Bridging Simulation and Practice: Designing, Implementing, and Evaluating a Curriculum for Educating Medical Students as Robotic Surgery Bedside Assistants

BACKGROUND: Medical students often face limited involvement in robotic surgery, leading to unfulfilling learning experiences. Establishing a defined role for students in the operating room (OR) can enhance their engagement and deepen their understanding of robotic surgery. We describe the design and implementation of a curriculum designed to train medical students as robotic surgery bedside assistants and explore the perspectives of key stakeholders involved in the program. METHODS: We designed a curriculum based on Kern's 6-step approach for curricular development. It included a series of online modules and a simulated hands-on session, followed by case assignments over their 4-week rotation. The curriculum centered on training students in an asset of core bedside skills that had been identified in a previous study. Students initially received supervision in the OR and progressed toward increasing autonomy. Fourth-year medical students could participate during their surgical subinternships. Major stakeholders, including students, residents, faculty, and OR staff participated in semistructured interviews to share their experiences; transcripts were subsequently analyzed using qualitative methods. RESULTS: Fourteen students participated and were interviewed. Students valued their defined roles, experiential learning, and interprofessional collaboration, noting increased engagement and confidence. Stakeholders (n = 13) reported that the curriculum enhanced medical student readiness for surgical training by fostering technical skill development, professional integration, and increased autonomy. Residents and faculty observed that students functioned at or near intern level by the end of the rotation and appreciated how student involvement at the bedside supported resident console time. OR staff and faculty acknowledged early implementation challenges, including staff unfamiliarity, but noted that improved communication and onboarding processes helped address these barriers. CONCLUSIONS: The robotic bedside assist curriculum was perceived to support safe, structured, and inclusive learning while promoting student development within the surgical team, giving students a legitimate role in robotic surgery.