369 Addressing Inconsistencies in Surgery Teaching at UK Medical Schools Through Near Peer-Led Interventions

Abstract Aim The UK's medical education struggles with inconsistent surgical teaching, causing gaps in students' grasp of principles. Existing studies note varied competence levels in graduates, citing knowledge, motivation, and confidence gaps in surgery. To tackle this, St. George’s Medical Education Society offers structured near peer-led sessions on surgical specialties. Delivered by junior doctors with insights into students' challenges, this program aims to standardise and enhance learning for future surgeons. Method Six sessions were organised, covering surgical specialties like breast surgery, trauma, and orthopaedics, targeting crucial clinical scenarios and exam content. The curriculum delved into prevalent conditions, management strategies, and exam-focused topics, offering a comprehensive grasp of surgical principles. Interactive sessions included case discussions, group activities, and specific examples, enriching learning through speakers' personal experiences. Surveys using 5-point Likert Scales evaluated improvements in student confidence, understanding, and motivation, gauging the intervention's impact on surgical knowledge and confidence levels. Results Before the sessions, average scores for understanding, confidence, and motivation (n=67) were 2.0, 2.3, and 4.5 respectively, on a 5-point Likert Scale where (1) was poor and (5) was most confident. After the sessions, these increased to 4.0, 4.0, and 4.3. This resulted in increases: 88.64% in understanding, 109.95% in confidence, and 15.85% in motivation. Conclusions These sessions connected theory with practice, preparing students for surgical complexities while instilling a deeper appreciation for the challenges and rewards of a medical career. This experiential learning is crucial, ensuring students' readiness and competence in the dynamic field of surgery.