Simulation use in technical skills training in the UK: A descriptive analysis of postgraduate surgical curricula

Abstract Introduction Effective surgical training requires structured curricula that specify learning outcomes and educational methods. In the UK, postgraduate surgical curricula include the General Medical Council’s Generic Professional Capabilities and Capabilities in Practice, encompassing both technical and non-technical skills. Simulation is recognised as an evidence-based tool for effective technical skills surgical training; however, its integration into surgical curricula has not been reviewed. This study aimed to analyse UK surgical subspecialty curricula to assess the guidance provided on technical skills training, focusing on the use of simulation. Methods Fifteen postgraduate curricula from all 12 UK surgical subspecialties were obtained from Royal College websites in December 2023. Each curriculum was manually reviewed using predefined categories. Keyword searches for ‘simulation’ and ‘technical skills’ guided the extraction of relevant content, which was compiled into a structured spreadsheet. A descriptive narrative analysis identified key themes and examples pertinent to surgical educators. Results The review covered 1,570 pages across 15 curricula. ‘Simulation’ appeared 269 times, with marked variation among specialties. Most curricula adhered to the Intercollegiate Surgical Curriculum Programme framework, describing shared training phases and educational strategies. Although simulation was included as a formal learning component, it was generally referenced in broad terms and inconsistently embedded. Only the paediatric surgery, obstetrics and gynaecology, and ophthalmology curricula provided more specific guidance on simulation use. Discussion This review reveals a notable lack of specific guidance on technical skills training and simulation use within UK surgical curricula. Curricula clearly state required skills and assessments but lack detailed instruction on teaching methods, potentially leading to inconsistent local implementation and training variability. Surgical curricula lag behind non-surgical specialties like anaesthesia in simulation integration. The review recommends revising curricula to explicitly embed evidence-based simulation alongside traditional training to improve standardisation and training quality nationally.