Adaptation of a hands‐on veterinary surgical training course from a traditionally taught laboratory to a remotely taught laboratory during a global pandemic

Abstract

Objective: The goal of this study was to evaluate and report details of a remotely taught surgical laboratory. Study design: Observational. Sample population: Second-year veterinary students (n = 143) enrolled in a surgical laboratory; 9 weeks were taught traditionally, and 6 weeks were taught remotely. Methods: Because of the global pandemic, remote laboratories were developed and delivered. Students performed surgical procedures in model organs remotely while being observed by and receiving feedback from instructors on an internetbased video platform. Methods for remote surgical teaching were explored, and successes and challenges were detailed. Surveys were administered to the students and faculty to gather perspectives on their experience and subsequent confidence. Results: Surveys were completed by 81 of 143 (57%) students and seven of seven (100%) instructors. The mean overall student satisfaction score (1 not at all satisfied, 10 very satisfied) for in-person instruction was 8.2, and the mean score for remote instruction was 6.2 (P < .001). Overall, the instructors had a mean satisfaction score of 8 for in-person laboratories and a mean satisfaction score of 6 for remotely taught laboratories. Most students had a perception of greater one-on-one instructor attention in remote laboratories. Students reported similar confidence levels for three surgical procedures. Conclusion: The described remote teaching method resulted in the perception of greater instructor attention given to students. Student and instructor satisfaction was lower with remote teaching than with in-person teaching. Impact: The described method of remote teaching may be applied to teaching surgical students in settings when face-to-face instruction cannot be achieved and may be developed further to create an experience equivalent to face-toface instruction.

Remote Training of Functional Endoscopic Sinus Surgery With Advanced Manufactured 3D Sinus Models and a Telemedicine System

“…In addition, some models successfully reproduce the organs with pre-existing pathology such as cerebral aneurysms (20,21) and basilar invagination (22). Studies assessing the use of 3D printed models for surgical training have generally supported their benefits for surgical education (23) and recently in the field of veterinary medicine, Kelly reported the use of 3D models to teach students surgical anatomy remotely (24). Several additional small studies assessing remote training for surgical skills have also been reported.…”

Influence of musical preferences and intraoperative questions on suturing speed

“…The use of a suture board model is associated with the limitations of using a model to reflect a skill that is generally performed in live patients; however, models are generally widely accepted for the use of evaluating intraoperative skills. 23,24 Future studies performed in clinical OR environments with live patients are required to confirm the results of this model-based study.In conclusion, answering questions will decrease suturing speed in comparison with listening to favorable music. This distraction appears to have the greatest effect on those surgeons with minimal experience and may be more pronounced in less experienced male veterinarians and veterinary students.…”

An Accessible Nephrectomy and Cystotomy Simulator for Use in Teaching Small Animal Surgery

“…This is due to societal and student demand for humane education, improved animal welfare and good-quality learning. [1][2][3][4] In surgical training, such non-animal didactic methods are of increasing importance as viable alternatives to the traditional use of cadavers, which have many disadvantages (such as problems with sourcing, maintenance and ongoing autolysis). 5,6 In particular, the inevitable organ degradation due to cadaver autolysis makes it impossible for a cadaver to mimic a live animal for some surgical procedures, thus delaying effective skill acquisition.…”

“…[12][13][14] These issues make it all the more important to find materials that can be used to create suitable alternatives to cadavers for surgical practical classes. 2,3 In Brazil, the teaching of cystotomy and nephrectomy procedures is considered to be an essential element of veterinary training because urinary tract disease is very common in small animal practice. For cats in particular, surgical management is needed for many common lower urinary tract diseases 15 (e.g.…”