BackgroundVirtual reality (VR) applications are effective tools in many educational disciplines. A minimally interactive VR application allowing stereoscopic viewing of surgical videos has been developed to aid veterinary students learning to perform surgery. We sought to describe how students used the VR application while preparing to perform their first canine sterilisation surgery and compare surgical performance of students who prepared using traditional methods with students who also used VR.MethodsThird-year veterinary students (n=44) were randomised into control and VR groups in a parallel superiority randomised controlled trial. All were given lectures, videos and skills practice on models. VR group students were also given a VR application and headset to view stereoscopic surgical videos. Blinded raters scored a subset of students (n=19) as they performed their first canine ovariohysterectomy.Results and conclusionsGroups spent similar time preparing to perform surgery, potentially because of the rigour of students’ non-surgical course load. When VR training was added to an already comprehensive surgical skills curriculum, students watched VR videos for a median of 90 min. Groups did not differ in surgical performance scores or time. A larger study of the VR application with prescribed use guidelines would be a helpful subsequent study.

Veterinary educators use models to allow repetitive practice of surgical skills leading to clinical competence. Canine castration is a commonly performed procedure that is considered a Day One competency for a veterinarian. In this study, we sought to create and evaluate a canine pre-scrotal closed castration model and grading rubric using a validation framework of content evidence, internal structure evidence, and relationship with other variables. Veterinarians ( n = 8) and students ( n = 32) were recorded while they performed a castration on the model and provided survey feedback. A subset of the students ( n = 7) then performed a live canine castration, and their scores were compared with their model scores. One hundred percent of the veterinarians and 91% of the students reported that the model was helpful in training for canine castration. They highlighted several areas for continued improvement. Veterinarians’ model performance scores were significantly higher than students’, indicating that the model had adequate features to differentiate expert from novice performance. Students’ performance on the model strongly correlated with their performance of live castration ( r = .82). Surgical time was also strongly correlated ( r = .70). The internal consistency of model and live rubric scores were good at .85 and .94, respectively. The framework supported validation of the model and rubric. The canine castration model facilitated cost-efficient practice in a safe environment in which students received instructor feedback and learned through experience without the risk of negatively affecting a patient’s well-being. The strong correlation between model and live animal performance scores suggests that the model could be useful for mastery learning.