Washington State University College of Veterinary Medicine, Pullman, Washington.
Kansas State University College of Veterinary Medicine, Manhattan, Kansas.
Vet Surg. 2019 Feb;48(2):199-208. doi: 10.1111/vsu.13117. Epub 2018 Oct 25.
To assess the impact of peer teaching and deliberate practice on surgical skills acquisition and retention in first- and second-year veterinary students.
Randomized, prospective, comparative study.
Eighteen first-year and 25 second-year students from 1 college of veterinary medicine who had previously demonstrated proficiency in basic surgical skills.
Forty-three participants were divided into 3 groups: the test group (group A, n = 15), who participated in a structured peer-assisted learning program using deliberate practice; the time-practice control group (group B, n = 15), who participated in an unstructured peer-supported environment; and the assessment-only control group (group C, n = 13), who participated in the assessments. Participants performed a subcutaneous mass removal on a cadaver model and were assessed via a global rating system. Three assessment points were evaluated: pretraining, immediate posttraining, and retention.
The number of participants who achieved acceptable or excellent grand total scores in group A increased after training. Among all participants, 22% in group A, 35% in group B, and 38% in group C did not achieve an acceptable total score at the retention assessment.
The study population improved in skill level and retention through the use of standardized video and peer instruction with attention to effective learning strategies, particularly deliberate practice.
Use and enhancement of the format introduced in this study could augment veterinary surgical education.
评估同伴教学和刻意练习对兽医专业一年级和二年级学生手术技能习得和保留的影响。
随机、前瞻性、对照研究。
来自一所兽医学院的 18 名一年级学生和 25 名二年级学生，他们之前已经熟练掌握了基本的手术技能。
43 名参与者被分为 3 组：实验组（A 组，n = 15），他们参加了一个使用刻意练习的结构化同伴辅助学习计划；时间练习对照组（B 组，n = 15），他们参加了一个无结构的同伴支持环境；以及评估对照组（C 组，n = 13），他们参加了评估。参与者在尸体模型上进行皮下肿块切除，并通过总体评分系统进行评估。评估了 3 个评估点：培训前、培训后即刻和保留期。
在培训后，A 组中达到可接受或优秀总评分的参与者人数增加。在所有参与者中，A 组有 22%、B 组有 35%和 C 组有 38%在保留期评估中未达到可接受的总评分。
研究人群通过使用标准化视频和同伴指导，并注重有效的学习策略，特别是刻意练习，提高了技能水平和保留能力。
使用和增强本研究中引入的格式可以增强兽医外科学教育。
