Experiential learning in urologic single-port robotic surgery transition training: a qualitative descriptive study

Transitioning from multi-port to single-port robotic systems in urologic surgery requires significant team adaptation; however, the experience of clinicians during this shift remains underexplored. Therefore, this study aims to examine the effect of single-port transition training on learning experiences and perceived readiness among healthcare providers, using Kolb's experiential learning theory. Eleven physicians and 22 operating room nurses completed phased single-port transition training at a university hospital in Seoul (February-May 2025) and responded to open-ended questionnaires analyzed using Braun and Clarke's thematic analysis. Most experiences aligned with Kolb's learning cycle: concrete experience with single-port articulation, reflective comparison of single- and multi-port routines, abstract conceptualization of single-cannula principles, and active experimentation with collision prevention and workflow strategies. Some experienced physicians reported limited learning gains, suggesting that prior expertise reduces engagement. Nurses emphasized docking efficiency and spatial management, whereas physicians prioritized articulation control and technique refinement. Both groups reported greater confidence and interprofessional coordination. These findings suggest that integrating hands-on practice with structured reflection supports adaptation; however, the relationship between perceived readiness and clinical performance requires further investigation.