| Autor: |
Hunt JA; Clinical Sciences and Professor of Veterinary Medicine, Lincoln Memorial University College of Veterinary Medicine, 6965 Cumberland Gap Pkwy, Harrogate TN 37752 USA., Gilley RS; Small Animal Surgery, Lincoln Memorial University College of Veterinary Medicine, Harrogate, TN 37752 USA., Gilley A; Small Animal Internal Medicine, Lincoln Memorial University College of Veterinary Medicine, Harrogate, TN 37752 USA., Thompson RR; Small Animal Surgery and DeBusk Veterinary Teaching Center Liaison, Lincoln Memorial University College of Veterinary Medicine, Harrogate, TN 37752 USA., Anderson SL; Large Animal Surgery, Lincoln Memorial University College of Veterinary Medicine, 6965 Cumberland Gap Pkwy, Harrogate TN 37752 USA. |
| Abstrakt: |
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 on either a weekly or monthly basis would accomplish that purpose. |
