Development of an optional clinical skills laboratory for surgical skills training of veterinary students

Carroll, Hillary S.; Lucia, Tomasina A.; Farnsworth, Chelsea H.; Hinckley, Michael M.; Zeugschmidt, Eryn L.; Cary, Julie A.

doi:10.2460/javma.248.6.624

Cited by 12 publications

(11 citation statements)

References 24 publications

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“…Two second‐year veterinary students who had been trained as peer teaching assistants acted as instructors for participants in group A under the supervision of an American College of Veterinary Surgeons board‐certified surgeon. Nine peer teaching assistants, second and third years students trained as previously reported, provided support during the optional clinical skills laboratory (OCSL) . One veterinary technician with extensive surgery experience assisted during the assessments.…”

Section: Methodsmentioning

confidence: 99%

“…Participants attended the OCSL twice per week for 45 minutes. The OCSL is an informal learning opportunity available to all students and trainees at this CVM.…”

Section: Methodsmentioning

confidence: 99%

“…Veterinary medicine faces numerous challenges in surgical and technical skills training, including allocation of limited resources . Expansion of medical knowledge has resulted in increased lecture time to the detriment of laboratory and technical teaching time .…”

Section: Introductionmentioning

confidence: 99%

“…Content expansion may also lead students to spend more time studying, decreasing discretionary time and energy available to learn technical skills informally. Renewed efforts to advance surgical education within the veterinary curriculum have shown promise . Practicing surgical skills on models and cadavers in a laboratory setting can enhance skills .…”

Section: Introductionmentioning

confidence: 99%

“…Previous studies have established the value of peer‐assisted learning (PAL) in medical training . We hypothesized that enhancing the structure of the delivered PAL would improve outcomes.…”

Section: Introductionmentioning

confidence: 99%

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Evaluation of peer teaching and deliberate practice to teach veterinary surgery

et al. 2018

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Objective: To assess the impact of peer teaching and deliberate practice on surgical skills acquisition and retention in first-and second-year veterinary students. Study design: Randomized, prospective, comparative study. Sample population: Eighteen first-year and 25 second-year students from 1 college of veterinary medicine who had previously demonstrated proficiency in basic surgical skills. Methods: Forty-three participants were divided into 3 groups: the test group (group A, n = 15), who participated in a structured peer-assisted learning program using deliberate practice; the time-practice control group (group B, n = 15), who participated in an unstructured peer-supported environment; and the assessmentonly control group (group C, n = 13), who participated in the assessments. Participants performed a subcutaneous mass removal on a cadaver model and were assessed via a global rating system. Three assessment points were evaluated: pretraining, immediate posttraining, and retention. Results: The number of participants who achieved acceptable or excellent grand total scores in group A increased after training. Among all participants, 22% in group A, 35% in group B, and 38% in group C did not achieve an acceptable total score at the retention assessment. Conclusion: The study population improved in skill level and retention through the use of standardized video and peer instruction with attention to effective learning strategies, particularly deliberate practice. Clinical significance: Use and enhancement of the format introduced in this study could augment veterinary surgical education.

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Section: Methodsmentioning

confidence: 99%

“…Participants attended the OCSL twice per week for 45 minutes. The OCSL is an informal learning opportunity available to all students and trainees at this CVM.…”

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Evaluation of peer teaching and deliberate practice to teach veterinary surgery

et al. 2018

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Assessing Clinical Skills

Shaver

2023

Educational Principles and Practice in Veterinary Medicine

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Retention of basic suturing skills with brief or extended practice in veterinary students

2020

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ObjectiveTo evaluate the effect of practice duration on accuracy, retention, and confidence when learning how to tie basic surgical knots.Study designProspective study.Sample populationFifteen first‐year veterinary students.MethodsStudents were randomly assigned to a 2‐week practice (TWP) or an 8‐week practice (EWP) to learn how to tie surgeon's, strangle, and miller's knots. Students' knot‐tying accuracy and confidence were evaluated immediately after training, at an intermediate time point (2‐6 weeks postpractice), and at 12 weeks postpractice.ResultsStudents who had been trained during an extended period tied the strangle knot correctly more often at all assessments (P = .025). The ability of students trained for 2 weeks to tie the strangle knot correctly decreased over time (P = .028). These students lost some confidence (P = .03) and repositioned suture more frequently (P = .03) while constructing the strangle knot at the final time point compared with students trained for 8 weeks. Students who completed TWP felt more confident at placing surgeon's knots than friction knots at the final assessment period (P = .0164 miller's knot, P = .0056 strangle knot), whereas confidence did not differ between knot types for students who completed EWP. All students felt less confident with their knot‐tying skills at 12 weeks postpractice.ConclusionTraining for 8 weeks rather than for 2 weeks resulted in superior knot tying skills. Students' confidence decreased 12 weeks after training.Clinical significanceProlonged distributed practice is recommended to train students for more complex tasks such as placement of a strangle knot.

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Development of an optional clinical skills laboratory for surgical skills training of veterinary students

Cited by 12 publications

References 24 publications

Evaluation of peer teaching and deliberate practice to teach veterinary surgery

Evaluation of peer teaching and deliberate practice to teach veterinary surgery

Assessing Clinical Skills

Retention of basic suturing skills with brief or extended practice in veterinary students

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