Effect of model assembly on simulated surgical performance in veterinary students: A randomised controlled trial utilising a canine castration model

Background Veterinary undergraduate surgical education is evolving with the introduction of models and simulations in the preclinical setting, reducing reliance on live animals and cadavers. However, optimal methods for integrating surgical models into curricula to maximise learning outcomes remains unclear. Objectives To develop a low‐cost, low‐fidelity canine open castration model and to explore any association between students undertaking model assembly and subsequent surgical performance on the model. Methods Fourth year veterinary science students (n = 64) at Charles Sturt University were invited to participate in a randomised controlled trial. Participants were randomly assigned (1:1) to either a prebuilt canine castration model or self‐assembly with written instructions. Students learnt the canine open prescrotal castration surgical procedure on the model before assessment on the model under simulated surgical conditions utilising a task‐specific marking rubric (maximum score 70). The single assessor was blinded to group allocation. Results Forty‐one students consented to participate (prebuilt n = 20; self‐assembly n = 21). Median procedural scores were 59.5 (IQR 54.50–62.75) in the prebuilt group and 62.0 (IQR 57.50–65.50) in the self‐assembly group. Students who undertook model self‐assembly achieved significantly higher procedural scores than those using a prebuilt model (P = 0.047). No association was determined between students' previous experiences and confidence levels with respect to model build group or surgical simulation scores and no adverse events were observed in either group. Conclusion Students involved in model assembly demonstrated higher simulated surgical performance scores than those using prebuilt models, suggesting that model self‐assembly before procedural simulation may be associated with improved performance.