Applicability of the swot tool in surgical education and practice

Abstract

Objective: To analyze the applicability and implications of the SWOT (Strengths, Weaknesses, Opportunities, and Threats) model as an analytical tool for diagnosing and proposing strategies in contemporary surgical education and practice, exploring its potential impact on improving the quality of care in surgical and perioperative services. Methods: A descriptive study with a qualitative-analytical approach was conducted using the SWOT model in a general surgery service at a high-complexity university hospital. Data collection included a review of internal documents (quality indicators, academic records, administrative reports, and surgical safety protocols) and focus group sessions with faculty, residents, and administrative staff. The findings were organized into a SWOT matrix to identify internal and external factors. Subsequently, the components were systematically cross-referenced to generate SO, ST, WO, and WT strategies, which were prioritized through academic consensus. Results: The analysis identified an experienced faculty, adequate technological infrastructure, and institutional recognition based on performance indicators as strengths. Among the weaknesses identified were budget constraints, the need for curriculum updates (including robotic surgery and artificial intelligence), limited administrative digitization, and excessive workloads that negatively impact structured training. External opportunities included technological advancements in surgery, academic partnerships, and increased demand for specialists, while threats encompassed changes in public policy, reduced funding, academic competition, and staff turnover. These categories allowed for the formulation of specific strategies aimed at institutional improvement. Conclusion: The application of the SWOT model constitutes an effective strategic tool for conducting comprehensive diagnoses and formulating adaptive strategies in surgical education and practice. Its implementation fosters a balance between clinical activity and structured training, promoting competency-based education, simulation, and technological updates. This systemic approach contributes to academic excellence, institutional sustainability, and patient safety.