Accuracy and Confidence in Performing Canine Stifle Goniometry was Similar between Simulation-Model or Traditional Textbook Trained Veterinary Students

Abstract

Goniometry is an essential skill used in veterinary rehabilitation settings to monitor orthopedic conditions. Our objectives were to create a normal canine stifle goniometry model and to compare students’ confidence and accuracy in performing goniometry with exposure to either the model or traditional teaching methods. We hypothesized that students would demonstrate goniometry skills more confidently and accurately after using a simulation model than those given traditional materials. A flexible model of a canine stifle was made. Twenty-eight veterinary students (8 clinical, 20 pre-clinical) prepared with either instructional material from a textbook ( n = 15) or access to the stifle model ( n = 13), and then assessed when performing goniometry (live dog). Students completed pre- and post-surveys where they indicated their confidence and anxieties. Statistical analyses included thematic analysis, descriptive statistics, and Chi-square analyses (significant at p ≤ .05). There was no difference in goniometry assessment or anatomy palpation scores between the model and reading groups. Clinical students ( n = 8) achieved higher scores in goniometry assessment ( p = .01) and anatomy palpation ( p = .04). Students were more confident when identifying their anatomical landmarks after using prep materials as compared to before using the prep materials ( p = .03), but only averaged identification of 3/5 landmarks. Half could not correctly read the goniometer. In general learning with models was preferred by all. There was no difference in learning between the model and textbook, so either can be used based on student preference. Further goniometer instructions should be provided. Anatomy of live dogs should be assessed more frequently pre-clinically.