Training in bovine reproduction requires not only technical proficiency but also ethical responsibility and adherence to animal-welfare standards. Traditional instruction relies heavily on repeated practice in abattoir-collected specimens and live cattle, raising concerns about stress, variability, logistical constraints, and student anxiety. Simulation-based education (SBE) has therefore emerged as a pedagogically robust and ethically sound complement to clinical teaching, enabling learners to acquire psychomotor and cognitive skills in structured, low-risk environments. This scoping review synthesizes current evidence on validated simulators used to train bovine reproductive procedures, with particular emphasis on artificial insemination, transrectal palpation, and pregnancy diagnosis. Following Arksey and O’Malley’s framework, a comprehensive search of three international databases identified 13 eligible studies that described simulator typologies, validation approaches, implementation strategies, and educational outcomes. Simulators ranged from low-cost handmade models to high-fidelity haptic and hybrid systems, each offering distinct advantages across diverse instructional contexts. Evidence consistently showed that simulator-based training improves anatomical orientation, technical performance, procedural efficiency, and learner confidence, while reducing anxiety and the need for novice practice on live cattle. However, validation standards remain inconsistent, long-term transfer to clinical practice is poorly documented, and most commercial models inadequately represent Bos indicus anatomy, limiting global applicability. Simulation can substantially strengthen competency-based animal and veterinary curricula and advance the 3Rs by replacing or refining early live-animal procedures. To fully realize this potential, future efforts should prioritize rigorous validation, greater anatomical representativeness, and improved accessibility through modular, low-cost designs. Simulation-based training thus represents both an educational innovation and an ethical imperative in modern veterinary practice.
Filho et al. (Sun,) studied this question.