USE OF A PHANTOM MODEL FOR ORCHIECTOMY TRAINING IN VETERINARY MEDICINE STUDENTS

Veterinary students approaching the end of their academic training often show difficulties in performing basic surgical techniques [1]. The aim of this study was to evaluate students' perceptions of the usefulness of introducing a neutering phantom during the practical activities of the Andrology course, held in the first semester of the fourth year of the Veterinary Medicine degree. Between 2021 and 2023, a total of 121 students attended 2-hour practical sessions in groups of 4–8 and performed, for the first time, a canine orchiectomy using two or three phantom models (Neuter Units, Thales & Co., LLC dba Rescue Critters, Simi Valley, CA) per session. These activities were carried out before any formal Surgery courses. The instructor, assisted by a junior colleague, also provided basic training in the use of surgical instruments, surgical knots, and suturing techniques. At the end of each session, students completed an anonymous questionnaire consisting of eight statements related to orchiectomy skills: (1) I learned to tie a surgeon's knot by hand; (2) I understood how to perform an orchiectomy; (3) I understood the difference between the "closed" and "open" techniques; (4) I learned to perform a prescrotal incision; (5) I learned to place a ligature on the spermatic cord; (6) I learned to perform a continuous suture; (7) I learned to place a simple skin suture; and (8) I learned to tie a surgeon's knot using a needle holder. Responses were scored on a scale from 1 to 10 and analyzed by ANOVA, including year and question as fixed effects. The overall mean self-assessment scores increased significantly over the three years, from 8.82 ± 1.31 in 2021 to 9.03 ± 1.24 in 2022 and 9.22 ± 0.85 in 2023. Scores differed significantly among the eight questions. The highest-rated competencies were understanding the difference between open and closed techniques (question 3; median 10, mean 9.62), placing a simple skin suture (question 7; median 10, mean 9.12), and understanding the orchiectomy procedure (question 2; median 9, mean 9.12). The lowest mean scores were observed for placing a ligature on the spermatic cord (question 5; median 9, mean 8.77), followed by tying a surgeon's knot with a needle holder (question 8; median 9, mean 8.84). Of the 968 individual scores collected, only 12 (1.24%) were below 6; the lowest scores were one score of 3 (question 5) and two scores of 4 (questions 6 and 7). Overall, students considered the phantom model useful for understanding the orchiectomy procedure and acquiring basic surgical skills. These findings are consistent with previous studies reporting that 91% of students considered similar models useful for training in canine castration [2]. The progressive improvement in scores over the years may reflect differences among student cohorts as well as increased instructor experience and familiarity with the teaching model. Limitations of the study include the absence of previous surgical training, which may have inflated self-assessment scores, and the lack of comparison with training performed on live patients, cadavers, or anatomical specimens. Furthermore, although each phantom can be repaired and reused two or three times, these models are expensive and made from non-environmentally sustainable materials. Nevertheless, simulators provide a safe learning environment, eliminating risks to animals while reducing student stress. References [1] Castro-Colonia G. et al. Simulations for Surgical Training in Veterinary Medicine. J Vet Med Educ. Advance Access, 2025. doi:10.3138/jvme-2024-0168. [2] Hunt J.A. et al. Development and Validation of a Canine Castration Model and Rubric. J Vet Med Educ. 2020;47:78–90. doi:10.3138/jvme.1117-158r1.