Student perceptions of technology-enhanced simulation resources in laparoscopic training: a scoping review and...

Laparoscopic training increasingly uses technology-enhanced simulation resources, including virtual reality, augmented reality, box trainers, portable trainers and digital surgical curricula. In this review, these resources are analysed as technology-enhanced simulation resources rather than as uniformly "emerging" technologies, because some tools, particularly box trainers, are established components of laparoscopic education. Direct evidence for Surgical Instrumentation students remains limited, making transferability from other health-professions learners a central interpretive issue.

A scoping review was conducted following PRISMA-ScR and JBI guidance. The review question was structured using the PCC framework: population, health sciences and surgical training students; concept, perceptions, attitudes, satisfaction, confidence, self-efficacy, acceptance and perceived usefulness; and context, laparoscopic surgery education. PubMed/MEDLINE, Scopus, Web of Science, Redalyc and Google Scholar were searched for English- or Spanish-language publications from January 2020 to March 2025. Findings were charted and synthesized narratively rather than pooled statistically.

A total of 1,800 records were identified in the retained review flow. Fifty-seven full-text reports were assessed, and 11 studies met the eligibility criteria. Most learner-facing studies that evaluated perception, satisfaction, acceptance, confidence or self-efficacy reported favorable responses, mainly related to confidence, satisfaction, perceived safety, self-efficacy and opportunities for repeated practice. The included evidence was heterogeneous and relied substantially on subjective measures. Only one study directly addressed Surgical Instrumentation students.

Technology-enhanced simulation resources appear acceptable to learners in laparoscopic training, but positive perception should not be equated with competence, clinical readiness or transfer of learning. The educational value of these resources depends on structured pedagogy, feedback, faculty development, access, sustainability and objective assessment. Because direct evidence in Surgical Instrumentation is limited to one included study, the implications should be interpreted as transferability hypotheses and priorities for future research rather than definitive curriculum recommendations.