Optimizing Student Outcomes: A Comparison of Two Teaching Methods for Identifying Vegetal Foreign Bodies in Canine Limbs Using Simulation Models and Ultrasound

Musculoskeletal ultrasonography is an underutilized skill within the veterinary industry. It requires practice and repetition to improve confidence and competence. In a clinic, ultrasonography is often used to identify grass seeds in patients; however, its teaching within the veterinary curriculum is limited. This study investigated the use of simulation models using two different teaching methods to improve undergraduate student outcomes in identifying vegetal foreign bodies (VFB). Forelimb models, containing wild oaten grass seeds ( Avena fatua ) in one of three locations, were used as ultrasonographic teaching aids. Fourth‐year undergraduate veterinary science students ( n = 38) were randomly assigned a limb and taught an ultrasound protocol. The trial group ( n = 19) received video instructions with a demonstration, whilst the control group ( n = 19) received written instructions only. All participants completed a pre‐ and post‐ participation survey and were anonymously assessed on their ability to locate the grass seed. Participants provided with both the video and written instructions (trial group) were 1.92 times more likely to identify the VFB within the simulation model when compared with the control group, with 53% identifying the VFB ( p = .0327). All students agreed they would consider using ultrasonography in the future to identify canine VFBs. The outcomes of this study suggest that the use of simulation models in teaching is beneficial and that visual and verbal communication significantly improved students’ ability to identify VFB compared with written instruction alone in a consequence‐free learning environment.