"Preparing Surgeons for the Modern Operating Theatre: Insights from a National Survey on Technology Use and Readiness"

Adam F. Roche^1*Eoghan Burke¹Dara O. Kavanagh¹Darach Crimmins²Christina A. Fleming³Niall J. McInerney⁴Dara O'Keeffe¹Pablo Javier Villanueva⁵Gulam Zilani⁶Vincent Healy⁶Clare McCloskey⁷Daragh Moneley⁶Claire Condron¹

• ¹Royal College of Surgeons in Ireland, Dublin, Ireland
• ²Children's Health Ireland at Temple Street, Dublin, Ireland
• ³University of Limerick Faculty of Education and Health Sciences, Limerick, Ireland
• ⁴Mater Misericordiae University Hospital, Dublin, Ireland
• ⁵Hospital de Clinicas Jose de San Martin, Buenos Aires, Argentina
• ⁶Beaumont Hospital, Dublin, Ireland
• ⁷Sligo University Hospital, Sligo, Ireland

Introduction. Rapid advances in surgical technology require formal training in the use of devices and equipment, yet curricula rarely address technology, equipment, and consumables (TEC) proficiency in a systematic way. This study evaluated current TEC training practices, perceived needs, and barriers among consultant-level surgical educators in the Republic of Ireland (RoI) and used these findings to develop a national TEC Toolkit framework rooted in contemporary educational theory. Method. A national cross-specialty survey was distributed to consultant surgical educators, gathering quantitative ratings and qualitative insights regarding TEC education, barriers to readiness, and preferred educational strategies. The twenty-item survey was mapped to Kern’s curriculum development framework and constructivist principles. Responses were analysed descriptively and thematically, and Kruskal–Wallis tests compared ratings across three specialty groupings. Results. Thirty-three of 39 educators responded (85%). Fifty-six percent reported having witnessed patient safety risks or workflow issues due to trainee unfamiliarity with TEC. A strong majority (over 90%) endorsed simulation-based training, hands-on workshops, and competency assessment as essential components of TEC education. Barriers included limited protected time, inconsistent access to TEC, and lack of curricular integration. Qualitative themes highlighted the need for practical skills development, multidisciplinary simulation, digital resources, and ongoing programme refinement. These priorities informed the proposed TEC Toolkit, which integrates simulation, multimedia modules, and structured assessment. Conclusion. Surgical educators across Ireland overwhelmingly support structured, simulation-driven TEC training as an essential element of modern surgical safety. The proposed TEC Toolkit model offers a practical, evidence-based blueprint to improve TEC literacy and patient safety. Implementing and evaluating this toolkit will help to address current gaps and prepare trainees for the complexities of today’s technology-rich operating theatres. Keywords. surgical education, simulation-based training, curriculum development, equipment training, operative safety, neurosurgery, multidisciplinary simulation, patient safety