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The abdominal components of the feline palpation model. A—Liver; B—dorsal zipper; C—kidneys; D—abdominal masses; E—bladder and F—small intestine
Source publication
Simulation in veterinary education enables clinical skills practice without animal use. A feline abdominal palpation model was created that allows practice in this fractious species. This study assessed the model and rubric using a validation framework of content evidence, internal structure and relationship with level of training. Content Evidence...
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Citations
... digital assessment of cadaveric celiotomy closure; .32-.56, three objective structured clinical evaluation stations; and .23-.61, feline abdominal palpation. 23,27,28 To rigorously evaluate the effect of instructional type, we prioritized keeping the study double-blinded with respect to the students and the raters. Students were presumably not aware of the simulation laboratory content and did not have access to the instructions until immediately before the competency-based assessment. ...
Video- versus handout-based instructions may influence student outcomes during simulation training and competency-based assessments. Forty-five third-year veterinary students voluntarily participated in a simulation module on canine endotracheal intubation. A prospective, randomized, double-blinded study investigated the impact of video (n = 23) versus handout (n = 22) instructions on student confidence, anxiety, and task performance. Students self-scored their confidence and anxiety before and after the simulation. During the simulation laboratory, three raters independently evaluated student performance using a 20-item formal assessment tool with a 5-point global rating scale. No significant differences (p > .05) were found in anxiety scores. The video group's confidence scores were significantly higher (p < .05) post-simulation than pre-simulation. Video-based instructions were associated with significantly higher (p < .05) total formal assessment scores compared with handout-based instructions. The video group had significantly higher scores than the handout group on 3 of the 20 individual skills (items) assessed: placement of tie to the adaptor-endotracheal tube complex (p < .05), using the anesthetic machine (p < .01), and pop-off valve management (p < .001). Inter-rater reliability as assessed by Cronbach's α (.92), and Kendall's W (.89) was excellent and almost perfect, respectively. A two-faceted crossed-design generalizability analysis yielded G coefficients for both the handout (Ep2 = .68) and the video (Ep2 = .72) groups. Video instructions may be associated with higher student confidence and performance scores than handout instructions during endotracheal intubation simulation training. Further research into skill retention and learning styles is warranted.
... 26 The more detailed error analysis performed in G studies typically leads to a larger estimated standard error and lower G-coefficients than values obtained by using other reliability measures. 23 The rubric's scores reached a G-coefficient similar to other reports in veterinary skills assessments, which include G-coefficients of 0.23-0.67 for assessing feline abdominal palpation 33 and 0.42-0.86 for 4 medical and surgical skills. 18 The cadaver used by each student and the order in which it was used were not noted in the present study. ...
Objective:
To evaluate a method to assess surgical skills of veterinary students that is based on digital recording of their performance during closure of a celiotomy in canine cadavers.
Sample population:
Second year veterinary students without prior experience with live animal or simulated surgical procedure (n = 19) METHODS: Each student completed a 3-layer closure of a celiotomy on a canine cadaver. Each procedure was digitally recorded with a single small wide-angle camera mounted to the overhead surgical light. The performance was scored by 2 of 5 trained raters who were unaware of the identity of the students. Scores were based on an 8-item rubric that was created to evaluate surgical skills that are required to close a celiotomy. The reliability of scores was tested with Cronbach's α, intraclass correlation, and a generalizability study.
Results:
The internal consistency of the grading rubric, as measured by α, was .76. Interrater reliability, as measured by intraclass correlation, was 0.64. The generalizability coefficient was 0.56.
Conclusion:
Reliability measures of 0.60 and above have been suggested as adequate to assess low-stakes skills. The task-specific grading rubric used in this study to evaluate veterinary surgical skills captured by a single wide-angle camera mounted to an overhead surgical light produced scores with acceptable internal consistency, substantial interrater reliability, and marginal generalizability.
Impact:
Evaluation of veterinary students' surgical skills by using digital recordings with a validated rubric improves flexibility when designing accurate assessments.
... En el trabajo de [31], se ejecuta por medio de un amortiguador virtual ajustable en un entorno de manipulación de tejidos no homogéneos, la detección de vibración y retroalimentación de fuerzas de forma estable. En el campo de la veterinaria existen desarrollos basados en sistemas para el palpado del recto en un bovino aplicado al aprendizaje en problemas de fertilidad [32], o en el palpado del abdomen en felinos [33,34]. ...
Este artículo presenta una revisión bibliográfica sobre los sistemas hápticos, tratando inicialmente la definición formal del concepto, así como las respectivas ramas de clasificación. Posteriormente se enmarcan trabajos e investigaciones desarrollados con dispositivos hápticos en diferentes áreas del conocimiento. El objetivo de esta revisión es evidenciar el gran potencial futuro de esta tecnología, la cual impactará favorablemente a los procesos cotidianos en los años venideros. Palabras Claves: Sistemas hápticos, realidad virtual, realimentación de fuerza, realimentación sensorial.
... En el trabajo de [31], se ejecuta por medio de un amortiguador virtual ajustable en un entorno de manipulación de tejidos no homogéneos, la detección de vibración y retroalimentación de fuerzas de forma estable. En el campo de la veterinaria existen desarrollos basados en sistemas para el palpado del recto en un bovino aplicado al aprendizaje en problemas de fertilidad [32], o en el palpado del abdomen en felinos [33,34]. ...
Este artículo presenta una revisión bibliográfica sobre los sistemas hápticos, tratando inicialmente la definición formal del concepto, así como las respectivas ramas de clasificación. Posteriormente se enmarcan trabajos e investigaciones desarrollados con dispositivos hápticos en diferentesáreas del conocimiento. El objetivo de esta revisión es evidenciar el gran potencial futuro de esta tecnología, la cual impactará favorablemente a los procesos cotidianos en los años venideros. Palabras Claves: Sistemas hápticos, realidad virtual, realimentación de fuerza, realimentación sensorial.
Pregnancy diagnosis in the bitch is routinely performed using ultrasound and is therefore an important skill for veterinarians to have been exposed to during undergraduate training. Proficiency of this skill is difficult to achieve, due to limited exposure to suitable live patients, and animal welfare considerations limiting repeated performance on the same bitch. Models have been beneficial in allowing undergraduates to perform a range of ultrasound techniques without the use of live animals. Using clinical veterinarians and a model created at the University of Surrey, cognitive task analysis (CTA) was used to construct a list of instructional steps required to perform ultrasound pregnancy diagnosis. Experts were asked to evaluate the existing model then video recorded while demonstrating the skill on the model as if teaching a novice student. Anonymized and muted video footage along with transcribed audio files were used to create a draft teaching protocol. A group consensus for the final teaching protocol was developed following a semi-structured interview.
The final teaching protocol had 23 steps to guide a novice to perform this skill, broken down into three stages; set-up and preparation, pregnancy identification, and estimation of gestational age. Not all steps were both performed and verbalized by all of the experts, hence the need for a panel discussion to confirm a final teaching protocol. This study demonstrated that CTA is useful in compiling a comprehensive list of steps, for a teaching protocol, including those which may have been missed if demonstrated through a lone subject matter expert.
In the context of veterinary education, simulators are devices or sets of conditions aiming to imitate real patients and enable students to practice skills without the need for live animal use. Simulator use in veterinary education has increased significantly in recent years, allowing consistent practical teaching without reliance on clinical cases. This review examines the available literature regarding the use of simulation and simulators for teaching practical day one competences to veterinary students. Scientific databases were searched and 73 relevant articles were reviewed. The reviewed articles revealed that there are a number of simulators currently available to veterinary educators, that simulators can enhance student skills and provide an alternative learning environment without the need for live animal and/or cadaver use, and that they usually receive positive feedback from the students who use them. There appears to be a bias towards small animal simulators — however, some skills that are developed through the use of small animal or table-top models will be transferrable to other species. The majority of large animal simulators focus on bovine rectal palpation and/or pregnancy diagnosis. Further research is required to increase the repertoire of available simulators for use in veterinary education, in order to improve the practical skills of veterinary students and reduce the use of live animals and cadaver material for teaching purposes.
The limitations posed by the COVID-19 pandemic have been particularly challenging for courses teaching clinical and professional skills. We sought to identify how the COVID-19 pandemic has impacted the delivery of veterinary clinical and professional skills courses, including modifications to teaching and assessment, and to establish educators’ perceptions of the efficacy of selected delivery methods. A branching survey was deployed to 35 veterinary schools in North America in March and April 2021. The survey collected data about curriculum and assessment in spring 2020, fall 2020, and spring 2021. Educators at 16 veterinary schools completed the survey (response rate: 46%). Educators quickly adapted curriculum to meet the requirements of their institutions and governments. Early in the pandemic (spring 2020), curriculum was delayed, delivered remotely, or canceled. Assessment methods frequently included virtual objective structured clinical examinations (OSCEs) and video-recorded skills assessments. Later in the pandemic (fall 2020, spring 2021), in-person clinical skills sessions resumed at many schools, often in smaller groups. Professional skills instruction typically remained virtual, as benefits were noted. Assessment methods began to normalize with in-person OSCEs resuming with precautions, though some school maintained virtual assessments. Educators noted some advantages to instructional methods used during COVID, including smaller group sizes, better prepared students, better use of in-person lab time, more focus on essential course components, provision of models for at-home practice, and additional educators’ remote involvement. Following the pandemic, educators should consider retaining some of these changes while pursuing further advancements, including improving virtual platforms and relevant technologies.
Palpation is a method that is part of the physical examination in veterinary routine, in which there are different types of consistency, such as hard, firm, soft, smooth, fluctuating and crackling. The aim of this study was the confection of a teaching model for consistencies palpation. It was used low cost and easily acquisition materials, as latex balloons filled by different materials (plaster, silicone, water, stones and flour) and uncoated steel wool. The filled balloons and steel wool were placed on a MDF board and covered with fabric. The model was validated by 29 veterinary doctors, including professors and residents. The model was evaluated positively by the majority of professionals.
The recent programmatic focus on skills development in veterinary medicine means that many programs are devoting increased time to formal clinical skills teaching. This expansion makes it essential that we use the time as effectively as possible. This review examines current practices and veterinary training principles using the broader field of evidence-based motor skills learning as a lens. In many areas, current practices may be hindering learning. Proposed practices include using videos and discussions for pre-laboratory training, focusing on a single complex skill at a time, using more near-peer instructors rather than faculty, including assessments in each teaching or practice session, and encouraging supervised distributed practice by incorporating practice sessions into the formal curriculum. Ensuring mastery of a few core skills rather than exposure to many may be the new goal. Further research is urgently needed on block versus spiral curricula, optimum instructor-to-student ratios, learning and practice schedules, hours required for proficiency, and the benefits of exercise on motor skills learning.
Dedicated clinical skills laboratories (CSLs) that make use of models, mannequins and simulators, are being increasingly established in medical and veterinary schools. These have been commonplace in medical schools for more than two decades, but their incorporation within the teaching of veterinary curricula has occurred much more recently. In 2007, a decision was taken to establish a CSL at Ross University School of Veterinary Medicine. We considered the range of skills that we wished to teach, the physical space and equipment needed, the storage and air conditioning requirements, the facilities needed to deliver PowerPoint lectures and case study presentations, and other essentials necessary to handle cadaver specimens. We converted an appropriate campus building to our needs, hired teaching staff, and started to source models and mannequins for the teaching of veterinary clinical skills. In 2010, 177 senior students completed a survey evaluating their experiences within our CSL. Student satisfaction was generally high, with 95% of respondents feeling that the CSL had improved their psychomotor skills. However, 15% of them felt that the models were insufficiently realistic. Our clinical skills programme has since developed considerably, and it currently offers instruction in a diverse array of surgical, medical and other clinical skills. We hope that this description of our experiences may assist others embarking on similar projects elsewhere.
