The
Content of the Undergraduate Surgical Course: Needs Assessment
Ashraf H. Ghaleb1,2*, Mohamed Y. Al-Shehri2,
Saeed Abu-Eshy2
1 Department of Surgery, Faculty of
Medicine, Cairo University, Cairo 264, Egypt and 2 Department of
Surgery, College of Medicine, King Khalid University, Abha 641, KINGDOM OF
SAUDI ARABIA.
PURPOSE: The College of Medicine, at
King Khalid University (KKU), Abha, Kingdom of Saudi Arabia (KSA) has been
trying to update its curriculum. The aim of this study was to determine the
contents of the undergraduate surgical course.
METHODS: We adopted a questionnaire developed
by the Association of Surgical Education (ASE), where responders graded the
importance of 84 areas of knowledge and 46 skills. We sent the questionnaire to
faculty members at KKU, consultants at Aseer Central Hospital (ACH), a group of
students, house officers and residents in training at ACH. Knowledge & skills
were ranked based on a mean value score (0-3) that determined the priority list.
Stratification of results into three levels for knowledge; indepth - knowledge,
moderate & familiarity. Skills levels were categories in three groups;
proficiency, performed & observed. We compared our results to the finding
of ASE published priority list.
RESULTS: Our results showed that 25/29
of knowledge ranked as indepth-knowledge matched with ASE findings, whereas 4
topics received a lower score. Our responders added 8 topics that they found
essential. Regarding skills priority score, our results matched in 22/24 of
skills scored as proficiency essential by ASE.
CONCLUSION: We concluded that the
determination of surgery content for surgery course is essential to be done by
the group of faculty members in the environment and region of the world were
these courses will be implemented. Matching with international standards is important.
We recommend that similar studies should be done prior to adopting
international course since.