Practising with an obstetric box and a dummy improves students' confidence in performing obstetric procedures involving large animals.

Abstract

Usually, the teaching process of eutocia and dystocia on large animals is supported by the use of photographs, videos, animations and texts with descriptions of the births and the difficulties of delivery, being not enough to provide an effective experiential learning process in veterinary obstetrics. This study aimed to evaluate the learning and the student's perception of the impact of using an obstetric box and an articulated dummy as a teaching resource in a dynamic game methodology on learning obstetric diagnoses and procedures. Veterinary students attended a theoretical class about foetal disposition and obstetrics manoeuvres and later attended a practical class about the same topic using an obstetric box and an articulated foal dummy. All students were evaluated by questionnaires and tests after each class addressing the topics of the objectives of this study. The teaching methodologies facilitated students' understanding of how to perform obstetric manoeuvres and significantly increased their test scores and their confidence to execute obstetric procedures in a real professional situation in the future. The use of obstetric box and dummy combined with a dynamic game methodology in practical classes stimulated the students' learning process and helped graduate more confident professionals.