Implementation and user acceptance of a domestic robot-assisted surgical training system: a pilot educational study at the first clinical medical college of Jinan university

Objective Robot-assisted surgical systems are being increasingly utilized in the field of surgery, and have been reported to offer enhanced 3D visualization, force feedback, superior ergonomics for the surgeon, and improved operative precision, which collectively may contribute to minimally invasive outcomes and expedited postoperative recovery. However, the integration of robot-assisted technology into surgical training curricula in Chinese medical colleges remains limited. This pilot implementation study aims to evaluate the usability, acceptance, and perceived educational value of the Jingfeng Multi-port Robot-Assisted Surgical System in a structured surgical training program in China. Method The validity of the robot-assisted surgical system was first assessed using the System Usability Scale (SUS). Participants then received practical training in applying the robotic technology to abdominal surgical procedures. Subsequently, a questionnaire was administered to collect their perceptions and evaluations regarding the integration of this technology into surgical practice. Result The mean SUS score was 80.58 ± 12.04. Questionnaire responses indicated positive participant perceptions regarding system usability and potential educational value, reflecting user acceptance rather than objectively measured educational effectiveness. Participants reported favorable views on perceived enhancements in learning efficiency, system characteristics, and ease of operation. Notably, male users gave significantly higher ratings (5.94 ± 1.26) than their female counterparts (4.78 ± 1.36) on the “Ease of operation” factor ( P = 0.011), suggesting a stronger perception of the system's user-friendliness among male participants. Conclusion In this observational pilot study, participants reported positive perceptions of the training mode, including perceived potential benefits for learning efficiency, motivation, and enjoyment. These perceptions do not establish causal effects of robotic training on educational outcomes.