Veterinary students are usually taught rectal palpation skills in
cattle by using abattoir specimens and practising on live animals. Although
this method of teaching has important similarities to veterinary practice, it
has many drawbacks. And using a computer simulation for learning rectal
palpation in cattle could allow unskilled and inexperienced students to become
familiar with rectal examinations without causing pain or suffering to a live
animal.
This study
investigated the effect of a computer assisted learning (CAL) tool on the
development of skills in palpation of the reproductive tract of the cow per
rectum (rectal palpation) by fourth-year students in a Bachelor of Veterinary
Science (BVSc) degree program. A secondary aim was to determine if animal
welfare could be improved by the CAL intervention. The CAL tool was developed
to provide: vivid, three-dimensional interactive graphics of the relevant
anatomy and skills; a comprehensive glossary of terminology used in association
with the skills; and formative assessment tasks.
Prior to its
introduction to the course, industry stakeholders assessed the CAL tool
graphics as an accurate depiction of the procedures. Two consecutive cohorts of
students were surveyed prior to (n = 91) and after the CAL
intervention (n = 111). Responses to student surveys suggested that post-intervention
skills were learned at approximately the same rate as pre-intervention.
However, tutor surveys indicated that students in the
pre-intervention group may have had insufficient understanding for accurate
self-assessment compared to post-intervention students. According to tutors,
substantially more students in the post-intervention group gained practical
skills at an improved rate and to a higher level of competency. Both student
and tutor surveys indicated that there was a minimal
discomfort to animals in these practical classes.
From an animal
welfare point-of-view, it was concluded that the intervention
would not result in a reduction in the number of animals required during
practical sessions. However, due to the preparation and reinforcement provided
by the CAL tool, animals were used more efficiently by students after the
intervention, resulting in the attainment of a higher level of skill. Knowledge
gained from this study may be relevant to other disciplines requiring students
to develop practical skills associated with animals or humans.
Article by Scott
T. Norman and Gloria Dall’Alba, from Australia.
Full access: http://mrw.so/4DPGDI
Image by Brian Dugovich, from
Flickr-cc.
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