Clinical Skills Laboratory Research Articles

Burnout Reduction Strategies Using Mobile-Based Applications: The Creation and Development of the SANE Well App.

Sexual assault nurse examiners (SANEs) provide specialized medical forensic care to survivors of sexual assault, often working in stressful conditions, with routine exposure to the traumatic experiences of their patients. SANEs experience high levels of both vicarious trauma and burnout. The purpose of this article was to describe the development of a SANE support application, accessible to all SANEs, that utilizes self-care and positive coping strategies to enhance SANE resilience and thereby reduce burnout. The conceptual framework for the SANE support application was psychological first aid, an evidence-informed, manualized intervention to assist individuals in the immediate aftermath of exposure to potentially traumatic events. Focus groups with SANEs informed the content of the application named "SANE Well." SANE Well delivers these helpful coping elements within an easy-to-use, mobile platform, at no cost. User testing during two SANE clinical skills laboratory trainings revealed the app had smooth and efficient functionality and meets its intended goals without unnecessary complexities. There is an urgent need for SANEs to protect their well-being while they care for individuals who have experienced sexual assault. The SANE Well application offers a novel way to provide and encourage positive coping strategies for nurses to reduce burnout.

A case study: exploring the impact of 3D printed models on cognitive integration during clinical skills training

Background: Cognitive integration occurs when trainees make conceptual connections between relevant knowledges and is known to improve learning. While several experimental studies have demonstrated how text and audio-visual instruction can be designed to enhance cognitive integration, clinical skills training in real-world contexts may require alternative educational strategies. Introducing three-dimensional (3D) printed models during clinical skills instruction may offer unique learning opportunities to support cognitive integration. Methods: Using case study methodology, we explore how learners and an instructor used 3D printed bones to augment their learning interactions during a clinical skills laboratory on shoulder on palpation, and to describe the instructional strategies with 3D printed bones that may support learning. Students (n = 21) worked in small groups and were given access to a 3D printed clavicle, scapula, and humerus. Data were collected through observation, a student focus group, and a semi-structured interview with the instructor. Thematic analysis to review and code the data and to generate themes. Results: We developed four themes that describe how 3D printed models were used in the classroom and how they may support cognitive integration: classroom interactivity, visualization of anatomy, integrating knowledge, and educational potential. Conclusions: The findings demonstrate several ways 3D printed models can augment how learners, instructors, and educational materials interact with one another and how readily learners make connections between different sources and types of knowledge. This research extends previous work by demonstrating how social learning processes and interactions with physical models can offer unique affordances that may support cognitive integration.

Wings of Knowledge: Navigating Learner Confidence and Cognitive Load in Avian Radiography with a Low Fidelity Model.

In veterinary first opinion practice, radiography is an important diagnostic tool for avian patients. Teaching of such diagnostic skills to learners is usually conducted using teaching models in clinical skills laboratories. The aim of this work is to evaluate the impact of using a teaching model for avian radiography positioning by measuring learner's cognitive load, confidence, satisfaction, and assessing learning by OSCE assessment. An avian radiography positioning model was created and evaluated with pre- and post-Likert questions on confidence, a pre and post 9-point cognitive load scale, an OSCE assessment (max score = 20), and post Likert questions on satisfaction. Thirty-two undergraduate veterinary medicine and veterinary nursing students participated in the study. The results showed the cognitive load of participants was high and did not change with the use of a physical model (p = .882). Participants exhibited increased confidence in avian radiography positioning (pre; M = 2, post; M = 4, p < .001) and expressed high overall satisfaction with the model (x̄ = 4.6, no negative or neutral Likert responses). The OSCE results demonstrated a higher pass rate mean (82%) for the positioning tasks compared to the collimation and centering tasks (53%). Overall, the model was well received by learners with increased confidence and a satisfactory learning experience in a clinical skill for exotics species. These findings suggest the avian radiography positioning model is an effective model to train students to position avian patients for radiography.

Development of a bovine liver biopsy training model

In veterinary medicine, liver biopsy is a standard diagnostic procedure for studying liver disease in animal species, including cows. Some common indications for liver biopsy in cattle include clinical signs of liver disease (e.g., anorexia, jaundice, lethargy), unexplained weight loss, and monitoring of health and nutritional status. This technique comes with certain risks, such as haemorrhage, infections, and lesions of other organs, so it shouldonly be carried out by a trained and experienced veterinarian. The Clinical Skills Laboratory is a structured teaching laboratory that provides hands-on experience to veterinary medicine students in a safe, controlled environment. The laboratory focuses on developing practical competencies in various veterinary procedures. This paper presents the development of a model for performing liver biopsy in cattle and discusses the importance of the skills lab in veterinary medicine learning. This model enables students to learn how to perform a liver biopsy in cattle and the basic rules of sampling and fixation of the specimen for histopathological examination. It is accompanied by detailed work instructions and illustrations to assist the student in performing the procedure. This kind of laboratory is indispensable in veterinary medical training, as it helps students strengthen their skills and confidence, preparing them for a successful career in veterinary medicine. In addition, it allows for the execution of techniques that would not be practised on a live animal during classes.

Promoting sustainability in nursing and midwifery clinical laboratories: Strategies for resource reduction, reuse, and recycling

BackgroundThe impacts of climate change on planetary health are multifaceted and threaten public health gains made since World War II. Healthcare is the fifth largest global emitter of greenhouse gas emissions, demanding significant efforts to transition to an environmentally sustainable future. Addressing these issues will require collective societal action. In this regard, universities have a dual responsibility – (1) to tackle complex social, economic, and environmental challenges by championing sustainability initiatives designed to positively impact planetary health; and (2) to ensure that graduates are equipped with the knowledge, attitudes and skills needed to steward planetary health towards a more sustainable future. The future nursing and midwifery workforce must be educated to mitigate the health sector's impact on the environment, advocate for action on climate change, prepare for ongoing health impacts of unpredictable climate and environmental changes, and help communities and healthcare systems become more climate resilient. What this paper contributesTo help increase nursing and midwifery educators' and students' capacity to support planetary-health related interventions, the overarching purpose of this paper is to provide a series of exemplars that illustrate sustainability initiatives used in four university-based clinical skills laboratories. These initiatives each demonstrate a commitment to the United Nation's Sustainable Development Goals and can be used to help embed the importance of planetary health in student learning.

Students’ perception of Simulation-based learning in Clinical Skills Lab: A One-year institutional experience at Fazaia Ruth Pfau Medical College

Background: Clinical skills laboratory offers great potential for undergraduate medical education by introducing the students to innovative teaching and learning strategies that efficiently fill the gap between theoretical knowledge and clinical practice. Our study aimed to assess the initial perceptions and experiences of medical students for the newly established clinical skills laboratory at FRPMC. Methods: It was a descriptive cross-sectional study conducted at FRPMC, with 100 medical students of the first-year M.B.B.S. participating in this study. During the academic year, study participants attended six modules from Feb to Dec 2020. A 5-point Likert scale questionnaire was given to each student at the end of the module. Data has been reported as Mean ± SD and an internal consistency evaluation form for each variable was calculated. Results: A total of 100 students participated in the study, 90% of the study participants agreed that their overall skill lab experience of training in the skills lab was satisfactory. 68% of respondents felt that instructors play an important role in organizing and structuring the course material, and 58 to 61% said that the clinical skills training simulates a hospital setting where practicing on real patients would take place. The pre-reading materials and instructions should be provided in advance, according to 64% of students. Conclusion Students’ perceptions and experiences of teaching clinical skills were generally positive. Students showed overall satisfaction over the motivational conducive environment, content taught, gaining confidence, learning procedural skills, and adequacy of the educational equipment for learners in the newly established CSL at FRPMC.

Factors influencing nursing students' learning in a clinical skills laboratory.

Achieving competence in clinical skills requires various resources and preparation time for undergraduate nursing students. Intentional opportunities should be created for student nurses to experience meaningful encounters in the clinical skills laboratory (CSL) to broaden their knowledge and competence. Therefore, factors that influence the competence in clinical learning in a CSL were explored. This study aimed to explore and describe the perceptions of nursing students regarding factors influencing their learning in a CSL. The study was conducted at a School of Nursing at a university in the Western Cape province. A qualitative descriptive design was adopted. Purposive sampling was used to select participants for this study based on specific inclusion and exclusion criteria. Following the attainment of ethical clearance, 10 focus group interviews were undertaken to explore the perceptions of nursing students regarding factors influencing their learning in a CSL. The focus group sessions continued until data saturation was established. Data were analysed using a thematic analysis process. Three major themes emerged from the data analysis that was explored to make the following recommendations: physical environment, psychosocial environment and organisational environment. The results of this study highlighted the necessity for implementing interventions to enhance specific elements within the CSL, aiming to foster high-quality clinical learning experiences for nursing students. Areas were identified within the CSL environment that requires enhancement to ensure the provision of quality clinical learning, thereby enabling student nurses to attain clinical competence.

Developing Communication Competency in the Veterinary Curriculum

Veterinary graduates require effective clinical communication skills for a successful transition to practice. The ways of teaching and assessing veterinary communication skills have developed and are increasingly supported by research. However, some students have difficulty applying the skills learned in a simulated consultation to working with real clients, particularly in the second part of a standard consultation, where the student communicates the reasons for their clinical decision making and assists the client’s treatment decisions. The authors explore three key developments in communication skills training in the Doctor of Veterinary Medicine program since 2015 at the University of Sydney: (1) Workshops were designed to include communication scenarios that were contextualised in ways that embraced a spectrum of care. These were facilitated within a clinical skills laboratory, and student surveys were used to evaluate this teaching and learning activity; (2) student and facilitator perceptions of the value of online communication skills training were evaluated using surveys; and (3) perceptions of the gap between pre-clinical training and the demonstration of communication competency in authentic clinical settings were evaluated using a survey. We conclude that the communications curriculum can be made more engaging and effective by student-centred design, which increases the realism and authenticity of the student’s experience.

Development and validation of an assessment sheet for all-ceramic crown preparations: A methodological study.

Dental students learn and practice clinical procedures in clinical skills laboratories. These practices are graded by qualified staff to evaluate the effectiveness of their learning. Valid evaluation requires accuracy and reliability. Although a well-developed checklist for pre-clinical skill evaluation exists in theory, it is challenging to implement in practice. This study was undertaken to develop and evaluate the reliability of an assessment sheet for all-ceramic crown preparations. The study consisted of two phases: the development stage and the judgment-quantification stage. Two examiners evaluated all-ceramic crown preparations made by second-year dental students using the developed assessment sheet to test criterion validity. The final grade was determined based on the number of errors identified using the assessment sheet. The relationship between the negative points and the final grades awarded was determined using Spearman's correlation. The study calculated the intra- and inter-examiner agreement for two rounds of evaluation, conducted one month apart, using Cohen's unweighted Kappa test. The study employed the Item-Content Validity Index (I-CVI) to evaluate the content validity for each item and the Scale-Content Validity Index (S-CVI) to assess the content validity of the overall scale used in all-ceramic crown preparation procedures. The assessment sheet developed for all-ceramic crown preparations was reliable, with strong content validity and a significant negative correlation between grades assigned and the number of errors observed. The assessment sheet defined up to three levels of performance for each item, providing a consistent and objective approach to evaluation. The linear regression graph successfully determined the maximum number of acceptable errors and established the minimum passing grade. The inter- and intra-examiner agreement for the two assessment rounds was found to be fair to moderate. The study showed that the developed assessment sheet for all-ceramic crown preparations is reliable and can provide a consistent and objective approach to evaluation. It can benefit both students and instructors. Further research is recommended to evaluate the impact of the developed assessment sheet on students' learning outcomes.

Preferred Learning Styles and Teaching Methods Among Medical Students: A Cross-Sectional Study.

Introduction Knowingthe learning styles of medical students is an important factor as it can help in making learning more effective. Research has shown that medical students in various years of studies have selective learning styles and liking to a particular teaching strategy. The aim of the present study was to identify the preferred learning styles and teaching methods of medical students through all the years of study using the VARK (for Visual, Aural, Read/Write, Kinesthetic) questionnaire. Method A cross-sectional study was conducted among the medical students of year 1 (MD1) to year 6 (MD6), except MD5, at the College of Medicine and Health Sciences, Sohar, Oman. The VARK questionnaire was used to record the learning stylepreference of the students, and an additional question was asked to know the teaching method that the students preferred to be used. Results A total of 292 students responded to the questionnaire. The majority of the students had preference for the multimodal style of teaching (54%), mostly bimodal (30%). This was followed by the kinesthetic mode of learning (30%) in the unimodal style. The MD1 and MD6 students had preference for the unimodal style whereas the other years (MD2, MD3, MD4) had preference for the bimodal style. The teaching method preferred by most of the students included clinical skills lab (64%) followed by interactive lecture (59%) and lab work (57%). Conclusion The study showed that most of the students had preference for more than one (bimodal) learning style. The research findings can help the teachers recognize the learning problems among students and execute the needed teaching strategies.

Development and Validation of a Uterine Prolapse, Epidural, and Vaginal Suture Model.

Uterine prolapses sporadically present to bovine practitioners. Exposing veterinary students to this is challenging due to the inability to replicate a live animal prolapses in a teaching environment. The objective of this study was to develop a model that represents each step of the process of correcting a uterine prolapse and to perform a validation study of the model and rubric used to score performance using a skill comparison between experienced veterinarians and novices (students). The model was designed and built, and 27 students and 18 bovine veterinarians were recruited to participate in the evaluation of this model. Each participant performed each step of the model while being video recorded. Following model use, all participants completed a survey on their prior experiences and opinions of the model. Videos were viewed, and performances scored by one author using a rubric. Opinions on the model were mostly favorable in regard to use and realistic experience. There was no significant difference between the scores of veterinarians and veterinary students. However, there was an association with an excellent level of global rating scores for veterinarians while the veterinary student participants were associated with borderline satisfactory to good competency levels except for the epidural. There was a statistically significant association between the global rating scores and the check list competency levels. The lack of significant difference may be attributed to students previous experiences Based on feedback from the survey responses, the model will be used in clinical skills labs to provide experience in this area.

The Impact of Online vs Blended Clinical Skill Laboratory Learning on Student Academic Performance: A Case Study in Indonesia

ObjectiveOnline and blended learning methods have experienced rapid growth in higher education due to the COVID-19 pandemic. Our study aimed to compare students’ academic performance between online and blended Clinical Skill Laboratories (CSL) learning in undergraduate medical students. MethodsA total of 101 undergraduate medical students at Maulana Malik Ibrahim State Islamic University, Malang, Indonesia, were enrolled (50 students from the academic year 2020 [group 1: online CSL]; 51 students from the academic year 2020 [group 2: blended CSL]). The main outcome was students’ academic performance collected from the Objective Structured Clinical Examination (OSCE) score. Additionally, students also completed an evaluation questionnaire to assess the quality of the learning scheme. ResultsBoth groups agreed that CSL is an important subject and clinical video demonstration is useful for their OSCE preparation. However, students who received online learning felt that online CSL was ineffective and scored lower in the OSCE compared to the blended CSL. Qualitative data also supported these findings. ConclusionBlended learning provides more value than online learning in terms of teaching clinical skills for undergraduate medical students. Additionally, online CSL may not be sufficient for medical students to attain critical skills.

Evaluation of the eOSCE for testing clinical skills.

The OSCE is a proven instrument for testing practical skills of students, not only in the (veterinary) medical field. At the University of Veterinary Medicine Hannover, Foundation (TiHo), students must complete a 10-week rotation in one of the university’s own clinics during the practical year in the 9th and 10th semesters in addition to other practical training. Within this framework, the first training for acquiring clinical practical skills with a formative examination (OSCE; Objective Structured Clinical Examination) was developed in the Clinical Skills Lab (CSL) in 2014. Since 2018, the TiHo has been the first veterinary medical training institution in Germany to conduct electronic OSCEs (eOSCEs). In the future, eOSCEs will also be introduced as a summative examination at the TiHo. For this reason, students in the practical year of the winter semester 2021/2022 and summer semester 2022 as well as former and current examiners were surveyed regarding their satisfaction with the eOSCE examination format as part of this study. The 175 analyzed questionnaires from students and 27 analyzed questionnaires from examiners showed a high level of satisfaction with the eOSCE overall, but at the same time indicated problems that should be ironed out before it is introduced as a summative examination in the state examination. In addition to its standardization and objectivity, the examination format also convinced with its quality-assurance review procedure and the direct feedback possibility with regard to the students’ performance.

Factors That Enhance and Hinder the Retention and Transfer of Online Pre-Clinical Skills Training to Facilitate Blended Learning.

During the SARS-CoV-2 pandemic, various online instructional strategies in clinical skills training were piloted. The sudden transition to the remote platform circumvented the rigorous planning associated with curriculum reform. This study aimed to explore students' and tutors' perceptions of factors that promoted or hindered successful learning transfer and to propose a blended conceptual model to guide affective, cognitive, and psychomotor clinical skills training in the pre-clinical phase of medical education. A mixed-method quasi-experimental study assessed third-year students' transfer of clinical skills and knowledge following online learning in 2021. Students and their tutors completed online surveys that included open and closed-ended questions regarding factors influencing their experience of the adapted teaching methods. Descriptive statistical analysis was used for the quantitative data. Qualitative responses were thematically analyzed. One hundred fourteen students (48%) and seven tutors (100%) responded to the surveys. The questionnaires' internal consistency and construct validity were determined using Cronbach's α-Coefficient. There was an overall positive response (86%) to the acceptability of the online platform in clinical skills training. Using online simulations with targeted onsite practice was reported as effective in clinical skills training. Tutors perceived students as well-prepared for the skills laboratory. Five emergent themes, qualified by a linear model of asynchronous and synchronous online and onsite teaching with the evaluation of the instructional design and institutional support, informed the proposed blended learning guide for clinical skills training in the pre-clinical phase. Blended clinical skills learning that included the flipped classroom concept was well-accepted. Virtual patients proved a convenient cognitive preparation tool for skills training and potentially optimized teaching delivery. The study found that the adapted teaching frameworks incorporating an online clinical skills component into a modified onsite curriculum augmented learners' ability to transfer knowledge to the clinical skills laboratory. An integrated five-step blended model is proposed for future interventions.

Development and operationalisation of a mixed reality interactive virtual patient application for online nursing Objective Clinical Examinations

During the 2020 iteration of a Bachelor of Nursing Clinical Health Assessment skills course delivered in Singapore, the sudden cancellation of all face-to-face classes due to the COVID-19 pandemic resulted in innovative strategies being required and quickly created to enable students to successfully complete clinical skills laboratories and Objective Structured Clinical Examinations (OSCEs) online. However, the realism of the experience was rudimentary. At the end of the 2020 teaching semester, and the possibility that the next iteration of the course would also need to be online, it was decided to explore technologies to provide a more realistic and interactive user experience for the 2022 iteration of the Clinical Health Assessment skills course and particularly for the OSCEs. A research project was initiated in 2021, to develop and test the use of virtual or mixed reality applications for online simulated learning and clinical skills assessment. This paper discusses the development and operationalisation phases of a mixed reality interactive virtual patient application used for online OSCEs in a Clinical Health Assessment skills course.

GAMBARAN PERFORMA DOKTER UMUM DAN DOKTER SPESIALIS SEBAGAI INSTRUKTUR SKILLS LAB DI FAKULTAS KEDOKTERAN UNIVERSITAS PATTIMURA

Introduction: Skills lab is a means for pre-clinical students to learn and practice clinical skills. In the learning process, an instructor is needed who is responsible for facilitating the mentoring process. Those who act as skills lab instructors at the Faculty of Medicine, University of Pattimura are general practitioners and specialist doctors. To support their role, an instructor needs basic knowledge and skills in providing clinical skills training. This research was conducted to describe the performance of skills lab instructors at the Faculty of Medicine, Pattimura University.&#x0D; Method: This research is a quantitative descriptive study using a questionnaire that has been adopted from the "Instrument for Evaluating Clinical Skills lab Teacher's Dictactil Performance" questionnaire, which has been tested for validity and reliability. This questionnaire consists of 26 indicators covering three aspects, namely teaching skills, interpersonal skills and communication skills, as well as skills training conditions/strategies. Respondents as many as 140 students were selected purposively, namely students in class III and IV because they had passed most of the stages of preclinical education and training in almost all Skills lab modules. The data is then analyzed descriptively.&#x0D; Results: Almost all indicators on the three aspects of Skills lab instructor performance, get an accumulated good and very good rating of more than 70% of students. The aspect of teaching skills had the highest accumulation on the 8th indicator, namely 97.1% (136 students) for general practitioners and 97.9% for specialist doctors. The 3rd indicator on interpersonal and communication aspects, got the highest accumulation of 92.9% (130 students) for general practitioners and 91.4% (128 students for specialist doctors. Finally, the 4th indicator on the condition/training strategy aspect skills got the highest accumulation of 93.6% (131 students) for general practitioners and 99.3% (139 students) for specialist doctors.&#x0D; Conclusion: In general, the performance of general practitioners and specialists as Skills lab instructors at the Faculty of Medicine, University of Pattimura was described as good by students, with several indicators that were still considered lacking and required further evaluation.

The Efficacy of High-fidelity Simulation-based Education in Enhancing Knowledge among Undergraduate Medical Students

Background: Medical education has experienced important changes in recent times. The concern for patient's safety is one of the key reasons for the change in medical curricula. Innovative instructional methods like simulation-based medical education (SBME) has evolved to address this problem. SBME has become an essential part of education and training for health professionals in many parts of the world. There are evidences that support that high-fidelity simulation (HPS) training has enhanced clinical knowledge among medical students.&#x0D; Aims: The objective of this study was to note the differences in the knowledge made by high-fidelity simulation-based medical education among undergraduate medical education.&#x0D; Study Design: It was a quasi-experimental time series study with Pre-test and Post-test interventions.&#x0D; Place and Duration of Study: Clinical Skills Lab, Faculty of Medicine, Manipal University College Malaysia, Melaka, between October 2015 and September 2017.&#x0D; Methodology: The study involved 347 final year undergraduate medical students. The participants were divided into groups during the simulation sessions and their knowledge was assessed individually with Multiple Choice Questions (MCQ) and also self-reported Pre-test and Post-tests. Paired t-test was used to determine the difference of MCQ scores between pre and post simulation sessions. One-way repeated measure ANOVA was performed to determine the significant difference in knowledge assessment of self-reported Pre-test and Post-test scores. P value &lt; .001 was taken to be of statistical significance.&#x0D; Results: In the unpaired t-test, Post-test MCQ scores were higher than Pre-test scores but not statistically significant (P = .013). A one-way repeated measured ANOVA with Bonferroni post hoc analysis demonstrated that the total scores of the self-reported knowledge tests were significantly increased over time (P &lt; .001).&#x0D; Conclusion: There is enhancement of knowledge as perceived by the students with self-reported knowledge tests but not statistically significant as revealed by the MCQ scores.

Awareness, Utilization and Effectiveness of the Macarthur's Foundation Clinical Skills Laboratory of the University of Port Harcourt Teaching Hospital

Awareness, Utilization and Effectiveness of the Macarthur's Foundation Clinical Skills Laboratory of the University of Port Harcourt Teaching Hospital

Establishing the Most Important Clinical Skills for New Graduate Veterinarians by Comparing Published Lists with Regional Stakeholder Expectations: A Bangladesh Experience.

Veterinary clinical skills training is evolving rapidly around the world and there is increasing interest in Bangladesh in opening clinical skills laboratories and using models in teaching. The first clinical skills laboratory was opened at Chattogram Veterinary and Animal Sciences University in 2019. The current study aimed to identify the most important clinical skills for veterinarians in Bangladesh to inform the further development of clinical skills laboratories and ensure resources are deployed effectively and efficiently. Lists of clinical skills were collated from the literature, national and international accreditation standards, and regional syllabi. The list was refined through local consultation, focused on farm and pet animals, and was disseminated via an online survey to veterinarians and final-year students who were asked to rate the level of importance of each skill for a new graduate. The survey was completed by 215 veterinarians and 115 students. A ranked list was generated with injection techniques, animal handling, clinical examination, and basic surgical skills among the most important. Some techniques requiring specific equipment and some advanced surgical procedures were considered less important. As a result of the study, the most important clinical skills for a new graduate in Bangladesh have been identified for the first time. The results will inform the development of models, the use of clinical skills laboratories, and the design of clinical skills courses for veterinary training. Our approach of drawing upon existing lists followed by local stakeholders consultation is recommended to others to ensure clinical skills teaching is regionally relevant.

The Rapid and International Expansion of Veterinary Clinical Skills Laboratories: A Survey to Establish Recent Developments.

Veterinary clinical skills laboratories are used for teaching a wide range of practical, clinical, and surgical skills on models and simulators. A survey conducted in 2015 identified the role of such facilities in veterinary education in North America and Europe. The current study aimed to capture recent changes using a similar survey with three sections to collect data about the structure of the facility, its uses in teaching and assessment, and the staffing. The survey consisted of multiple choice and free text questions, was administered online using Qualtrics and was disseminated in 2021 via clinical skills networks and Associate Deans. Responses were received from 91 veterinary colleges in 34 countries; 68 had an existing clinical skills laboratory and 23 were planning to open one within 1-2 years. Collated information from the quantitative data described the facility, teaching, assessment and staffing. Major themes emerged from the qualitative data relating to aspects of the layout, location, integration in the curriculum, contributions to student learning, and the team managing and supporting the facility. Challenges were associated with budgeting, the ongoing need for expansion and leadership of the program. In summary, veterinary clinical skills laboratories are increasingly common around the world and the contributions to student learning and animal welfare were well recognized. The information about existing and planned laboratories and the tips from those managing the facilities provides valuable guidance for anyone intending to open or expand an existing clinical skills laboratory.