The impact of aiding robotic-assisted surgery, simulation, virtual reality game-playing and seniority on novices’ learning via skills simulator

Abstract Background Robotic-assisted surgery learning is highly self-governance, albeit its flourishing. Novices of robotic-assisted surgery are usually trained by virtual reality simulators. This study aims to evaluate whether novices’ prior experiences of aiding robotic-assisted surgery, simulation on virtual reality or game-playing gives weight to their learning outcomes. Methods Novices’ attitudes towards robotic-assisted surgery and video game-playing experiences were investigated using a questionnaire. Voluntary novices (n = 70) comprising surgical trainees (first-year to sixth-year residents) and surgeons were then examined on a VR simulator. The simulator automatically generated examination scores. Questionnaires and examination scores were analysed using SPSS. Results Participants’ prior experiences of aiding robotic-assisted surgery (p < .01) and having robotic surgical simulation within six months (p  .05). Resident participant years 3–5 performed significantly better than resident participant years 1–2, and 6 and visiting staff (p < .01). Conclusions When formal robotic surgical training is lacking, novices’ learning can be developed via both simulation and engaging in real cases. Formal robotic surgical training should be ideally introduced during the middle part of the residency period.