Evaluation of peer teaching and deliberate practice to teach veterinary surgery

Compton, Nashua J.; Cary, Julie A.; Wenz, John R.; Lutter, John; Mitchell, Colin F.; Godfrey, Jennifer

doi:10.1111/vsu.13117

Cited by 8 publications

(6 citation statements)

References 47 publications

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“…9,15 Time to completion is often used as a proxy of skill proficiency, although it is not a consistent finding among novice learners. 23 Indeed, in this study, time to perform the procedure decreased 3-4 weeks after training, but there was no concurrent improvement in the quality of students' performance as assessed by the checklist or GRS.…”

Section: Skill Learning and Retentionmentioning

confidence: 50%

Teaching veterinary surgical skills: Comparison of massed versus spaced instruction

et al. 2022

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Objective To determine the effect of massed instruction (MI) versus spaced instruction (SI) of veterinary surgical skills on students' cognitive load and skill retention. Study design Prospective randomized cohort study Study population First‐year veterinary students from Louisiana State University (LSU; n = 47) and Lincoln Memorial University (LMU; n = 101). Methods Students were randomized to MI (two skills in a single session of twice the duration) or SI (one skill per session on two consecutive days). Instructors, instructional ratio, and total educational time was equivalent. Following instruction, students completed a cognitive load questionnaire and underwent a structured assessment immediately after (LMU only), 1 day after, and 3‐4 weeks after learning the second skill. Students completed two supervised practice sessions one and 2 weeks after the initial laboratory session(s). Results Overall cognitive load did not differ between groups (p > .05), although LMUs MI group reported higher physical and time demands, effort, and frustration. At initial assessment, SI students scored higher than MI students for the first skill at both LSU (mean checklist score = 27.7 vs. mean = 24; p = .004) and LMU (mean global rating score = 4.76 vs. mean = 4.55; p = .029). Differences between groups were no longer evident by 3–4 weeks after instruction. Conclusion SI may lead to improved immediate performance; however, supervised practice was sufficient to overcome the initial disparity. Clinical significance SI may be beneficial for initial skill performance. However, SI and MI students had similar performance after 3 weeks, suggesting the more convenient curricular design of MI may be sufficient as long as practice sessions are incorporated.

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Section: Skill Learning and Retentionmentioning

confidence: 50%

Teaching veterinary surgical skills: Comparison of massed versus spaced instruction

et al. 2022

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“…Other studies on surgical learning note that surgical skills improve with practice; however, that improvement is usually based on duration of each attempt rather than the mechanical quality of the product ( Compton et al, 2019 ; Asadayoobi, Jaber & Taghipour, 2021 ; Gilmer et al, 2015 ). Improvement in hand tie scores was noticed over three practice periods when students practiced tying two-handed ties for 15 min intervals and then were filmed making three attempts at hand ties ( Thomas, Hayes & Demetriou, 2015 ).…”

Section: Discussionmentioning

confidence: 99%

Does quality of novice hand-tied square knots improve with repetition during a single training session?

Tobias

Mulon

Daniels

et al. 2022

PeerJ

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Background Knot tying is a key surgical skill for novices, and repetition over several training sessions improves knot tying. This study examined the effects of repetition within a single training session on quality of knotted loops and compared results of novice trainees and experienced surgeons. Methods Using 0.55 mm nylon monofilament fishing line, novices and surgeons each hand-tied 20 knotted loops, using a 2=1=1=1 configuration (surgeon’s throw and three square throws). Loops were mechanically tested with a single load to failure. Results All loops tolerated five newtons (N) preload. More than 70% of novice and surgeon knots failed by slipping or untying, and 8.8% of novice knots and 2.5% of surgeon’s knots were considered dangerous. Surgeons’ loops had less extension at preload, indicating better loop security. However, during single test to failure, there was no difference in mean extension or maximum load between surgeons and novices. There was no significant difference in results of mechanical testing or modes of failure for the first and last ten knotted loops, or the first, second, third, and fourth sets of knotted loops. Discussion With appropriate training, novices can construct knots as strong and secure as experienced surgeons. A large percentage of knotted loops are insecure under testing conditions; extra throws may be required when using large diameter monofilament nylon. Novices may require extra training in maintenance of loop security when constructing square knots. Tying more than five or 10 knotted loops within a single training session does not provide added benefits for novices.

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“…Compton et 2019 study showed that students participating in a peer-assisted learning program had better surgical skills than both students participating in unsupervised deliberate practice and students who did not have a practice program. 56…”

Section: Peer-assisted Learningmentioning

confidence: 99%

“…In 2001 Hauptman et al described the successful use of fourth year veterinary students as tutors in third year students' live surgeries. Compton et al’s 2019 study showed that students participating in a peer‐assisted learning program had better surgical skills than both students participating in unsupervised deliberate practice and students who did not have a practice program 56 …”

Section: How Can Surgical Skills Learning Be Optimized?mentioning

confidence: 99%

What's the evidence? A review of current instruction and assessment in veterinary surgical education

2022

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Veterinary surgical education is improved by studying the relevant literature.The aim of this literature review was to report the theory and methods used to provide surgical education to veterinary students; to discuss the training most likely to create a competent general practitioner; and to review assessment methods for simulated and live surgeries. The literature reviewed demonstrates that new graduates are expected to perform small animal sterilization, dental extraction, onychectomy, abscess treatment, aural hematoma repair, and mass removal with little or no supervision. Students require repetitive practice to reach competence; some practice can take place in a clinical skills laboratory on models or cadavers. When training novices, distributing practice over a longer time improves retention, but months without practice causes skills to decay.Suturing skills may be taught on models at a ratio of 1 instructor per 10 students. Veterinary students require 6-10 repetitions of each small animal sterilization surgery to reach competence; however, learning curves for other surgeries have not been established. Assessment of surgical skills has been undertaken using objective structured clinical examinations (OSCEs) and observed model and live surgeries. Additional validated rubrics are needed in the field. Surgical educators are urged to continue to search for innovative ways to foster deliberate practice, assess skill, and provide feedback for students.

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Evaluation of peer teaching and deliberate practice to teach veterinary surgery

Cited by 8 publications

References 47 publications

Teaching veterinary surgical skills: Comparison of massed versus spaced instruction

Teaching veterinary surgical skills: Comparison of massed versus spaced instruction

Does quality of novice hand-tied square knots improve with repetition during a single training session?

What's the evidence? A review of current instruction and assessment in veterinary surgical education

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