Background:
At the moment the necessity for a laparoscopic training curriculum is evident, but there is little data in the literature about the education of single port surgery.

Material and Methods:
Twenty medical students were prospectively randomized into two groups: group-S used conventional straight and group-C used curved laparoscopic instruments. Each group performed two tasks on Mentor box trainer in single-port setting. Learning curves were obtained by daily measurements recorded in seven-day sessions, on the last day both groups switched instruments between each other.

Result:
Although Group-S performed all tasks significantly faster than Group-C on the first day, the difference proved to be non-significant on the last day. All participants achieved significantly shorter task completion time on the last day than on the first day, regardless of the instrument they used. Group-S showed progression of 63.55%, Group-C 69.05% by the end of the session. After swapping the instruments, Group-S reached significantly higher task completion time with curved instruments while Group-C showed further progression of 8.95% with straight instruments.

Conclusion:
The number of surgical interventions performed in single-port access is growing; however, the number of articles on the efficient teaching of this techniques is still insignificant. This study shows that training with curved instruments allows for a better acquisition of skills in a shorter period of time. For this reason, there is a need for proficiency-based conventional, but also for a single-port laparoscopic training curriculum in general surgery residency education.