	30 (25.0)	0.021*
	Total faculty (n=41)	1 (2.4)	4 (9.8)	6 (14.6)	10 (24.4)	20 (48.8)
Identify surgical problems	Total students (n=120)	1 (0.8)	0 (0.0)	0 (0.0)	40 (33.3)	79 (65.9)	0.446
	Total faculty (n=41)	0 (0.0)	0 (0.0)	1 (2.4)	21 (51.2)	19 (46.3)
Ability to present patients	Total students (n=120)	3 (2.5)	0 (0.0)	10 (8.3)	46 (38.4)	61 (50.8)	0.018*
	Total faculty (n=41)	0 (0.0)	0 (0.0)	0 (0.0)	20 (48.8)	21 (51.2)
Identify surgical complications	Total students (n=120)	1 (0.8)	0 (0.0)	2 (1.7)	56 (46.7)	61 (50.8)	0.026*
	Total faculty (n=41)	0 (0.0)	1 (2.4)	4 (9.8)	24 (58.5)	12 (29.3)
Work within a hierarchy	Total students (n=120)	14 (11.7)	20 (16.7)	40 (33.3)	32 (26.6)	14 (11.7)	0.937
	Total faculty (n=41)	2 (4.9)	10 (24.4)	13 (31.7)	14 (34.1)	2 (4.9)
Sterile technique	Total students (n=120)	1 (0.8)	0 (0.0)	3 (2.5)	30 (25.0)	86 (71.7)	0.002*
	Total faculty (n=41)	0 (0.0)	1 (2.4)	7 (17.1)	14 (34.1)	19 (46.3)
Ability to suture	Total students (n=120)	1 (0.8)	1 (0.8)	1 (0.8)	39 (32.5)	78 (65.0)	0.001*
	Total faculty (n=41)	0 (0.0)	3 (7.3)	5 (12.2)	19 (46.3)	14 (34.2)
Assist in theater	Total students (n=120)	5 (4.2)	5 (4.2)	15 (12.5)	59 (49.1)	36 (30.0)	< 0.001*
	Total faculty (n=41)	0 (0.0)	6 (14.6)	17 (41.5)	16 (39.0)	2 (4.9)

Notes: *P≤0.05 by Pearson Chi-square or Fisher exact tests as appropriate.

Figure 2 Whom medical students should consult first if they have theoretical or clinical questions about the care of patients.

Table 4 Student And Faculty Perceptions Of Undergraduate Surgical Training

Statement		Strongly Disagree n (%)	Disagree n (%)	Neither Agree Nor Disagree n (%)	Agree n (%)	Strongly Agree n (%)	p-value
I am planning to pursue a career in general surgery or a surgical subspecialty.	UCT students (n=49)	10 (20.4)	13 (26.5)	11 (22.5)	10 (20.4)	5 (10.2)	0.058
	KI students (n=71)	8 (11.3)	13 (18.3)	16 (22.5)	20 (28.2)	14 (19.7)
	Total students (n=120)	18 (15.0)	26 (21.7)	27 (22.5)	30 (25.0)	19 (15.8)
I believe the current surgical curriculum is adequate.	UCT students (n=49)	7 (14.3)	13 (26.5)	11 (22.5)	15 (30.6)	3 (6.1)	< 0.001*
	KI students (n=71)	2 (2.8)	6 (8.4)	10 (14.1)	43 (60.6)	10 (14.1)
	UCT faculty (n=13)	1 (7.7)	5 (38.4)	3 (23.1)	4 (30.8)	0 (0.0)	0.613
	KI faculty (n=28)	0 (0.0)	8 (28.6)	11 (39.3)	8 (28.6)	1 (3.5)
	Total students (n=120)	9 (7.5)	19 (15.9)	21 (17.5)	58 (48.3)	13 (10.8)	0.002*
	Total faculty (n=41)	1 (2.4)	13 (31.7)	14 (34.2)	12 (29.3)	1 (2.4)
I believe medical students play an important role in the clinical team.	UCT students (n=49)	2 (4.1)	8 (16.3)	7 (14.3)	23 (46.9)	9 (18.4)	0.059
	KI students (n=71)	2 (2.8)	14 (19.7)	21 (29.6)	31 (43.7)	3 (4.2)
	UCT faculty (n=13)	2 (15.4)	1 (7.7)	4 (30.8)	6 (46.1)	0 (0.0)	0.819
	KI faculty (n=28)	0 (0.0)	4 (14.3)	10 (35.7)	12 (42.9)	2 (7.1)
	Total students (n=120)	4 (3.4)	22 (18.3)	28 (23.3)	54 (45.0)	12 (10.0)	0.491
	Total faculty (n=41)	2 (4.9)	5 (12.2)	14 (34.1)	18 (43.9)	2 (4.9)
Surgical faculty plays an important role in shaping the career of a medical student.	UCT students (n=49)	0 (0.0)	3 (6.1)	9 (18.4)	22 (44.9)	15 (30.6)	0.665
	KI students (n=71)	0 (0.0)	0 (0.0)	15 (21.1)	31 (43.7)	25 (35.2)
	UCT faculty (n=13)	0 (0.0)	2 (15.4)	6 (46.1)	4 (30.8)	1 (7.7)	0.364
	KI faculty (n=28)	1 (3.6)	4 (14.3)	9 (32.1)	13 (46.4)	1 (3.6)
	Total students (n=120)	0 (0.0)	3 (2.5)	24 (20.0)	53 (44.2)	40 (33.3)	< 0.001*
	Total faculty (n=41)	1 (2.4)	6 (14.6)	15 (36.6)	17 (41.5)	2 (4.9)
I am very consistent with the methods that I use to evaluate students.	UCT faculty (n=13)	0 (0.0)	0 (0.0)	4 (30.8)	9 (69.2)	0 (0.0)	0.009*
	KI faculty (n=28)	0 (0.0)	5 (17.9)	16 (57.1)	7 (25.0)	0 (0.0)
	Total faculty (n=41)	0 (0.0)	5 (12.2)	20 (48.8)	16 (39.0)	0 (0.0)
I always give feedback to students throughout their surgical rotation, even if unsolicited.	UCT faculty (n=13)	0 (0.0)	5 (38.5)	5 (38.5)	3 (23.0)	0 (0.0)	0.043*
	KI faculty (n=28)	0 (0.0)	6 (21.4)	6 (21.4)	16 (57.2)	0 (0.0)
	Total faculty (n=41)	0 (0.0)	11 (26.8)	11 (26.8)	19 (46.4)	0 (0.0)

Notes: *P≤0.05 by Pearson Chi-square or Fisher exact tests as appropriate.