Teaching veterinary surgical skills: Comparison of massed versus spaced instruction

Banse, Heidi E.; Baker, Rose E.; Domaracki, Cullen; McCauley, Charles T.; Duhon, Brandy; Grandt, Beth B.; Jackson, Kate; Spangler, Dawn; Hunt, Julie A.

doi:10.1111/vsu.13870

Cited by 2 publications

(1 citation statement)

References 24 publications

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“…There was no difference between groups 1 day or 3-4 weeks after instruction. Note that both groups did supervised practice sessions 1 and 2 weeks later; this may have mimicked spaced instruction (Banse et al, 2022).…”

Section: How Should Sessions Be Scheduled To Maximize Retention?mentioning

confidence: 99%

AAVMC Use of Animals in Veterinary Education Handbook

AAVMC,

Hunt,

Delcambre

et al. 2024

Preprint

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In 2021, the American Association of Veterinary Medical College’s (AAVMC) Board of Directors established a Task Force to develop Guidelines on the Use of Animals in Veterinary Education. The Task Force consisted of representatives from nine AAVMC member schools from four countries across three continents. The Guidelines, published online in October 2022, offered recommendations for schools on how to improve their animal use policies, use of animal alternatives, and transparency.While the Guidelines provided overarching principles and broad recommendations, the next step was to write a handbook to accompany the Guidelines, elaborating on how institutions could implement the Guideline’s recommendations, enabling them to support and promote humane and ethical animal use, guided by the 4 Rs: replacement, reduction, refinement, and respect. The editors worked with internationally recognized co-authors to create the Handbook. The Handbook’s 11 chapters align with the recommendations made in the Guidelines. Authors describe and share best practices for acquisition and use of cadavers; use and management of live animals including small, large, and exotic and zoological species; and highlight where alternatives can be deployed in meeting educational outcomes.The Guidelines and the AAVMC Handbook on the Use of Animals in Veterinary Education allow educators worldwide to review and, where appropriate, adjust their veterinary programs’ approaches and policies. The Guidelines and Handbook should be interpreted as guiding principles and are not meant to be prescriptive. Individual institutions are encouraged to consider their own unique institutional, national and regional circumstances.

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Section: How Should Sessions Be Scheduled To Maximize Retention?mentioning

confidence: 99%

AAVMC Use of Animals in Veterinary Education Handbook

AAVMC,

Hunt,

Delcambre

et al. 2024

Preprint

View full text Add to dashboard Cite

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Simulating Ovariohysterectomy: What Type of Practice Promotes Short- and Long-Term Skills Retention?

Hunt

Gilley

et al. 2024

Journal of Veterinary Medical Education

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Simulation-based surgical training allows students to learn skills through deliberate practice without the patient risk and stress of operating on a live animal. This study sought to determine the ideal distribution of training sessions to improve short- and long-term retention of the skills necessary to perform a simulated ovariohysterectomy (OVH). Fourth-semester students ( n = 102) were enrolled. Students in the weekly instruction group ( n = 57) completed 10 hours of training on the OVH simulator, with sessions held at approximately weekly intervals. Students in the monthly instruction group ( n = 45) completed the same training with approximately monthly sessions. All students were assessed 1 week (short-term retention test) and 5 months following the last training session (long-term retention test). Students in the weekly instruction group scored higher on their short-term assessment than students in the monthly instruction group ( p < .001). However, students’ scores in the weekly instruction group underwent a significant decrease between their short- and long-term assessments ( p < .001), while the monthly group did not experience a decrease in scores ( p < .001). There was no difference in long-term assessment scores between weekly and monthly instruction groups. These findings suggest that if educators are seeking maximal performance at a single time point, scheduling instructional sessions on a weekly basis prior to that time would be superior to monthly sessions, but if educators are concerned with long-term retention of skills, scheduling sessions either on a weekly or monthly basis would accomplish that purpose.

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Teaching veterinary surgical skills: Comparison of massed versus spaced instruction

Cited by 2 publications

References 24 publications

AAVMC Use of Animals in Veterinary Education Handbook

AAVMC Use of Animals in Veterinary Education Handbook

Simulating Ovariohysterectomy: What Type of Practice Promotes Short- and Long-Term Skills Retention?

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