Development and early implementation of a platform-agnostic robotic surgery curriculum

Abstract

Introduction: Access to standardised, high-fidelity training in robotic surgery is uneven, and most programmes are tied to a single vendor. We developed and evaluated an educational curriculum designed to be platform-agnostic and deliverable at scale.

Methods: We conducted a prospective, mixed-methods evaluation of a modular curriculum delivered at the International Medical Robotics Academy and affiliated laboratories (February 2020-September 2025). Components included online foundations, virtual-reality simulation, component and whole-procedure simulations, and non-technical skills training with emergency undocking drills. Participants were consultant surgeons, trainees and medical students across general surgery, colorectal, gynaecology and urology. Outcomes were completion and participation, knowledge test scores (pre/post), simulator metrics (time, economy of motion, errors), achievement of predefined competence thresholds, and Non-Technical Skills for Surgeons (NOTSS) ratings.

Results: More than 500 individuals completed at least one component. The Foundations course was completed by 190 participants as stand-alone course and by 104/118 RoboSET course participants. The medical-student subject enrolled 80 students across four iterations. RoboSET enrolled 118 participants; 70 completed all elements and the first 40 completers formed the initial analysis set. Among RoboSET participants, mean time to simulator proficiency on a validated four-module benchmark was 19 minutes (range 28). On post-course survey, 95% reported improved surgical skills and 88% increased confidence. NOTSS scenarios were completed by 70 participants; 70% reported being very satisfied and 94% judged the training relevant to practice. Simulated technical tasks on procedure models involved 277 participants; GEARS and task-specific ratings were captured, with denominators reported in the main text.

Discussion: A platform-agnostic curriculum was feasible to deliver across roles and specialties and was associated with short-term gains in knowledge, simulated technical performance and team behaviours. Multi-centre studies linking completion to theatre performance, credentialing and patient outcomes are warranted.