The Impact of Self-Directed Arthrocentesis Model Practice on Student Stress and Procedural Performance of Live Donkey Arthrocentesis

Abstract

Arthrocentesis is an essential procedure for diagnosing and treating equine lameness. However, veterinary students may receive insufficient practice on live equids, and cadaver training is suboptimal due to difficulty procuring cadavers, autolysis, and inability to use cadavers repetitively. We evaluated the impact of third year students’ equine model arthrocentesis practice on their performance of arthrocentesis on a live donkey. After baseline salivary cortisol and trait anxiety testing, students received didactic training on arthrocentesis. The model-trained group performed self-directed tibiotarsal arthrocentesis on an equine hindlimb model using a needle and syringe that emitted an auditory stimulus when the joint space was entered. All students (model group and control group) subsequently performed arthrocentesis on a live donkey. Immediately before and after arthrocentesis on the model and donkey, students’ salivary cortisol and situational and trait anxiety were measured. Groups did not differ in number of attempts, time, or performance score on the donkey. Students’ cortisol levels were highest at baseline and lowest immediately prior to live arthrocentesis, suggesting that veterinary students have a high baseline level of stress and that focusing on performing a single procedure may have a paradoxical stress-reducing effect. Students’ situational anxiety was highest immediately after performing live arthrocentesis, suggesting that they reflected on their performance with self-criticism. One short session of self-directed model training was not effective at improving students’ performance or reducing their stress levels associated with performing arthrocentesis on a donkey.