There has been rapid growth in the range of models available for teaching veterinary clinical skills. To promote further uptake, particularly in lower-income settings and for students to practice at home, factors to consider include cost, availability of materials and ease of construction of the model. Two models were developed to teach suturing: a silicon skin pad, and a tea towel (with a check pattern) folded and stapled to represent an incision. The models were reviewed by seven veterinarians, all of whom considered both suitable for teaching, with silicon rated as more realistic. The learning outcome of each model was compared after students trained to perform a simple interrupted suture. Thirty-two second-year veterinary students with no prior suturing experience were randomly assigned to three training groups: silicon skin pad or tea towel (both self-directed with an instruction booklet), or watching a video. Following training, all students undertook an Objective Structured Clinical Examination (OSCE), placing a simple interrupted suture in piglet cadaver skin. The OSCE pass rates of the three groups were silicon skin pad, 10/11; tea towel, 9/10; and video, 1/11. There was no significant difference between the model groups, but the model groups were significantly different from the video group ( p < .017). In conclusion, the tea towel was as effective as the silicon skin pad, but it was cheaper, simpler to make, and the materials were more readily available. In addition, both models were used effectively with an instruction booklet illustrating the value of self-directed learning to complement taught classes.
Objective structured clinical examinations (OSCEs) are used to assess students’ skills on a variety of tasks using live animals, models, cadaver tissue, and simulated clients. OSCEs can be used to provide formative feedback, or they can be summative, impacting progression decisions. OSCEs can also drive student motivation to engage with clinical skill development and mastery in preparation for clinical placements and rotations. This teaching tip discusses top tips for running an OSCE for veterinary and veterinary nursing/technician students as written by an international group of authors experienced with running OSCEs at a diverse set of institutions. These tips include tasks to perform prior to the OSCE, on the day of the examination, and after the examination and provide a comprehensive review of the requirements that OSCEs place on faculty, staff, students, facilities, and animals. These tips are meant to assist those who are already running OSCEs and wish to reassess their existing OSCE processes or intend to increase the number of OSCEs used across the curriculum, and for those who are planning to start using OSCEs at their institution. Incorporating OSCEs into a curriculum involves a significant commitment of resources, and this teaching tip aims to assist those responsible for delivering these assessments with improving their implementation and delivery.
Book reviews 535 which underlines the differences between radiological practice in this country and the USA. There are chapters on the knee, shoulder, hip, elbow, ankle, wrist, and hand by 3 diagnostic radiologists, and there is a chapter on the temporomandibular joints written by a dentist specialising in oral radiology. Each chapter is preceded by a clearly written and well illustrated account of the radiological anatomy of the joint. The technique of double and single contrast arthrography is described and supplemented by diagrams and x-rays where necessary. Although the emphasis is on orthopaedic disorders, there are illustrations of the common inflammatory and degenerative diseases as they affect each joint. Congenital disorders and postoperative appearances are also covered. There is a list of recent references at the end of each chapter. It was reassuring to read that no infective complications followed 4000 knee arthrograms, though one patient developed a sterile effusion which did not recur after aspiration. Arthrography of the temporomandibular joint is clearly for enthusiasts, as it requires separate catheterisation of the upper and lower joint compartments. The value of the investigation in managing patients with clicking or painful joints is not made clear, but the pictures are intriguing and go some way to explaining the functional anatomy of this difficult joint. The distinction between the subdeltoid and subacromial bursa, which are clearly labelled in Figs 2.1 and 2.19, is ignored in Fig. 2.9, where the subdeltoid bursa is described in the legend as the subacromial bursa. The quality of a few radiographic illustrations is disappointing, but most are excellent. However, these are minor criticisms, and the authors should be congratulated on having covered a wide field clearly and concisely. The book is reasonably priced by modern standards and can be recommended as a hand book for rheumatologists, orthopaedic surgeons, and radiologists who wish to embark on arthrography and as a handy reference book for more experienced arthrographers.
This article describes our experiences developing flipped classroom resources to help veterinary nursing and veterinary students prepare for animal handling and clinical skills practicals. The process involved planning, deciding what to include in the flipped component, providing training for the team, adopting a standardised template for the design and developing resources for the learning activities. A series of flipped classrooms has been developed for use by our students and these are being added to our open-access website for the wider community.
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