The influence of low-fidelity simulator training on canine peripheral venous puncture procedure

Abstract

Background and Aim: Blood collection from dogs is the most commonly performed procedure in the medical clinic. However, different factors can interfere with the quality of the material collected, potentially causing complications for patients. Simulated skill training is a teaching strategy designed to provide early training to students, develop their skills and self-confidence, and increase the procedure's success while reducing complications. Therefore, the aim of this study was to evaluate skill training using a low-fidelity simulator in the peripheral venipuncture procedure and examine the training's influence on the in vivo procedure. Materials and Methods: To assess skill training, this study used a low-fidelity simulator in the peripheral venipuncture procedure and examines the training's effect on the in vivo procedure. In total, 100 dogs, 65 undergraduate students, 3 veterinarians, and 4 previously trained evaluators participated. The canine in vivo venipuncture procedure was evaluated both before and after the simulated skill training and the low-fidelity simulator training. Data were collected on participants' self-confidence levels. Results: Local complications occurred during in vivo practice; however, after training, they decreased. Gloves were more frequently used during the procedure, resulting in a reduction of both harvest attempts and complications, as well as increased levels of self-confidence in post-training participants. The simulator developed had low fidelity, low cost, and was easy to create. Conclusion: Skill training in peripheral venipuncture using a low-fidelity simulator positively influences student learning, increases their self-confidence during in vivo harvesting, and reduces the complications of the procedure, improving patient well-being.

The Use of Simulators for Teaching Practical Clinical Skills to Veterinary Students — A Review

“…Four databases (CAB Abstracts, Scopus, ScienceDirect and Wiley Online Library) were searched using the terms below and Boolean operators. Google Scholar was not included due to unmanageably high number of articles yielded on initial searching (71,400), and a lack of clear refining tools, as documented by Halevi et al 21 The search yielded a total of 73 relevant articles. The search terms were:…”

“…Many of the studies described in the reviewed articles appear to document that simulators can be used effectively to improve student skills in performing certain practical tasks. [29][30][31]34,[38][39][40]42,50,52,58,67,71,74,76,[80][81][82][83][84]86,88 The time taken to carry out a surgical procedure, as well as the respective performance scores of students using simulators, have been correlated with live surgical performance and procedure times. 15,89 Training on models has been shown to achieve learning outcomes that are equivalent 86 or superior 71,72,78,82 to those achieved through the use of cadaver or live animal practical classes.…”

“…[29][30][31]34,[38][39][40]42,50,52,58,67,71,74,76,[80][81][82][83][84]86,88 The time taken to carry out a surgical procedure, as well as the respective performance scores of students using simulators, have been correlated with live surgical performance and procedure times. 15,89 Training on models has been shown to achieve learning outcomes that are equivalent 86 or superior 71,72,78,82 to those achieved through the use of cadaver or live animal practical classes. Training based on simulators can increase student confidence in performing a task, 56,71,73,[80][81][82][83] and in identifying anatomical structures or landmarks, even if the students did not increase their competency in performing the practical task itself.…”

“…15,89 Training on models has been shown to achieve learning outcomes that are equivalent 86 or superior 71,72,78,82 to those achieved through the use of cadaver or live animal practical classes. Training based on simulators can increase student confidence in performing a task, 56,71,73,[80][81][82][83] and in identifying anatomical structures or landmarks, even if the students did not increase their competency in performing the practical task itself. 65,84 Simulators have also been shown to decrease student anxiety prior to performing a task on a live animal.…”

“…65,84 Simulators have also been shown to decrease student anxiety prior to performing a task on a live animal. 56,71,82 Positive feedback was received from students for the majority of the simulators documented in the reviewed literature, but in some studies, a few students provided feedback stating that they would prefer more live animals to be used for teaching purposes. 44,54 The humane evaluation and validation of simulators A small number of the reviewed articles described how the procedural success of simulator training was monitored, by subsequently observing students performing the task on live animals; some studies used live animals obtained specifically for research purposes, and others used animals obtained for undergraduate or postgraduate teaching purposes.…”