Effect of surgical simulator training on student and live animal outcomes in a feline ovariohysterectomy teaching laboratory

Abstract

AbstractObjectiveTo evaluate the effect of training with a high‐fidelity surgical simulator on outcomes of live animals and students participating in a feline ovariohysterectomy teaching laboratory.Study designNonrandomized controlled trial.Sample populationCats (n = 186) and students (n = 146).MethodsLive animals were paired with student surgeons. Outcomes for animals and students were evaluated over two consecutive years before (year 1: NO SIM) and after (year 2: SIM) the introduction of a graded student teaching laboratory conducted on a high fidelity surgical simulator. Live animal surgical times and postoperative pain scores using the Glasgow Composite Measure Pain Scale – Feline acute pain scale as well as self‐declared student confidence were assessed and the scores of the two groups were compared.ResultsThe duration of the live animal surgical procedure was on average 6 min shorter in the SIM group (p = .04). A pain score triggering intervention (> = 5/20) occurred less frequently in the SIM group (n = 1/82) than in the NO‐SIM (n = 16/104) group (p < .01). Similarly, rescue analgesia was administered less frequently (4/82 vs 16/104, p = .03) in the SIM group. Student confidence prior to the live animal procedure was higher (median = 7/10 [IQR = 6–8]) in the SIM group than in the NO‐SIM group (median = 6/10 [IQR = 4–7]) (p < .01).ConclusionSurgical simulator training prior to live animal procedures improves live animal outcomes and student confidence.Clinical significanceSurgical simulator competency should be considered a prerequisite to participation in live animal teaching laboratories. This would improve both animal welfare and the student experience.