Exploring the Benefits of Stroboscopic Technology and Guided Visualization in Teaching Suturing Techniques to Veterinary Medicine Students

Abstract

Suturing is widely regarded to be a core competency of veterinary education. With curricular requirements expanding, training interventions that improve students’ suturing skills without added time would be valuable. This study evaluated the effects of stroboscopic visual resistance training, a technique using intermittent occlusion of vision, and guided visualization on suturing technique and speed. Students’ anxiety levels were also assessed. Twenty-nine veterinary students with no prior surgical experience were divided into stroboscopic, visualization and control groups. Simple interrupted, simple continuous, and cruciate patterns were taught by an American College of Veterinary Surgeons (ACVS) boarded veterinarian in week 1, and students also took an anxiety test at this time. One-hour-long tutored practice sessions were held for each group in weeks 2, 3, 4 and 6, and assessments were conducted in weeks 5 and 7. Assessments were conducted by a second ACVS boarded veterinarian blinded to group assignments. Students in the stroboscopic training group had faster suturing times compared to students in the control group for the cruciate pattern at week 5 ( p = 0.001) and week 7 ( p = 0.006), and faster times compared to students in the visualization group at week 5 ( p = 0.002). Students in the stroboscopic training group had faster suturing times than the control group ( p = 0.005) for the simple continuous pattern at week 7. No significant differences were observed in anxiety. There was no significant difference in technique scores for any group with any pattern at any time point. Stroboscopic training may result in faster suturing times without deterioration of suturing technique.