Demystifying Surgical Training in the UK: A Trainee-Led Global Teaching Initiative for Surgical Career Aspirants

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 (p < 0.05), with overall confidence rising from 35% to 88%. Thematic analysis revealed four key themes: improved clarity on training structure, value of trainee-led insight, inclusivity and suggestions for session refinement. Conclusion This study demonstrated that a targeted and inclusive webinar series can provide measurable benefits in improving the confidence and preparedness of aspiring surgical trainees, particularly IMGs. The programme represents a scalable and sustainable model of surgical education. Future iterations may expand into national integration for supporting a diverse and well-informed UK surgical workforce.