Name
Integrating Robotic Surgery Simulation into Preclinical Curriculum: A
Pilot Study at Carle Illinois College of Medicine
Date & Time
Sunday, June 7, 2026, 4:00 PM - 4:15 PM
Location Name
Oglethorpe G
Speakers
Authors
Meenakshi Singhal, Carle Illinois College of Medicine
Valerie Jennings, Carle Foundation Hospital, Division of Obstetrics and Gynecology
Megan L. Hutchcraft, Carle Cancer Institute, Division of Gynecologic Oncology
Samar Hegazy, Carle Illinois College of Medicine
Presentation Topic(s)
Technology and Innovation
Description
PURPOSE: Robotic-assisted surgery has grown from 1.8% of procedures in
2012 to 15.1% in 2018, reflecting a major shift in surgical practices.
However, the majority of introductions during medical training occur during
residency and fellowship. Earlier exposure in medical school could encourage
exploration of surgical specialties, enhance understanding of future career
opportunities, and support the professional development of
physician-innovators. This pilot study evaluates the impact of incorporating
robotic surgery simulation within the preclinical medical curriculum.
METHODS: In Fall 2025, 55 second-year preclinical medical students
participated in a robotic surgery simulation lab during the Human Development
and Reproductive Health block. Institutional Review Board approval was
obtained for the study. Students viewed a recorded lecture, observed a live
demonstration by a gynecologic oncology surgeon, and completed the “Pick and
Place” task on the FlexVR robotic simulator. Pre-and post-lab surveys
included a 5-point Likert scale and multiple-choice questionnaire, and were
completed anonymously. Statistical analysis was performed with one-tailed
Mann-Whitney U-test and Fisher’s exact tests.
RESULTS: Prior experience with robotic simulators was reported by 6% of
students. The proportion who ranked their ability to manipulate objects with
a surgical robotics trainer as “agree”/”strongly agree” increased from 4%
pre- to 52% post-simulation (p<0.0001). Confidence in explaining
gynecologic indications rose from 2% to 77% (p<0.0001), and discussing
challenges and innovation opportunities in surgical robotics from 4% to 37%
(p<0.0001). Agreement that procedural skills labs inform surgical
specialty choice increased from 76% to 96% (p<0.01).
CONCLUSIONS: Early exposure to robotic surgery through simulation
significantly improved student confidence in procedural skills and
surgery-related knowledge. Grounded in experiential learning principles, this
approach may enhance competency development and career decision-making.
Future directions include integration of robotic simulation sessions during
clerkships and development of an elective for fourth-year students pursuing
surgical specialties.
2012 to 15.1% in 2018, reflecting a major shift in surgical practices.
However, the majority of introductions during medical training occur during
residency and fellowship. Earlier exposure in medical school could encourage
exploration of surgical specialties, enhance understanding of future career
opportunities, and support the professional development of
physician-innovators. This pilot study evaluates the impact of incorporating
robotic surgery simulation within the preclinical medical curriculum.
METHODS: In Fall 2025, 55 second-year preclinical medical students
participated in a robotic surgery simulation lab during the Human Development
and Reproductive Health block. Institutional Review Board approval was
obtained for the study. Students viewed a recorded lecture, observed a live
demonstration by a gynecologic oncology surgeon, and completed the “Pick and
Place” task on the FlexVR robotic simulator. Pre-and post-lab surveys
included a 5-point Likert scale and multiple-choice questionnaire, and were
completed anonymously. Statistical analysis was performed with one-tailed
Mann-Whitney U-test and Fisher’s exact tests.
RESULTS: Prior experience with robotic simulators was reported by 6% of
students. The proportion who ranked their ability to manipulate objects with
a surgical robotics trainer as “agree”/”strongly agree” increased from 4%
pre- to 52% post-simulation (p<0.0001). Confidence in explaining
gynecologic indications rose from 2% to 77% (p<0.0001), and discussing
challenges and innovation opportunities in surgical robotics from 4% to 37%
(p<0.0001). Agreement that procedural skills labs inform surgical
specialty choice increased from 76% to 96% (p<0.01).
CONCLUSIONS: Early exposure to robotic surgery through simulation
significantly improved student confidence in procedural skills and
surgery-related knowledge. Grounded in experiential learning principles, this
approach may enhance competency development and career decision-making.
Future directions include integration of robotic simulation sessions during
clerkships and development of an elective for fourth-year students pursuing
surgical specialties.
Presentation Tag(s)
Student Presentation