Abstract / Summary
Abstract Background Robotic surgery is reshaping minimally invasive gynecology; however, systematic characterisation of how Spanish gynecologists perceive its clinical, educational, and professional implications has been lacking. We aimed to describe these perceptions and identify training gaps and professional attitudes in this national surgical community. Methods A cross-sectional anonymous online survey was distributed in November 2025 by GERGIN (Grupo Español de Robótica Ginecológica), a working group of the Spanish Society of Obstetrics and Gynaecology (SEGO), to all 120 registered members. Two thematic blocks were analysed: (1) professional profile and surgical activity (items 1–10); and (2) clinical, educational, and professional impact (items 11–22), assessed with 7-point Likert scales and categorical responses. Descriptive statistics were applied. Minimum required sample: 83 valid responses (95% CI, ± 6% margin); the 82 responses obtained correspond to a ± 6.1% margin. The study is reported according to the CHERRIES checklist. Results Of 120 eligible members, 82 responded (68.3%). The cohort was gender-balanced (50% female), mean age 44.7 ± 7.9 years, 44.4% with more than five years of robotic experience, 42.7% having performed more than 100 cases. Da Vinci Xi was used by 98.8%. Patient recovery benefit was rated positively (mean 5.20/7; 76.8% ≥5). Near-unanimous consensus endorsed clear ergonomic improvement (98.8%). A dichotomy emerged in training: robotic surgery enhanced anatomical education (mean 5.07/7) but reduced residents' intraoperative exposure (mean 2.66/7) and did not accelerate the learning curve (mean 2.44/7). Cost (80.5%) and OR availability (70.7%) were the dominant perceived limitations. Conclusions Spanish gynecologists endorse robotic surgery's clinical and ergonomic benefits while recognising an educational paradox: anatomical teaching improves but operative exposure for trainees is reduced. Structured robotic residency curricula, dual-console availability, and simulation-based competency frameworks are urgently needed.