The Impact of Distraction on Laparoscopic Skills in Veterinary Medical Students

Objective To investigate the impact of distraction on the performance of a simulator-based laparoscopic task in veterinary students. Study Design Prospective, randomized trial. Sample Population: Years 1–4 veterinary students (n=41). Methods Participants repeated a simulated laparoscopic peg transfer task to eliminate any learning effects and were subsequently randomized to receive either a cognitive (double-digit addition questions, n=21) or sensory distraction (dogs barking and anesthesia monitor alerts, n=20). The laparoscopic task scores were compared between baseline and in the presence and absence of each distraction. The number of addition questions attempted, and the number of questions answered correctly in 1 minute were compared between baseline and during a concurrent laparoscopic task. Results Baseline laparoscopic task scores were not significantly different between groups (P=.09). Laparoscopic task scores were significantly lower than baseline when performed with the cognitive distraction (P<.001) and significantly higher than baseline when performed with the sensory distraction (P=.005). Participants undergoing cognitive distraction attempted significantly fewer addition questions (P<.001) and answered significantly fewer addition questions correctly (P<.001) when a concurrent laparoscopic task was performed. Conclusion Cognitive distraction had a negative impact on the performance of a laparoscopic task in this cohort of veterinary students, whereas sensory distraction had a positive effect.