An immersive simulation strategy to teach cytology sample collection methods and basic diagnosis skills: A two academic center study

Abstract

BackgroundCollecting cytology samples and making simple diagnoses are skills taught in veterinary universities, mostly in a passive way. Simulators enhance practical skills learning, increasing student engagement through immersive activities. These strategies have not been carefully assessed in veterinary cytology.ObjectivesThis study aimed to describe a simulator developed for training cytology sample collection methods and assess the utility of an immersive simulation strategy to learn and practice the collection of cytology samples.MethodsA flipped classroom with a station design was followed. Students first watched video tutorials on sampling collection, listened to brief cases' clinical histories, and moved to immersive simulator stations. There, they practiced imprints, swabs, and fine‐needle aspiration (FNA). Microscopic observation of the material was available through augmented reality tools. Students were evaluated by Objective Structured Clinical Examination (OSCE) tools on their ability to perform FNA on stuffed animal models. Students answered two questionnaires addressing their learning outcomes.ResultsSecond‐ and third‐year students from two centers (n = 129) practiced cytologic collection methods in simulators which significantly changed their willingness to perform FNA in live animals after the class activities. OSCE pass rates over 90% were obtained for most steps of FNA, and students rated the activity as essential/very relevant for learning.ConclusionsImmersive simulation strategies were effective at increasing student comfort with cytologic sampling techniques. This approach should be included in the veterinary curriculum as it can increase the quality of cytology samples and could potentially improve the cytologic diagnosis of a submitted sample.

An immersive simulation strategy to teach canine vaginal cytology: A multi‐centre study

“…Innovative teaching methods lead to creative learning, in which students become actively involved in the process (Zambelli et al, 2023). Simulation‐based strategies are increasingly used in veterinary faculties because they promote an effective active learning (Baillie, 2007; Braid, 2022; Marcos, Fonte‐Oliveira, et al, 2023; Noyes et al, 2022; Williamson, Heydenburg, et al, 2020; Williamson, Hughes, et al, 2020; Zambelli et al, 2023). According to the student's appraisal, their increase in self‐confidence and demonstrated knowledge, the strategy used herein was successful.…”

“…Secondly, we opted not to include a classical control group, i.e., a small group of students performing no activities, having a standard formal lecture. Despite such control group has been used in a recent simulation study (Zambelli et al, 2023), it is arguable to deprive students from a presumed positive learning activity just for the sake of being a control (Marcos, Fonte‐Oliveira, et al, 2023; Pires et al, 2022). Numerous studies already showed that simulation outperforms standard lectures, or the passive watching of videos (Braid, 2022), so it is reasonable to assume that the same would occur in VC.…”

“…Numerous studies already showed that simulation outperforms standard lectures, or the passive watching of videos (Braid, 2022), so it is reasonable to assume that the same would occur in VC. In our study, students could be considered as ‘internal controls’ of themselves, in the sense that they appraised their ability to perform a VC before and after the simulation, being ‘controls’ and ‘cases’, respectively (Marcos, Fonte‐Oliveira, et al, 2023). It should be noted that an objective structured clinical examination of the vaginal sampling collection procedure in a live bitch already showed no differences between a small group of students ( n = 13) that previously trained in a live animal and in a simulation model (Marcos et al, 2023).…”