Implementation of simulator-based teaching in surgical training: best practices and key consideration

Abstract

Introduction: Surgical education faces increasing challenges in hands-on training due to ethical, logistical, and patient safety constraints. In this context, clinical simulation has emerged as an effective methodology for developing both technical and non-technical skills in a controlled, risk-free environment. Objective: To identify best practices and key considerations in the implementation of simulator-based teaching in surgical training programs. Materials and Methods: A mixed-methods descriptive study was conducted. Documentary analysis of academic sources was combined with a structured survey applied to surgical trainees to explore their usage, perceptions, benefits, and limitations regarding simulators. Data were analyzed using qualitative and quantitative techniques. Results: A total of 84.3% of respondents agreed that simulation should be an integral part of surgical training. While 30.4% reported never using simulators, most participants highlighted their usefulness in areas such as anatomical realism (52%), experimentation with surgical techniques (45.1%), and the ability to repeat procedures (42.2%). Identified barriers included lack of realism (50%), difficulties adapting to the interface (35.3%), and limited access (30.4%). Conclusions: Simulators are valuable and complementary tools in surgical education. Despite ongoing challenges related to access and perception, the evidence suggests that their systematic integration can significantly enhance surgical training and clinical safety.