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Essential components and validation of multi-specialty robotic surgical training curricula: a systematic review.

Walshaw, J; Fadel, MG; Boal, M; Yiasemidou, M; Elhadi, M; Pecchini, F; Carrano, FM; Massey, LH; Fehervari, M; Khan, O; et al. Walshaw, J; Fadel, MG; Boal, M; Yiasemidou, M; Elhadi, M; Pecchini, F; Carrano, FM; Massey, LH; Fehervari, M; Khan, O; Antoniou, SA; Nickel, F; Perretta, S; Fuchs, HF; Hanna, GB; Francis, NK; Kontovounisios, C (2025) Essential components and validation of multi-specialty robotic surgical training curricula: a systematic review. Int J Surg, 111 (4). pp. 2791-2809. ISSN 1743-9191 https://doi.org/10.1097/JS9.0000000000002284
SGUL Authors: Khan, Omar Ahmed

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Abstract

INTRODUCTION: The rapid adoption of robotic surgical systems has overtook the development of standardised training and competency assessment for surgeons, resulting in an unmet educational need in this field. This systematic review aims to identify the essential components and evaluate the validity of current robotic training curricula across all surgical specialties. METHODS: A systematic search of MEDLINE, EMBASE, Emcare, and CINAHL databases was conducted to identify studies reporting on multi-specialty or specialty-specific surgical robotic training curricula, between January 2000 and January 2024. We extracted data according to Kirkpatrick's curriculum evaluation model and Messick's concept of validity. The quality of studies was assessed using the Medical Education Research Study Quality Instrument (MERSQI). RESULTS: From the 3,687 studies retrieved, 66 articles were included. The majority of studies were single-centre (n = 52, 78.8%) and observational (n = 58, 87.9%) in nature. The most commonly reported curriculum components included didactic teaching (n = 48, 72.7%), dry laboratory skills (n = 46, 69.7%), and virtual reality (VR) simulation (n = 44, 66.7%). Curricula assessment methods varied, including direct observation (n = 44, 66.7%), video assessment (n = 26, 39.4%), and self-assessment (6.1%). Objective outcome measures were used in 44 studies (66.7%). None of the studies were fully evaluated according to Kirkpatrick's model, and five studies (7.6%) were fully evaluated according to Messick's framework. The studies were generally found to have moderate methodological quality with a median MERSQI of 11. CONCLUSIONS: Essential components in robotic training curricula identified include didactic teaching, dry laboratory skills, and VR simulation. However, variability in assessment methods used and notable gaps in curricula validation remain evident. This highlights the need for standardised, evidence-based development, evaluation, and reporting of robotic curricula to ensure the effective and safe adoption of robotic surgical systems.

Item Type: Article
Additional Information: Copyright © 2025 The Author(s). Published by Wolters Kluwer Health, Inc. This is an open access article distributed under the Creative Commons Attribution-ShareAlike License 4.0, which allows others to remix, tweak, and build upon the work, even for commercial purposes, as long as the author is credited and the new creations are licensed under the identical terms.
Keywords: European Robotic Surgery Consensus (ERSC) study group, Humans, Specialties, Surgical, Curriculum, Clinical Competence, Robotic Surgical Procedures
SGUL Research Institute / Research Centre: Academic Structure > Population Health Research Institute (INPH)
Journal or Publication Title: Int J Surg
ISSN: 1743-9191
Language: eng
Media of Output: Electronic
Related URLs:
Publisher License: Creative Commons: Attribution-Share Alike 4.0
Projects:
Project IDFunderFunder ID
UNSPECIFIEDEuropean Association of Endoscopic SurgeonsUNSPECIFIED
PubMed ID: 39903561
Go to PubMed abstract
URI: https://openaccess.sgul.ac.uk/id/eprint/117611
Publisher's version: https://doi.org/10.1097/JS9.0000000000002284

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