1. Introduction
The competitiveness of surgical specialities is no secret. Indeed, it is well known that plastic surgery and ophthalmology make up one of the most competitive areas of surgery and medicine alike [1], [2]. Furthermore, any career that may even remotely resemble normality in working hours (9–5) will naturally attract more applicants [1]. However, a clear direction of what to do in order to boost ones chances of obtaining a training post is what is missing in a large proportion of medical students.
The lack of introduction into careers can also create myths and add to stereotypes such as a male only intimidating area within surgery. This can be detrimental on capable applicants who are put off applying. For instance, it is noted that male applicants make up the majority of surgical posts, although of those females that do apply a great proportion get accepted [3]. In 2011 UCAS reported accepting 55% of female applicants onto medical degree courses, however in 2014 females made up 29.5% of surgical trainees [4].
Fundamentally a lack of knowledge of surgical applications after foundation years is present amongst clinical medical students. Many of the points available via this process can be achieved whilst in medical school and in fact should be encouraged. During foundation years of only two year duration the chances of obtaining attributes such as publications are slim.
Throughout medical school we hear of the importance of a portfolio for ‘continual assessment’ but from my personal experience that is shared by many others, it doesn't extend beyond this. Medical institutions should, from an early time period, instil this into their curriculum; to teach first years right through to final years how exactly to achieve their desired surgical/medical post.
This should include a more in depth knowledge on the specification for surgical posts. The point system that seems to determine every career potential path that allocates on the basis of teaching, publications, presentations, distinctions and merits, prizes and other achievements. These are the very attributes that we should be taught to pursue from pre clinical years.
These skills are not easy to achieve with limited time duration. With the current demands of surgical specialities and the competitive ratios increasing each year, students who are interested in competitive specialities should be given as much support from medical institutions as early as possible. Perhaps a new take on educating medical students on career progression is needed, through simplistic methods such as lectures on the current and future demands of applicants to surgical and medical posts from preclinical years continually right up to final year.
Ethical approval
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Author contribution
Sharaf Sheik-Ali: Only author.
Conflicts of interest
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Guarantor
Sharaf Sheik-Ali.
Registration of research studies
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References
- 1.BMJ Careers - Specialty Training Applications for 2015: Competition Ratios and Changes to the Process". Careers.bmj.com. Accessed on 6 Aug. 2016.
- 2.Core Surgical Training National recruitment office. Competition ratios | core surgery recruitment for NHS. NHS Health Education Kent, Surrey and Sussex. Accessible at: http://www.surgeryrecruitment.nhs.uk/how-to-apply/competition-ratios. Accessed on 6 August 2016.
- 3.Hill E.J. Can I Cut It? Medical students' perceptions of surgeons and surgical careers. Am. J. Surg. 2014 Nov;208(5):860–867. doi: 10.1016/j.amjsurg.2014.04.016. [DOI] [PubMed] [Google Scholar]
- 4.Women surgeon statistics — surgical careers | the Royal college of surgeons of England". Surgicalcareers.rcseng.ac.uk. Accessed on 6 Aug. 2016.