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

Area of Science:

• Urologic surgery
• Robotic surgery
• Medical education

Background:

• Transitioning to single-port robotic systems necessitates team adaptation.
• Clinician experiences during this shift are not well understood.

Purpose of the Study:

• To examine the impact of single-port transition training on learning experiences.
• To assess perceived readiness among healthcare providers using Kolb's experiential learning theory.

Main Methods:

• Phased single-port transition training for physicians and nurses.
• Analysis of open-ended questionnaires using thematic analysis.
• Application of Kolb's experiential learning cycle and Braun and Clarke's thematic analysis.

Main Results:

• Experiences largely followed Kolb's learning cycle (concrete experience, reflection, conceptualization, experimentation).
• Nurses focused on docking and spatial management; physicians on articulation and technique.
• Both groups reported increased confidence and interprofessional coordination.
• Experienced physicians noted potentially reduced learning gains, indicating expertise may influence engagement.

Conclusions:

• Integrating hands-on practice with structured reflection aids adaptation to single-port robotic surgery.
• Further research is needed to correlate perceived readiness with actual clinical performance.