Abstract
Contemporary surgical education faces global challenges, including heterogeneous training systems across countries, the decline of traditional mentorship, and the need for objective skills assessment. This study aims to analyze international surgical training models (Russia, USA, Europe, East Asia), identify key success factors, evaluate the role of mentorship, and assess technological prospects (simulators, AI). Materials and methods included a literature review (2018–2025) using PubMed, Scopus, eLibrary, and CyberLeninka, prioritizing systematic reviews, statistical studies, and professional society guidelines. Analysis revealed significant disparities in training systems: residency duration ranges from 4 to 10 years, and surgical case requirements vary widely. Mentorship emerged as a critical success factor, yet its effectiveness is hampered by workload pressures on senior surgeons and administrative barriers. Objective skills assessment (including standardized scales) remains resource-intensive, with no unified international standards. Simulation technologies (VR/AR, trainers) demonstrate potential for reducing errors and accelerating learning but face uneven implementation. Artificial intelligence enables automated technical assessment and personalized feedback but requires algorithm validation and data privacy solutions. In Russia, reforms shortened residency terms, weakened mentorship structures, and exposed inconsistencies in practical training, necessitating standardized competency frameworks. The optimal model for future surgical education integrates clinical mentorship, structured competency-based programs, and technologies (simulators, AI). Patient safety must remain the foremost priority by training highly skilled surgeons capable of managing complex clinical scenarios.