Introduction: Surgical training has transitioned to competency-based medical education. There is incomplete understanding of current resident workload and how workload is perceived by trainees and faculty.
Methods: A prospective time-motion study was conducted in a Canadian general surgery training program. A web-based survey was used to compare observational data with faculty and learner perceptions of actual and ideal resident workloads and the educational value of workload components.
Results: 54 clinical periods were assessed (662.8 hours, 6375 individual events). 39.7% of time was spent on direct patient care, 33.2% on indirect patient care and 7.5% on education, including
Conclusion: Curriculum changes should aim to increase participation in educational activities, with a focus on assessment, and protect direct patient care activities
