Validation of a Model for Teaching Canine Fundoscopy

Abstract

A validated teaching model for canine fundoscopic examination was developed to improve Day One fundoscopy skills while at the same time reducing use of teaching dogs. This novel eye model was created from a hollow plastic ball with a cutout for the pupil, a suspended 20-diopter lens, and paint and paper simulation of relevant eye structures. This eye model was mounted on a wooden stand with canine head landmarks useful in performing fundoscopy. Veterinary educators performed fundoscopy using this model and completed a survey to establish face and content validity. Subsequently, veterinary students were randomly assigned to pre-laboratory training with or without the use of this teaching model. After completion of an ophthalmology laboratory on teaching dogs, student outcome was assessed by measuring students' ability to see a symbol inserted on the simulated retina in the model. Students also completed a survey regarding their experience with the model and the laboratory. Overall, veterinary educators agreed that this eye model was well constructed and useful in teaching good fundoscopic technique. Student performance of fundoscopy was not negatively impacted by the use of the model. This novel canine model shows promise as a teaching and assessment tool for fundoscopy.

Student attitudes regarding the educational value and welfare implications in the use of model eyes and live dogs in teaching practical fundus examination: evaluation of responses from 40 students

“…The Likert scale responses showed that students considered use of live greyhounds significantly more educationally valuable than model eyes. These differed from the Likert scale responses from ophthalmologists and educators in Nibblett and colleagues' study (Nibblett et al, 2015) validating a model for teaching fundoscopy. Those respondents considered the model eye appropriate, suitable for teaching and evaluating students and helpful to those students prior to examining live animals, rather different opinions from the students in the present study.…”

“…The development of the clinical skills lab has been highly valuable in doing just this, with many valuable resources provided from vascular models for practising venepuncture (Eichel et al, 2013), through haptic cows to master rectal examination skills (Baillie et al, 2005) to the virtual stethoscope to educate in cardiac auscultation (Fuentes et al, 2015). Recently a model eye has been developed and validated to aid in the development of skills in ophthalmic examination (Nibblett et al, 2015). The model was constructed using a table tennis ball and a 20D hard contact lens with the inside of the ball painted black with a triangle of coloured paper to model the tapetal fundus and a white circle to represent the optic disc.…”

Using a smartphone‐based digital fundus camera for screening of retinal and optic nerve diseases in veterinary medicine: A preliminary investigation

“…3 Similar to human physicians, 3 veterinarians and veterinary students often lack confidence in ophthalmoscopy, not only in the technical skill but also in the ability to interpret findings and detect potential abnormalities. 2,16,17 In fact, the challenge of mastering ophthalmoscopy is likely exacerbated in veterinary medicine owing to uncooperative patients and the wide diversity in the inter-and intraspecies appearance of the normal ocular fundus. To improve learning in veterinary students, a few models of ocular fundoscopy have been developed in recent years, including a hollow plastic ball with a cutout for the pupil and a suspended 20-diopter lens, 16 a black plastic hinged-lid canister with a drilled 8-mm hole for the pupil 17 and a cardboard modelling compound with an acrylic sphere.…”

Challenges & Issues: Evidence-Based Clinical Skills Teaching and Learning: What Do We Really Know?

“…Multiple studies have shown that both high-and low-fidelity models are effective in veterinary medicine, and that they can be as effective as cadavers and live animals in many situations. 100,116, Students were shown to be equally associate professors. 128,129 Physical exam skills were effectively taught to second-year medical students by senior medical students, 130 and suturing skills were taught equally well by senior medical students and faculty.…”