Advancing the Science of Surgical Education: Reflections From the 2025 University of Melbourne Department of Surgery Research Showcase

BACKGROUND: The 2025 University of Melbourne Department of Surgery Research Showcase, held on 18 November 2025, brought together surgeons, researchers, educators, and trainees from across seven clinical precincts to examine emerging directions in surgical education research. The event aimed to facilitate knowledge exchange, interdisciplinary collaboration, and critical reflection on evolving training paradigms. METHODS: The Showcase was delivered in a hybrid format, combining in-person and virtual participation to maximize accessibility and engagement. The program comprised keynote presentations and precinct-led talks, alongside thematic discussions addressing contemporary issues in surgical education. Contributions were drawn from multiple disciplines, including engineering, data science, ophthalmology, oncology, and general surgery. RESULTS: Presentations highlighted innovations in simulation-based learning, robotic and technology-enhanced training, Artificial Intelligence-enabled assessment, large-scale online education, and real-time intraoperative performance monitoring. Additional themes included curriculum reform, competency-based assessment, trainee underperformance, gender equity in surgical training, and the transition from trainee to consultant. The Showcase demonstrated the increasing prominence of educational scholarship within surgical disciplines and illustrated how multidisciplinary approaches can strengthen training frameworks and support workforce sustainability. CONCLUSION: The Research Showcase provides a model for fostering regional academic communities in surgery through accessible, collaborative platforms. Its findings offer valuable insights for educators, academic surgeons, and policymakers addressing current challenges in surgical training. The reflections arising from the event contribute to the broader discourse in surgical education research and have important implications for the design of future curricula, assessment strategies, and professional development pathways.