Abstract
The number of surgical applicants to “independent” plastic surgery programs has drastically decreased. However, the competitiveness of recent applicants relative to previous years has not been assessed. The purpose of this study was to analyze the characteristics of recent “independent” applicants and to obtain their preferences regarding the match.
A 25-question survey was distributed to 97 applicants of the 2012 “independent” match. The survey consisted of questions regarding demographics, academic qualifications, interview results, match results, program characteristic preferences, interview preferences, and future career plans.
A total of 62 applicants responded; 71% male, 82% US medical graduates, 94% general surgery residents, and 76% in university programs. Three-quarters had ≥2 publications and 29% in plastic surgery journals. Applicants most commonly attended 11 to 13 interviews, and 31% got their top choice. Mean rank list position matched was 2.7. Out of 10 program selection criteria, overall training quality and geographic location were most important to applicants. Difficulty of on-call responsibilities and research opportunities were least important. Applicants interested in university-based practice had a significantly higher interest in research (p = 0.003). Most prefer one-on-one interviews with 5 sessions being ideal. Two-thirds would prefer regional coordination of interviews. Half were undecided about fellowship, and most were undecided about subspecialty of greatest interest. University-affiliated (39%) and university-based (33%) were the most commonly envisioned future practices.
The profile of “independent” plastic surgery applicants has not changed much in recent years. When selecting a program, applicants are looking for the best overall operative training above all else with little regard for difficulty of on-call responsibilities or ability to do research. Applicants are still very moldable in their preference of future career plans with the majority possessing an early interest in academic-related practices.