Emerging role of standardised curricula and 3D-printed models for Simulation-based surgical education: European youth school of Robotic technology (eyousort) review

Abstract

The rapid expansion of robotic and minimally invasive surgery has created an urgent need for structured, simulation-based training beyond the traditional apprenticeship model. Current robotic surgery curricula commonly include didactics, virtual simulation, dry-lab training, bedside assistance, and supervised console experience; however, their content, assessment methods, and certification standards remain highly variable. 3D printing may address key gaps by providing patient-specific, anatomically accurate, and tactile models for surgical planning, rehearsal, and hands-on skills training. Objective: To summarise the educational value of surgical simulation and 3D-printed models in modern surgical training, particularly within robotic surgery. Methods: This narrative review was based on a literature search of PubMed, Scopus, and Google Scholar. Relevant studies on robotic surgery curricula, virtual reality simulation, proficiency-based training, objective assessment, and 3D-printed surgical models were identified and narratively synthesised. Results: Simulation-based curricula support progressive skill acquisition in a safe environment before patient exposure. The Fundamentals of Robotic Surgery curriculum has demonstrated improved trainee performance in a multicentre randomised trial, supporting proficiency-based progression before clinical application. 3D-printed models provide additional value by improving spatial anatomical understanding, surgical confidence, procedural rehearsal, and patient-specific decision-making. In urology, these models have been most commonly applied to nephron-sparing surgery and prostate surgery, where complex anatomy and robotic loss of haptic feedback make tactile simulation particularly relevant. Recent systematic reviews report promising improvements in trainee anatomical understanding, technical performance, confidence, and familiarity with complex surgical steps, although studies remain heterogeneous and often small-scale. Conclusion: Surgical simulation and 3D-printed models represent complementary tools for competency-based surgical education. Their integration into standardised curricula may improve trainee preparedness, reduce learning curves, and enhance patient safety. Future studies should validate objective performance metrics, cost-effectiveness, and clinical skill transfer within multicentre training programmes.