Evaluation of the Impact of Using a Simulator for Teaching Veterinary Students Cerebrospinal Fluid Collection: A Mixed-Methods Study

Abstract

The collection of cerebrospinal fluid (CSF) plays a pivotal role in the diagnosis of central nervous system diseases. Prior training in this invasive procedure is essential to minimize the risk of harming animals. Because of this risk, stress and anxiety can influence the learning process. Simulators can be used to teach and learn invasive procedures. The aim of this mixed-methods study was to validate a CSF collection simulator and investigate students’ perceptions of the simulator as an educational tool. The quantitative approach validated the simulator for face and content validity, and students provided a general evaluation of the simulator using surveys. The simulator’s construct validity was measured by means of a global rating scale. Students’ perceptions were investigated qualitatively using semi-structured interviews. Experts ( n = 13) confirmed the simulator’s face and content validity. Students ( n = 16) evaluated the simulator as supportive of their learning. Results for construct validity demonstrated higher global rating scores from experts than from students. The scores for procedural performance and procedural knowledge and flow showed significant differences ( p ≤ .05). Analysis of interviews with students ( n = 10) revealed four main themes: emotions, learning process, evaluation of the model, and CSF collection procedure. In conclusion, this study validated the use of the CSF simulator as an educational tool that can help students overcome some of their anxiety in relation to performing an invasive procedure.

The Use of Simulators for Teaching Practical Clinical Skills to Veterinary Students — A Review

“…65,84 Simulators have also been shown to decrease student anxiety prior to performing a task on a live animal. 56,71,82…”

“…The study 37 appeared to show that simulations can be an effective supplement to traditional teaching methods, but it seems that, alongside some academics (as documented by Knight 90 ), some students still prefer live-animal or cadaver practical classes. 56 The preference for live-animal classes amongst some students could be due to increased realism and the perception that simulators cannot provide a true representation of performing tasks on live patients, even if the learning outcomes achieved through the use of simulators have been documented to be equivalent or superior to those achieved by using live animals. 91 More research is required on this topic, particularly in light of recent advancements and growth in the area of simulators and simulations for use within veterinary education.…”

“…15,89 Training on models has been shown to achieve learning outcomes that are equivalent 86 or superior 71,72,78,82 to those achieved through the use of cadaver or live animal practical classes. Training based on simulators can increase student confidence in performing a task, 56,71,73,[80][81][82][83] and in identifying anatomical structures or landmarks, even if the students did not increase their competency in performing the practical task itself. 65,84 Simulators have also been shown to decrease student anxiety prior to performing a task on a live animal.…”

“…65,84 Simulators have also been shown to decrease student anxiety prior to performing a task on a live animal. 56,71,82 Positive feedback was received from students for the majority of the simulators documented in the reviewed literature, but in some studies, a few students provided feedback stating that they would prefer more live animals to be used for teaching purposes. 44,54 The humane evaluation and validation of simulators A small number of the reviewed articles described how the procedural success of simulator training was monitored, by subsequently observing students performing the task on live animals; some studies used live animals obtained specifically for research purposes, and others used animals obtained for undergraduate or postgraduate teaching purposes.…”

Use of 3D Printing Technology to Create a Canine Simulator for Cerebrospinal Fluid Sampling at the Lumbar Subarachnoid Space

“…7 Recent studies have demonstrated that training on simulators can improve students' confidence, performance and learning ability, across a number of practical veterinary skills. [8][9][10][11][12][13][14][15][16] Furthermore, recent meta-analyses have found that learning outcomes and proficiency are equivalent or greater in veterinary students taught using simulators versus those taught with traditional teaching models. 5,6 However, a significant challenge in simulator design is the ability to accurately replicate the physical and functional characteristics of a living patient.…”