This study aims to improve the quality of student to faculty formative feedback within the surgical core rotation. Currently, feedback from students to faculty is completed via a brief questionnaire that can be generic and not focused on surgical faculty members needs. The current literature shows a substantial discrepancy between student and attending perception of their clerkship's expectations, experience, and outcome. However, the vast majority of existing literature focuses on formative feedback from the faculty to the student, with little on the converse. This student to faculty feedback is primarily focused on teaching efficacy and there exists a significant opportunity to improve the quality and this utility to faculty. Our proposed study will determine specific feedback surgical attendings are most interested in from students and allow for the generation of a more comprehensive evaluation.