ArticleCureus2025
Demystifying Surgical Training in the UK: A Trainee-Led Global Teaching Initiative for Surgical Career Aspirants.
Article in Cureus, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background The UK (United Kingdom) surgical training programme has evolved tremendously over the last decade. With the introduction of the European Working Time Directive and the lifting of the Resident Market Labour Test (RMLT) restrictions for International Medical Graduates (IMGs), there has been a shift in the dynamics of entering surgical training programmes. While these changes opened opportunities, numerous questions regarding the entry process and the nature of the training itself, such as application process, portfolio-building expectations, speciality-specific roles and day-to-day clinical responsibilities, have remained unanswered. This underscores the need for targeted educational interventions that address these practical challenges and improve preparedness for UK surgical training. This study evaluated the impact of a trainee-led, webinar-based educational programme designed to improve understanding of UK surgical training and to support aspiring surgical trainees, with a specific focus on inclusivity, accessibility and representation of IMGs. Methods A 7-part teaching series was created collaboratively by the West Midlands' Foundation Trainee Surgical Society (FTSS) and the Surgical Society of International Doctors (SSID), using guidance from Health Education England and the Royal Colleges. The programme was delivered live on the MedAll platform and tailored using a pre-course needs assessment survey. Participants completed pre- and post-session questionnaires assessing confidence across four domains: understanding the surgical training pathway, application and portfolio readiness, speciality-specific roles, and management of surgical emergencies. Responses were measured using 5-point Likert scales. Quantitative data were analysed using descriptive statistics and the Wilcoxon Signed-Rank Test. Qualitative feedback underwent thematic analysis. Results Two hundred eighty-five attendees from 38 countries attended the teaching programme and completed the questionnaires. Statistically significant improvements were observed across all domains (
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