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 the existing literature focuses on formative feedback from the faculty to the student, with little on the converse. The student to faculty feedback is primarily focused on teaching efficacy, and there exists a significant opportunity to improve the quality and utility of this feedback 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. This study aims to improve the quality of student to faculty formative feedback within the surgical core clerkship. Currently, students provide faculty feedback via brief questionnaires that can be generic and not focused on surgical faculty members' needs.