Implementation of a blended learning module to teach handling, restraint and physical examination of cats in undergraduate veterinary training

Abstract

Feline behaviour, which can be unpredictable and aggressive, is a complicating factor during practical training sessions in undergraduate veterinary training. Practicing restraint techniques by inexperienced veterinary students can enhance aggressive feline behaviour and negatively affect learning outcomes, as well as negatively affect animal welfare. Due to aforementioned problems, restraint techniques and physical examination of cats were hardly practiced in preclinical training at Utrecht University. To overcome this shortcoming, a new blended learning module was developed using a lecture on feline behaviour, e-learning modules about feline behaviour, cat handling/restraint- and physical examination skills and redesigned practical modules in which live animals as well as manikins were used. The aim of this study was to investigate how students’ perception of competence and confidence changed regarding feline behaviour, handling-, restraint- and physical examinations skills after implementation of the new module. Questionnaires were used for quantitative analysis and focus groups were used for qualitative analysis. The results showed that students that participated in the blended learning module scored higher for feeling confident in handling animals, feeling competent in physical examination of cats and ability to assess whether a cat is stressed, compared to students following the standard module. Students with less experience with cats were more likely to show improvement in assessing a cat’s stress level than students that had much experience with cats. The results demonstrate that the blended learning module improved students’ learning outcomes regarding feline skills training and adds to reduction, refinement and replacement of the use of cats.