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Introduction: While simulator training is known to enhance endoscopic proficiency, gender differences in learning styles and outcomes remain underexplored in upper gastrointestinal endoscopy. This study aimed to evaluate improvements in technical skills in a simulated environment, highlight gender differences in performance, and assess the perceived value of the course among surgical and gastroenterology trainees.

Materials and methods: In this observational pre- and post-course study, surgical and gastroenterology trainees (n = 19, 10 females, 9 males) participated in a four-day introductory endoscopy course. The curriculum combined theoretical instruction with supervised simulator training using the GI-Mentor II™ (gastroscopy case and Endo Bubble exercise 1) and the Thompson Endoscopic Skills Trainer (TEST) from EndoSim™ (polyp snaring exercise). Pre- and post-course performance was assessed based on completion times, screening efficiency, and the extent of mucosa inspected. Between-group comparisons were performed on the entire cohort as well as paired comparisons stratified by gender. Two questionnaires evaluated baseline characteristics and perceived course value.

Results: Overall, trainees demonstrated significant improvements in technical skills following the course. No significant differences were observed between female and male participants at baseline. Post-course, female participants were significantly faster in reaching the descending part of duodenum (p = 0.0184). Male participants showed greater gains in speed-related tasks, while female participants demonstrated larger gains in quality-related performance metrics (screening efficiency and mucosal inspection quality). The course was perceived as highly valuable, with most participants (89.5%) reporting increased confidence in performing endoscopy in a clinical setting.

Conclusions: The course significantly improved technical skills and performance quality in simulator-based endoscopy. The observed differences in improvement patterns between participants highlight the potential value of adapting training to individual learning profiles rather than broad categorisations. Such targeted approaches may help optimise endoscopic education and ultimately enhance patient safety.