Comparing Different Pathways in Medical Education and Surgical Training: A Global Survey of Surgeons
Bibliographic record
Abstract
Background: Currently, interest in surgical careers is declining globally, whereas aging populations are contributing to a rising demand for surgical procedures. Surgeons who conduct scientific investigations and share clinical advances internationally pay little attention to comparing differences in ways nations attract, educate, and train their surgeons. This study compares international pathways toward surgeon development with the aim of seeking best practices and improving the outlook of surgery as an attractive career. Methods: less than 0.05 indicates statistical significance. Results: The 463 respondents from the United States (59%), the United Kingdom (16%), Europe (10%), Canada (5%), and the rest of the world (10%) averaged age 46, and 64% were women. Non-US/Canadian respondents (93%) attended 5- and 6-year medical schools; US respondents were far more likely (91%) to attend nonmedical 4-or-more-year university before medical school. Weekly training-hour mandates spanned less than or equal to 48 (9%) to 80 or more (45%); 76% surpassed mandate hours, and just 9% reported accurate hours. Average educational debt ranged from $14,000 (Europe) to $179,000 (US). Few (19%) felt training allowed family building. Conclusion: Based on best practices from different countries, the authors recommend a 6-year maximum university/medical education requirement, elimination of nonsurgical training years (mandatory in some countries), single-program surgical training, objective measure of work hours, optimizing weekly hours, improved support for family building, and end-of-training certification options.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".