ABSTRACT
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. 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 and 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 and familiarity. Skills levels were categories in three groups; proficiency, performed and observed. We compared our results to the finding of ASE published priority list. 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. 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