Exploring Competency Development Through Simulation-Based Preclinical Training in Veterinary Education

Strengthening key competencies in veterinary preclinical education, such as anatomical identification, spatial-visual reasoning, and anatomical-surgical understanding, is essential for effective preclinical learning. In this context, veterinary preclinical education is undergoing a transformation process in which traditional theoretical-practical approaches show limitations in responding to current educational demands, making it necessary to adopt innovative strategies based on active learning and simulation. This study presents a simulation-based educational approach designed to support competency development within preclinical veterinary education. Using a reproducible and low-cost workflow applied to a real canine cranial case of extra-genital transmissible venereal tumor (TVCT) with frontal bone invasion, used exclusively as a teaching scenario. Fourteen veterinary medicine students from the same institution participated in two instructional conditions: Group A received traditional theoretical instruction (including cadaveric specimens) without the use of 3D-printed models, while Group B participated in simulation-based training supported by virtual planning and a 3D-printed cranial model. Learning outcomes are assessed through structured observation and descriptive analysis. A Likert-type survey was also used to assess satisfaction and engagement among students who participated in the model-supported training, as well as to map competencies across cognitive, visual-spatial, and anatomical-surgical reasoning domains, with evaluation conducted by veterinarians with clinical and teaching experience. Descriptive observations indicated that students participating in the simulation-based training engaged in three-dimensional anatomical exploration of cranial anatomy and case-based anatomical-surgical discussion. In addition, survey responses from Group B indicated high levels of engagement and interest, as well as high perceived usefulness of the model-supported training experience. These findings suggest that simulation-based educational frameworks may offer a safe, transferable, and pedagogically valuable strategy for competency development within preclinical veterinary education.