Dr Emily Auger

The use of clinical skills models is now commonplace in veterinary education with the aim of improving proficiency and competency when subsequently performing clinical procedures on patients. However, it is important to evaluate the construct and content validity of the models and protocols being used to replace live animal teaching. Performing in-depth validation studies takes considerable time and resources which may not be readily available in an educational setting. This study describes a fast and effective method using expert feedback to evaluate the validity of clinical skills models and their associated protocols used in veterinary teaching. Thirty skills used in the teaching of undergraduate veterinary students at the University of Surrey were evaluated, ten from each of the core species (companion animal, equine and production animal). Qualified veterinary surgeons with experience of performing each skill were invited to read through the protocol and perform the skills. They were then asked to provide anonymous ratings, using a 5-point Likert scale, regarding: the realism of the model, the suitability of the protocol and the suitability of the model and protocol to prepare students to perform the skill in clinical practice. Results showed that 80% of respondents agreed that the performing the skill was realistic compared to the live animal for 63.3% of skills, that the written protocol is appropriate for performing this skill for 96.7% of skills and or that the model and protocol are suitable to prepare students to perform the skill in clinical practice for 76.7% of skills. This study presents an innovative approach to high throughput clinical skills teaching validation.