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.