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<p>Robotic surgery continues to expand across surgical specialties, yet its integration into undergraduate medical education remains poorly defined. While structured training pathways exist for residents and specialists, most undergraduate initiatives have been elective, simulation-based, or extracurricular, without formal curricular integration or emphasis on cognitive preparedness. We report the design, formal implementation, and initial educational impact of an undergraduate robotic surgery module embedded within a medical school curriculum. A descriptive, single-arm educational implementation study with a pre–post design was conducted among fifth-year medical students at a single institution. The module prioritized conceptual understanding, academic neutrality, and critical engagement with robotic surgical technology rather than technical skill acquisition Conceptual knowledge was assessed using non-identical but domain-equivalent pre- and post-tests. Student satisfaction and perceptions were evaluated using Likert-scale items and qualitative feedback. All 72 eligible students completed the module and assessments. Mean knowledge scores increased significantly from pre-module test to post-module test (11.57 ± 3.75 vs. 18.35 ± 1.80; <i>p</i> &lt; 0.001), with a large effect size (Cohen’s d = 1.77). Satisfaction was high, with 95.2% of students recommending the module. Qualitative feedback highlighted broadened conceptual understanding, perceived curricular value, and appreciation for academic neutrality. Formal integration of a cognitively focused robotic surgery module into undergraduate medical education is feasible, well-received, and associated with substantial short-term gains in conceptual understanding. This pioneer model may offer a scalable and academically grounded framework for early exposure to robotic surgery, fostering critical engagement with surgical technology while remaining independent of platform-driven or industry-biased narratives.</p>

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Robotic surgery undergraduate module: first formal curricular integration

  • 期刊论文

  • 发表日期：

    2026年4月21日

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  • Edmundo Inga-Zapata,
  • Valeria Nevado,
  • Cinthia Espinoza,
  • Maria Fernanda Garcia,
  • Diego Neyra,
  • Abhirami Babu Jr.,
  • Rodolfo J. Oviedo,
  • Roberto González,
  • Luigi Marano,
  • Ivan Vojvodic,
  • Jesús Guarecuco,
  • Mohamad Masri

摘要

Robotic surgery continues to expand across surgical specialties, yet its integration into undergraduate medical education remains poorly defined. While structured training pathways exist for residents and specialists, most undergraduate initiatives have been elective, simulation-based, or extracurricular, without formal curricular integration or emphasis on cognitive preparedness. We report the design, formal implementation, and initial educational impact of an undergraduate robotic surgery module embedded within a medical school curriculum. A descriptive, single-arm educational implementation study with a pre–post design was conducted among fifth-year medical students at a single institution. The module prioritized conceptual understanding, academic neutrality, and critical engagement with robotic surgical technology rather than technical skill acquisition Conceptual knowledge was assessed using non-identical but domain-equivalent pre- and post-tests. Student satisfaction and perceptions were evaluated using Likert-scale items and qualitative feedback. All 72 eligible students completed the module and assessments. Mean knowledge scores increased significantly from pre-module test to post-module test (11.57 ± 3.75 vs. 18.35 ± 1.80; p < 0.001), with a large effect size (Cohen’s d = 1.77). Satisfaction was high, with 95.2% of students recommending the module. Qualitative feedback highlighted broadened conceptual understanding, perceived curricular value, and appreciation for academic neutrality. Formal integration of a cognitively focused robotic surgery module into undergraduate medical education is feasible, well-received, and associated with substantial short-term gains in conceptual understanding. This pioneer model may offer a scalable and academically grounded framework for early exposure to robotic surgery, fostering critical engagement with surgical technology while remaining independent of platform-driven or industry-biased narratives.