JMIR Publications

ABSTRACT

The integration of large language models (LLMs) and the Metaverse-related technologies offers transformative potential for delivering standardized, repeatable, and safe training environments for urology education, which faces significant challenges from restricted training hours, ethical constraints, and the high cognitive demands of minimally invasive surgery. In this viewpoint, we argue that these technologies provide complementary solutions: LLMs facilitate cognitive interaction, while the Metaverse enables spatial simulation and remote medical education. We propose a pragmatic, staged implementation framework to guide this integration, moving from data foundation to intelligent interaction and, ultimately, to immersive scenario-based training. Furthermore, we contend that realizing this potential requires proactively addressing concomitant challenges in computational cost, data bias, algorithmic accountability, and the evolution of pedagogical ethics. This article outlines our perspective on this necessary evolution, advocating for a collaborative effort among educators, institutions, and professional bodies to responsibly shape the future of urological training.