If you build it, they will learn: A review of models in veterinary surgical education

Abstract

Surgical skills are learned through deliberate practice, and veterinary educators are increasingly turning to models for teaching and assessing surgical skills. This review article sought to compile and review the literature specific to veterinary surgical skills models, and to discuss the themes of fidelity, educational outcomes, and validity evidence. Several literature searches using broad terms such as “veterinary surgery model,” “veterinary surgical model,” and “veterinary surgical simulator” were performed using PubMed, CAB abstracts, and Google scholar. All articles describing a model created and utilized for veterinary surgical training were included. Other review articles were used as a source for additional models. Commercially available models were found using review articles, internet browser searches, and communication with veterinary clinical skills educators. There has been an explosion of growth in the variety of small animal surgical task trainers published in the last several decades. These models teach orthopedic surgery, ligation and suturing, open celiotomy and abdominal surgery, sterilization surgeries, and minimally invasive surgeries. Some models were published with accompanying rubrics for learner assessment; these rubrics have been noted where present. Research in veterinary surgical models is expanding and becoming an area of focus for academic institutions. However, there is room for growth in the collection of validity evidence and in development of models for teaching large animal surgery, training surgical residents, and providing continuing education to practitioners. This review can assist with evaluation of current surgical models and trends, and provide a platform for additional studies and development of best practices.

The Use of Simulators for Teaching Practical Clinical Skills to Veterinary Students — A Review

“…56 The preference for live-animal classes amongst some students could be due to increased realism and the perception that simulators cannot provide a true representation of performing tasks on live patients, even if the learning outcomes achieved through the use of simulators have been documented to be equivalent or superior to those achieved by using live animals. 91 More research is required on this topic, particularly in light of recent advancements and growth in the area of simulators and simulations for use within veterinary education.…”

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

“…42 A recent review of models used in veterinary surgical training can guide educators in selecting commercially available models or constructing their own models for teaching surgical skills. 43 Outside of clinical skills laboratories, it can be challenging to provide students with live surgical training due to the variable and often low number of animals presented to veterinary teaching hospitals, as well as the increased surgical time required by students. 33 Prolonged anesthesia and surgery times have been associated with an increased risk of hypothermia, postoperative wound infections, delayed recovery from surgery, and other perioperative and postoperative complications.…”

“…Model‐based training reduces students' anxiety and stress before performing live‐animal surgery, 26,41 reduces live‐animal surgical times, 41 and improves students' performance scores in live surgery 42 . A recent review of models used in veterinary surgical training can guide educators in selecting commercially available models or constructing their own models for teaching surgical skills 43 …”

Evaluation of veterinary students’ confidence and competence with surgical entrustable professional activities after repeated use of low‐fidelity training models

“…Veterinary undergraduates in the UK must possess various ‘Day 1 Competences’, as set by the RCVS, prior to graduation and registration 1 . A similar notion is applied by veterinary accrediting bodies worldwide; however, these bodies do not provide specific criteria as to how these ‘competencies’ are met, leading to considerable variation between colleges and curricula 2 . One expectation is that graduates are capable, demonstrating competence in performing basic elective surgery in an aseptic fashion and providing adequate perioperative care.…”