BENEFITS OF A PAPER-MADE CANINE MANIKIN USED FOR VETERINARY TRAINING AT THE ENTRY-LEVEL

Jyh-Mirn Lai
Department of Veterinary Medicine, National Chiayi University, Chiayi City, Taiwan

Wui-Chiu Mui*
Department of Anesthesiology, Ditmanson Medical Foundation
Chia-Yi Christian Hospital, Chia-Yi City, Taiwan
*Corresponding author: email: This email address is being protected from spambots. You need JavaScript enabled to view it.,
phone: +886-5-2765041#532, Fax: +886-5-2732917

Pei-Chuan Hsu
Department of Education, National Chiayi University, Chiayi City, Taiwan

Fang-Ming Hwang
Department of Education, National Chiayi University, Chiayi City, Taiwan

Yao-Jung Yang
Department of Anesthesiology, Ditmanson Medical Foundation
Chia-Yi Christian Hospital, Chia-Yi City, Taiwan

 

Abstract

The purpose of this study is to understand how the paper-made canine manikin to teach clinical skills in affecting the learning of the beginning veterinary students. We have made a paper-made canine manikin to teach clinical skills in a step-by-step fashion to beginning veterinary learners. To determine the educational efficacy of this manikin, we then performed a crossover study. Participating subjects were 15 freshmen who were asked to present fundamental clinical skills, (i.e., the sitting or standing restraint; n=eight); as well as advanced clinical skills (i.e., the intramuscular or subcutaneous in-jection; n=seven). After demonstrating to the evaluating audience a clinical skill, each presenter had ten minutes either to repeat the demonstration or to show a new skill, with the provided manikin and PowerPoint slides. The evaluating audience consisted of a teacher, five final-year veterinary students, and one non- veterinarian. The audience had to rate the performance of each presenter on a 5-point Likert-type scale according to 4 aspects: three on the speaker, i.e., regarding fluency, clarity and stability of the speech, and one on the audience themselves, i.e., regarding their understanding of the speech. Two-tailed Student’s t and paired-t tests were used to compare differences of scores obtained before and after using the manikin. Results showed that the manikin usage produced significant improvements (p<0.001) in all 4 evaluated aspects (i.e., speakers’ fluency, clarity and stability, as well as the audience’s understanding). Without the manikin, it was harder to demonstrate how to restrain pets (p<0.05). Results showed advantages of using this manikin in teaching clinical skills to beginning veterinary stu-dents.

Keywords: animal welfare, mannequin, manikin, simulator, teaching tools, models, vet-erinary education

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