Robotic Surgical Curriculum for Medical Students-1 Year of Implementation.

Objective: To develop and evaluate a 4-week robotic surgery curriculum for penultimate-year medical students.

Design: A prospective mixed-methods evaluation was conducted during the first year of implementation (2024). The curriculum, designed using Kern's six-step framework, integrated asynchronous learning, simulator training, technical workshops and human factors simulation. Students were assessed using structured rubrics, including the Global Evaluative Assessment of Robotic Skills (GEARS) performed on the ImraSurgical Roboset Hydroskin™, a checklist for open access (Hasson technique) performed on the ImraSurgical Hydrogel Abdominal Wall Model™ and a structured assessment tool for non-technical skills evaluating communication, leadership and situational awareness. Pre- and post-course surveys evaluated learner perceptions and self-reported knowledge (Kirkpatrick Levels 1-2).

Setting: This study was conducted at the International Medical Robotics Academy (IMRA), a dedicated surgical simulation and robotics training centre in Melbourne, Australia, in collaboration with the University of Melbourne Medical School. The curriculum was delivered as an elective Discovery subject within the Doctor of Medicine programme. Thirty-five penultimate-year medical students enrolled in the subject during the 2024 academic year.

Results: At baseline, all respondents reported limited or no prior knowledge of robotic surgery and felt unprepared to care for patients undergoing robotic procedures. The programme was delivered with high fidelity. Mean GEARS score was 21.9 (SD 3.4). Mean non-technical skills score was 3.83/5 (SD 0.7) and mean open access score was 3.85/5. Group presentations achieved a pooled mean of 4.83/5. Post-course, all respondents reported increased knowledge and 80% felt better prepared for future clinical roles. Hands-on simulation was rated the most valuable component.

Conclusions: A structured, competency-aligned robotic surgery curriculum for medical students is feasible and associated with positive educational outcomes. Early integration of robotic literacy, simulation and human factors training may better prepare future clinicians for technology-enabled surgical practice. Further study should examine long-term impact and clinical transfer.