Simulator-Assisted Training of Abomasal Surgery-A Pilot Study Using Blended Learning and Face-to-Face Teaching

Simple Summary Learning surgical skills on simulators is being integrated into the curriculum of veterinary students. While education has traditionally been face-to-face only, the combination of face-to-face and online teaching is described as blended learning. It is tested for its suitability for learning a bovine surgical technique. Two simulators were developed for the study. While one group of students trained on the simulator in a traditional face-to-face setting, the other group of students completed online video training. The skills learned were applied in-person. The simulators used were tested and evaluated by students and practicing veterinarians and were well accepted and rated as suitable. The study indicates that blended learning can be a suitable alternative to traditional face-to-face teaching. In addition, the students were, according to their own assessment, more confident in performing the practiced skills after the exercise.Abstract Two stimulators were developed, one simplified and one realistic, in the present study for learning abomasal surgery for veterinary students. The simulators were tested in a pilot study: The upcoming blended learning format was compared with traditional face-to-face teaching. A total of 21 5th-year students participated in the study. While one group learned the surgical technique in traditional face-to-face simulator training, the second group completed interactive video training asynchronously. Afterwards, skills were examined in person. The results showed that the different groups did not lead to different performance results. Participation in the study increased self-assessment of skills by an average of about 7 of 36 points, as well as the learning success and motivation of students in both groups. The simulators developed were well liked by the students and rated as appropriate by 12 practicing bovine veterinarians. The pilot study indicates that blended learning could be a suitable alternative to traditional face-to-face teaching. This should be followed by further research to support the use of blended learning in the veterinary education of clinical skills.