Initial surgical performance in veterinary training: theoretical instruction modality and practical outcomes before and after instructor-led demonstration

Abstract Purpose With the growing incorporation of digitally mediated learning in higher education, the effectiveness of instructional approaches in surgical training has become a key issue in veterinary education. This debate has intensified in Brazil following recent regulatory changes that allow Veterinary Medicine programs to be offered in a semipresential format, potentially permitting up to 60% of the total workload to be delivered through non-presential activities. In this context, it is important to assess how remote approaches may contribute to theoretical learning and how they should be integrated with practical training. This study compared synchronous remote and face-to-face theoretical instruction for knowledge acquisition and initial practical performance. Methods Twenty third-semester veterinary students with no prior surgical experience were randomly assigned to receive a one-hour theoretical lesson on a bovine tenotomy procedure, supported by structured instructional guidance, either in person or via a synchronous online platform. This standardized technique assessed fundamental surgical skills. Students completed a theoretical test and performed the procedure before and after an in-person instructor-led demonstration. Results No significant differences in theoretical knowledge acquisition were detected between groups. Initial practical performance was limited in both groups, with few students able to complete the procedure correctly on the first attempt. Practical scores improved significantly during the second procedural attempt, which followed the instructor-led demonstration, with comparable changes in both groups. Conclusions These findings suggest that synchronous remote instruction can support theoretical learning under structured conditions, with no significant differences detected compared with face-to-face instruction. However, theoretical instruction alone did not appear sufficient to support initial practical execution among novice learners. Practical skill development may benefit from instructional sequences that integrate conceptual preparation with supervised in-person practical experiences, including procedural modeling, repeated execution, feedback, and progressive refinement of technical performance. As non-presential components become increasingly incorporated into Veterinary Medicine curricula, careful curricular planning is needed to ensure that this expansion does not compromise the amount and quality of supervised hands-on training required for the development of practical competencies.