Veterinary Student Confidence after Practicing with a New Surgical Training Model for Feline Ovariohysterectomy (original) (raw)
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Journal of veterinary medical education, 2016
Educators understand the importance of developing safe and effective methods to teach veterinary students basic surgical skills. Ovariectomy (OVE) is a procedure that employs many of the skills agreed to be vital for a newly graduated veterinarian. This study endeavored to compare two methods of teaching OVE on a model based on assessment of procedure time and skill performance scores. Students' opinions regarding their experience are also reported. Students performed the Dowling Spay Retractor (DSR) method more quickly (p<.001) but with performance scores similar to the traditional (T) method depicted in textbooks. Students responded positively when surveyed regarding their experience with the training and the DSR method.
Journal of Veterinary Medical Education, 2016
The objective of this study was to compare the effectiveness of two different laparoscopic training models in preparing veterinary students to perform basic laparoscopic skills. Sixteen first- and second-year veterinary students were randomly assigned to a box trainer (Group B) or tablet trainer (Group T). Training and assessment for both groups included two tasks, “peg transfer” and “pattern cutting,” derived from the well-validated McGill University Inanimate System for Training and Evaluation of Laparoscopic Skills. Confidence levels were compared by evaluating pre- and post-training questionnaires. Performance of laparoscopic tasks was scored pre- and post-training using a rubric for precision and speed. Results revealed a significant improvement in student confidence for basic laparoscopic skills (p<.05) and significantly higher scores for both groups in both laparoscopic tasks (p<.05). No significant differences were found between the groups regarding their assessment of...
Veterinary Surgery, 2017
ObjectiveTo compare the effects of 2 training curricula on laparoscopic skills and performance of simulated surgery in veterinary students.Study designProspective study.Sample populationVeterinary students (n = 33) with no prior hands‐on experience in minimally invasive surgery.MethodsBasic laparoscopic skills (BLS) were assessed based on 5 modified McGill inanimate system for training and evaluation of laparoscopic skills. Motion metrics and an objective structured assessment of technical skills (OSATS) were used to evaluate surgical skills during a simulated laparoscopic cholecystectomy performed in an augmented reality simulator. Students were randomly assigned to either skill‐based (group A) or procedural‐based (group B) training curriculum. Both tests were performed prior to and after a 10‐session training curriculum.ResultsPost‐training BLS results were improved in both training groups (P < .001). Seven participants completed both presimulated and postsimulated laparoscopic...
Journal of veterinary medical education, 2016
The objective of this study was to document newly qualified veterinarians' concerns and surgical complications encountered during canine ovariohysterectomy (cOVH) during the first year of general practice. A questionnaire investigating concerns about cOVH procedures was sent to all final-year veterinary students (group 1) enrolled at five UK universities. Participants were later asked to complete a similar questionnaire 6 months (group 2) and 12 months (group 3) after graduation, which involved grading their concern about different aspects of the cOVH procedure and reporting surgical complications encountered after completing three cOVHs. Responses were compared between different time points. There were 196 respondents in group 1, 55 in group 2, and 36 in group 3. Between groups 1 and 2 there was a statistically significant reduction in the respondents' levels of concern in every aspect of cOVH (p<.05). Between groups 2 and 3 there was no statistically significant change ...
Frontiers in Veterinary Medicine, 2020
At present, veterinary laparoscopic surgery training is lacking in experiences that provide a controlled and safe environment where surgeons can practice specific techniques while receiving experts' feedback. Surgical skills acquired using simulators must be certified and transferable to the operating room. Most models for practicing laparoscopic skills in veterinary minimally invasive surgery are general task trainers and consist of boxes (simulators) designed for training human surgery. These simulators exhibit several limitations, including anatomic species and procedural differences, as well as general psychomotor training rather than in vivo skill recreation. In this paper, we review the existing methods of training, evaluation, and validation of technical skills in veterinary laparoscopic surgery. Content includes global and specific scales, and the conditions a structured curriculum should meet for improving the performance of novice surgeons during and after training. A focus on trainee-specific assessment and tailored-technical instruction should influence training programs. We provide a comprehensive analysis of current theories and concepts related to the evaluation and validation of simulators for training laparoscopic surgery in small animal surgery. We also highlight the need to develop new training models and complementary evaluation scales for the validation of training and acquisition of basic and advanced skills in veterinary laparoscopic surgery.
Teaching Surgery to the Veterinary Novice: The Ohio State University Experience
Journal of Veterinary Medical Education, 2007
Surgical training in veterinary medicine has evolved rapidly over the past several decades. Catalysts for change include pressure from concerned students and the public to reduce the use of live animals in teaching; less-than-effective preparation of students for live surgery experience; an overall reduction in faculty time and effort devoted to skills training; college budgetary reallocations mandating reductions in expensive group laboratory experiences; and more specialized case-load patterns in clinical rotations, which have reduced students’ exposure to common surgical conditions. In response to these trends, methods for surgery educators to reduce, refine, and replace live animals in surgery training courses at veterinary schools have received broad attention. When these methods are used effectively in a curriculum, it is no longer necessary to sacrifice animals for adequate student training. This article describes a successful and ethical surgical training program used at the...
Javma-journal of The American Veterinary Medical Association, 2012
Scientific Reports 451 SMALL ANIMALS L aparoscopic surgery entails challenges relating to instrumentation and optics, and surgeons undertaking laparoscopic surgery are required to have specific hand-eye coordination skills. 1 These skills, including altered depth perception and operation of long instruments with a fulcrum effect, 2 are not learned by performing conventional open surgery, 1,3 and surgeons can benefit from targeted training. The format and implementation of training to optimize skills improvement is an active area of research. 4-6 Several years ago, the American College of Surgeons concluded that laparoscopic simulation practice for surgeons is necessary to increase the safety of human patients undergoing Effects of two training curricula on basic laparoscopic skills and surgical performance among veterinarians Boel A. Fransson, dvm, phd, dacvs; Claude A. Ragle, dvm, dacvs, dabvp; Margaret E. Bryan, ma Objective-To compare laparoscopic skills among veterinarians before and after undertaking 1 of 2 programs of simulation training. Design-Evaluation study. Sample Population-17 veterinarians at 1 institution. Procedures-Basic skills were tested by use of the McGill inanimate system for training and evaluation of laparoscopic skills (MISTELS). Surgical performance was assessed through an objective structured assessment of technical skills (OSATS). Both tests were performed prior to and after a 12-session training program, consisting of MISTELS exercises (curriculum A) or a variety of exercises (curriculum B). Results-Curriculum B led to improvement of scores obtained with both the MISTELS and the OSATS. Curriculum A did not result in higher scores obtained with the MISTELS, compared with curriculum B. Curriculum A did not lead to an improvement of scores obtained with the OSATS. Participant-perceived value of the training program was correlated positively with the improvement of scores for MISTELS suturing tasks and scores obtained with the OSATS. Time spent in clinical laparoscopic surgery and curriculum B training were both positively correlated with the post-training OSATS scores but not with post-training MISTELS scores. Conversely, simulation training time correlated with an increase in MISTELS scores but not OSATS scores. Conclusions and Clinical Relevance-MISTELS training resulted in significant improvement of basic laparoscopic skills but not in the assessment used for surgical performance. This may have been due to the small number of study participants, the assessment tool, or the method of training. A varied curriculum may be advantageous when training veterinarians for clinical laparoscopic practice.
Surgical dummy: a surrogate to live animal in teaching Veterinary Surgery
The objective of this study was to evaluate a non animal teaching model referred as surgical dummy, for teaching surgery, to novice veterinary students. Students' confidence level and experience in surgical practice was evaluated via questionnaire. In addition student observation was done during the practices by the instructor. The results show that students who first practiced using the surgical dummy had better psychomotor and basic surgical skills. Comments made by the students were positive in relation to sensation of tissue during handling rated as natural. Their confidence increased during surgical procedure due to freedom from worry of consequences of surgical errors. Students had the opportunity to practice adlibitum as the dummy was economical and simple to make. The skill gained in the dummy was adaptable to live animal surgery and decreased the use of cadaver or live animal utilization.
A Laparoscopic Surgical Skills Assessment Tool for Veterinarians
Journal of Veterinary Medical Education, 2010
Our aim in this study was to validate a test of laparoscopic surgical performance by determining the relation of scores from an objective structured assessment of technical skills performed in a canine abdominal model to experience and basic laparoscopic skills. The number of years the participants had performed rigid video-endoscopic procedures (VEP), using triangulation skills, correlated positively with both evaluators' total surgical performance scores for all three evaluation methods: global rating scale, visual analog scale (VAS) rating of overall performance, and operative component rating scale (OCRS). Experience of VEP without triangulation skills (i.e., flexible endoscopy, otoscopy) or video game experience did not correlate with surgical performance. A highly validated basic laparoscopic skills assessment (McGill University inanimate system for training and evaluation of laparoscopic skills, or MISTELS) score was strongly correlated with the VAS score for surgical performance and OCRS scores. Inter-rater reliability was high for the VAS and OCRS evaluation methods, and scores from the detailed OCRS method did not differ between evaluators. In conclusion, the surgical performance test correlated with VEP triangulation experience and basic laparoscopic skills. This type of test needs to be evaluated in a larger sample population including higher numbers of veterinary laparoscopic surgeons for further validation.