Student-led curriculum design and teaching by fellow students provide a feasible platform for surgical identity and a gateway to surgical careers

Abstract Objectives Simulation-based (SBT) training is an essential component of modern surgical education as it improves both technical and non-technical skills while increasing the motivation of medical students. This study investigates the implementation of a student-led SBT based on peer teaching to overcome challenges in surgical education, maintain motivation, and facilitate access to surgical professions. Methods From January 2024 to December 2024 a student-led voluntary course on basic laparoscopic techniques was performed, in which medical students from all semesters could participate. Satisfaction, motivation, and perceived openness for surgical professions of the participants were assessed using questionnaires and evaluated descriptively. Results Eighty six medical students were trained in basic laparoscopic skills. The main reasons for participating were the desire for practical training (80 %), interest in laparoscopic techniques (76 %), and the pursuit of a surgical career (56 %). Overall satisfaction was high ( M =4.88/5). After the course, participants felt better prepared for clinical internships (87 %) and said they are more likely to pursue in the surgical field (74 %). Conclusions Peer teaching in a non-institutionalized, exam-free environment shows considerable potential for promoting surgical identity in medical students. The results underscore the importance of voluntary, creative training formats to support motivation, competence development, and identity formation in surgery.