Publication: Challenges of Integrating Robotic Surgical Procedures into Graduate Medical Education : State of The Art Review
Authors
Luque Loor, Rosa Johanna ; Villegas Villavicencio, Jaira Hailyn ; Cherres Bermeo, Jonathan David ; Muentes Delgado, Hianny Elian ; Cedeño Orejuela, José André ; Melis Sosa, Ariel ; Añazco Moreira, Paola Ceciliana ; Zambrano Zambrano, Gema Paola ; Luque Loor, Andy Hermógenes
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Publisher
Universidad de Murcia, Servicio de Publicaciones
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DOI
https://doi.org/10.6018/edumed.692231
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info:eu-repo/semantics/article
Description
Abstract
Introducción. La cirugía robótica está transformando progresivamente la educación médica deposgrado (GME); no obstante, su incorporación en los programas de formación continúa siendoheterogénea, con deficiencias persistentes en el acceso, la estandarización curricular, la autonomíadel residente y la evaluación de competencias. Objetivo. Sintetizar y mapear los principalesdesafíos asociados con la integración de procedimientos quirúrgicos robóticos en la GME a travésde siete dominios: acceso, currículo, apoyo institucional, experiencia del residente, evaluación,barreras y resultados. La pregunta guía fue: ¿cuáles son los desafíos de integrar procedimientosquirúrgicos robóticos en la educación médica de posgrado? Métodos. Se realizó una revisióntemática narrativa de estudios revisados por pares, publicados en 2025, en idioma inglés eindexados en PubMed, Scopus y Web of Science. Se incluyeron estudios que evaluaran laintegración de procedimientos robóticos en programas de residencia o beca y abordaran al menosuno de los dominios predefinidos. Se excluyeron estudios no relacionados con GME, informestécnicos sin resultados formativos, artículos de opinión, preprints, duplicados y entrenamientos norobóticos. Diez estudios cumplieron los criterios de inclusión. Los datos se extrajeron mediante unmarco estandarizado y no se realizó metaanálisis. Resultados. Los programas reportaron accesodesigual a plataformas robóticas, sistemas de doble consola, simuladores y tiempo de formaciónprotegido, lo que dio lugar a currículos fragmentados y basados en la competencia, con hitos pocodefinidos y apoyo institucional inconsistente. Aunque los residentes mostraron alta motivación, laexposición práctica fue variable y la autonomía en la consola limitada. Las herramientas deevaluación disponibles demostraron potencial, pero carecieron de validación robusta y alineaciónformal con los estándares de acreditación. La implementación se vio restringida además por loselevados costos, la escasez de docentes capacitados, preocupaciones médico-legales, limitacionesdel flujo de trabajo y desigualdades estructurales. Los resultados evidenciaron mejoras en métricasde simulación y procesos, mientras que la transferencia a la competencia quirúrgica independientey a mejores resultados clínicos fue inconsistente. Conclusiones. La integración de la cirugía robóticaen la GME sigue limitada por inequidades en el acceso y una infraestructura curricular einstitucional inconsistente. Su avance requerirá itinerarios formativos estandarizados y basados encompetencias, acceso equitativo a la tecnología e inversión sostenida en desarrollo docente,simulación, mentoría y sistemas de evaluación validados
Introduction. Robotic surgery is progressively transforming postgraduate medical education(PME); however, its integration into training programs remains heterogeneous, with persistentshortcomings in access, curriculum standardization, resident autonomy, and competency assessment. Objective. To synthesize and map the main challenges associated with integratingrobotic surgical procedures into PME across seven domains: access, curriculum, institutionalsupport, resident experience, assessment, barriers, and outcomes. The guiding question was: Whatare the challenges of integrating robotic surgical procedures into postgraduate medical education?Methods. A narrative thematic review was conducted of peer-reviewed studies published in 2025,in English, and indexed in PubMed, Scopus, and Web of Science. Studies that evaluated theintegration of robotic procedures into residency or fellowship programs and addressed at least oneof the predefined domains were included. Studies unrelated to GME, technical reports withouttraining outcomes, opinion pieces, preprints, duplicates, and non-robotic training programs wereexcluded. Ten studies met the inclusion criteria. Data were extracted using a standardizedframework, and no meta-analysis was performed. Results. The programs reported unequal accessto robotic platforms, dual-console systems, simulators, and protected training time, resulting infragmented, competency-based curricula with poorly defined milestones and inconsistentinstitutional support. Although residents showed high motivation, hands-on experience wasvariable, and autonomy at the console was limited. Available assessment tools showed potentialbut lacked robust validation and formal alignment with accreditation standards. Implementation was further constrained by high costs, a shortage of trained instructors, medico-legal concerns,workflow limitations, and structural inequalities. The results showed improvements in simulationmetrics and processes, while the transfer to independent surgical competence and improved clinicaloutcomes was inconsistent. Conclusions. The integration of robotic surgery into advanced medicaltraining remains limited by inequities in access and an inconsistent curricular and institutionalinfrastructure. Its advancement will require standardized, competency-based training pathways,equitable access to technology, and sustained investment in faculty development, simulation,mentorship, and validated assessment systems.
Introduction. Robotic surgery is progressively transforming postgraduate medical education(PME); however, its integration into training programs remains heterogeneous, with persistentshortcomings in access, curriculum standardization, resident autonomy, and competency assessment. Objective. To synthesize and map the main challenges associated with integratingrobotic surgical procedures into PME across seven domains: access, curriculum, institutionalsupport, resident experience, assessment, barriers, and outcomes. The guiding question was: Whatare the challenges of integrating robotic surgical procedures into postgraduate medical education?Methods. A narrative thematic review was conducted of peer-reviewed studies published in 2025,in English, and indexed in PubMed, Scopus, and Web of Science. Studies that evaluated theintegration of robotic procedures into residency or fellowship programs and addressed at least oneof the predefined domains were included. Studies unrelated to GME, technical reports withouttraining outcomes, opinion pieces, preprints, duplicates, and non-robotic training programs wereexcluded. Ten studies met the inclusion criteria. Data were extracted using a standardizedframework, and no meta-analysis was performed. Results. The programs reported unequal accessto robotic platforms, dual-console systems, simulators, and protected training time, resulting infragmented, competency-based curricula with poorly defined milestones and inconsistentinstitutional support. Although residents showed high motivation, hands-on experience wasvariable, and autonomy at the console was limited. Available assessment tools showed potentialbut lacked robust validation and formal alignment with accreditation standards. Implementation was further constrained by high costs, a shortage of trained instructors, medico-legal concerns,workflow limitations, and structural inequalities. The results showed improvements in simulationmetrics and processes, while the transfer to independent surgical competence and improved clinicaloutcomes was inconsistent. Conclusions. The integration of robotic surgery into advanced medicaltraining remains limited by inequities in access and an inconsistent curricular and institutionalinfrastructure. Its advancement will require standardized, competency-based training pathways,equitable access to technology, and sustained investment in faculty development, simulation,mentorship, and validated assessment systems.
Citation
Luque Loor, R. J., Villegas Villavicencio, J. H., Cherres Bermeo, J. D., Muentes Delgado, H. E., Cedeño Orejuela, J. A., Melis Sosa, A., … Luque Loor, A. H. (2026). Desafíos de la Integración de los Procedimientos Quirúrgicos Robóticos en la Educación Médica de Posgrado: Revisión del Estado del Arte. Revista Española De Educación Médica, 7(1). https://doi.org/10.6018/edumed.692231
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