Surgical skills can be taught prior to entering a surgical suite using models in a clinical skills laboratory. These psychomotor skills are often taught throughout a student’s pre-clinical curriculum, spanning some summers off school. This study sought to quantify veterinary students’ surgical skills retention after a 5-month period, including a summer break, without practice. A convenience sample of second year veterinary students (n=57) practiced ovariohysterectomy (OVH) on a model during four clinical skills laboratories during spring 2021. Students were assessed performing OVH on their model using a validated 22-item rubric. Students not meeting expectations repeated their assessment two weeks later. All students had a 5-month period, including summer break, without skills practice. Students were again assessed performing OVH on their model in fall. Students scored a median of 10 points lower on their fall assessment than at their spring assessment; this was a significant difference (p <.001). Higher-performing students lost more points over the summer than lower-performing students (p <.001). Five students (9%) did not meet expectations on their first assessment; significantly more students (17/57, 30%) failed to meet expectations on their retention test (p=.004). Students experienced a significant decay in the surgical skills required to perform OVH after a 5-month period without practice, regardless of the quality of their initial performance. Veterinary students must practice surgical skills consistently even when away from campus. Veterinary educators should emphasize the importance of continual practice and consider offering review sessions to improve surgical skill retention after a prolonged break.
