SRS369 - Preferred versus delivered surgical teaching in UK medical schools: a national cross-sectional study

Abstract Introduction Surgical education is a core part of the medical curriculum. Lectures and self-directed learning dominate, whereas students prefer active, feedback-rich formats. This mismatch reduces preparedness, and negative early experiences may deter surgical careers. Aligning delivery with preferences is therefore both an educational and workforce priority. Methods A cross-sectional online survey was completed by 214 students from 26 UK medical schools. The survey captured demographics, exposure and preferences in anatomy and surgical teaching modalities, and free-text responses. Data were analysed using Cochran’s Q, McNemar, Friedman, Wilcoxon, Spearman’s tests, and thematic analysis of free-text. Results In anatomy, teaching modality exposure differed significantly (Cochran’s Q = 75.7, P 0.001): theoretical teaching was most common (89%) and pathology least (61%). In surgery, lectures (63%) and self-directed learning (60%) predominated, while simulation (16%) and e-modules (15%) were least frequent (Cochran’s Q = 2897.8, P 0.001). Preferences did not differ in anatomy (P = 0.10). In surgery, operating theatre, ward rounds, and clinics were most favoured, while self-directed learning and e-modules were least preferred (all P 0.001). Concordance between exposure and preference showed a significant correlation in anatomy (ρ = –0.729, P = 0.04). Free-text responses valued cadaveric anatomy, theatre exposure, and supervised skills, but cited overcrowding, lack of simulation, and tokenistic delivery as deficits. Conclusions UK students favour active, patient-facing surgical education yet predominantly receive passive formats. This study demonstrates a delivery gap and supports reforms to expand simulation, clinical immersion, and learner-centred curricula.