Exploring the Characteristics and Competencies of Successful Osteopathic Medical Students on General Surgery Clerkship.

Introduction With the transition of the Comprehensive Osteopathic Medical Licensing Examination (COMLEX) Level 1 and United States Medical Licensing Exam (USMLE) Step 1 to pass/fail, medical students look for additional ways to demonstrate preparedness for surgical residencies. With a heavier emphasis on clinical rotation performance, it is imperative that students have the best understanding of preceptor expectations prior to the clinical training transition. This study aims to assess preceptor perceptions of what knowledge, characteristics, skills, and resources are most valuable to ensure student preparedness for and success during general surgical rotation. Methods A 10-question survey on the Qualtrics XM (Qualtrics, North Sydney, Australia) survey web-based platform was sent to general surgery preceptors (Doctor of Medicine (MD) and Doctor of Osteopathic Medicine (DO)) within the faculty network at the Alabama College of Osteopathic Medicine (ACOM). Survey responses were collected in rank order, with lower mean or median values indicating greater value. Median, mean values, and standard deviations are reported. Results Survey responses were completed in their entirety by 37.8% (25) of the surveyed population. The majority of respondents (72%) reported training over 10 osteopathic and allopathic medical students during their careers. Survey responses were completed in their entirety by 37.87% (n = 25) of the surveyed population. The majority of respondents (71.40%) reported training over 10 osteopathic and allopathic medical students during their careers. Surgeons ranked characteristics and qualities, pre-clinical knowledge, and patient management as the most important competencies (medians: 1, 2, and 3, respectively), above surgical knowledge, OR knowledge, and suturing (medians: 4-5). Sub-analyses favored sterile technique, simple interrupted sutures, differential diagnosis, enthusiasm, and anatomic knowledge over their counterparts; 44% of respondents stated that their expectations of students on general surgical rotation differ based on their preferred specialty of interest. Conclusion These findings emphasize that general surgery preceptors prioritize interpersonal qualities, such as enthusiasm and a willingness to learn, over technical skills during early clinical experiences. This suggests that fostering a proactive attitude and adaptability significantly enhances student performance and evaluations during surgical rotations. The emphasis on foundational knowledge and patient management skills over procedural expertise highlights the importance of cognitive preparedness in these settings. These results suggest that medical schools should guide students to prioritize interpersonal and foundational competencies. By aligning preparation strategies with preceptor expectations, students may enhance their readiness for surgical rotations and improve clerkship performance, which is increasingly critical in the post-Step 1 pass/fail era. Future research could investigate how these competencies influence residency selection and identify ways to standardize preceptor expectations across institutions.