Abstract: Objective To investigate whether integration of micro-teaching into the surgical training may facilitate the learning outcome of eight-year program undergraduates of clinical medicine during their surgical clerkship. Methods Questionnaires were used before and after micro-teaching among the undergraduates to evaluate their confidence in expression and communication as well as attitudes towards micro-teaching. Results The self-rank confidence scores were significantly improved after micro-teaching in virtual situations including out-patient clinics (P＜0.05), lecture in surgical ward (P＜0.05) and presentation at international symposium (P＜0.01). Majority of medical students agreed that micro-teaching was beneficial (100%) whereas classical lecture-based learning (LBL) still indispensable (69.6%). Conclusions micro-teaching improves the confidence of eight-year program undergraduates in term of expression and communication during clerkship and has potential value in surgical teaching.

Key words: micro-teaching, surgical teaching, undergraduate, expression and communication, confidence