Do student and faculty expectations differ during the third-year surgical clerkship?

Purpose The third-year general surgical clerkship offers educators a chance to increase medical student engagement through experience-based learning and supported participation in practice, leading to both greater student education and interest in surgery as a career. Aligned expectations are essential for optimal student engagement with faculty. The aim of our study was to examine this process by comparing expectations for the general surgery third-year clerkship from the perspectives of residents, faculty, and third-year medical students, with an emphasis on specific skills and experiences deemed important for maximum student engagement. Methods An online survey was created for distribution to all third-year general surgery clerkship sites affiliated with our medical school. The 36-question form included demographic, multiple choice, Likert, rank order, and free response data. ANOVA and Chi-square analysis were used to assess differences between groups. A p value < 0.05 was considered significant. Results 13 faculty surgeons, 11 residents, and 94 medical students participated in the survey. Respondents reported differences in expectations for student allocation of time while on the rotation, skills acquired, aspects of the clerkship with the greatest educational value, means of assessment, and quality and amount of feedback received. Perceived level of student autonomy/responsibility while on the clerkship was rated as below average for both students and faculty. Conclusions Conflicting expectations and perceptions of student roles exist within the general surgery clerkship at our institution. Explicit clarification and understanding of these expectations are necessary for creating an environment of supported participation for maximizing faculty engagement and student learning.