Abstract

Background:
Recent studies in veterinary anaesthesia education have highlighted the lack of standardized teaching methods.

Aim:
This study aimed to compare five different instructional approaches for simulating anaesthesia procedures among 72 fifth-year veterinary students.

Methods:
The students practiced inserting a peripheral vein catheter and performing endotracheal intubation, divided into five groups, each receiving distinct instructional materials: a scheme, muted video, audio recording, text, and traditional oral explanation with demonstration. Data distribution was assessed using the D’Agostino–Pearson test; between‑group comparisons used Kruskal–Wallis with Dunn’s post hoc, and within‑group comparisons used Friedman tests.

Results:
Results indicated that the group using the scheme (GSc) performed significantly worse in several steps compared to those using text (GTx) and audio (GAu) materials. For instance, GSc had lower scores in handwashing and catheter handling steps compared to GTx and GAu, respectively. Similarly, in endotracheal intubation, GSc scored lower than GVi and GTx. The findings suggest that multimedia resources, particularly video and audio, enhance learning outcomes more effectively than traditional methods like schemes.

Conclusion:
The study highlighted the importance of modern teaching modalities that utilize cognitive aids to improve veterinary education.

Key words: Anaesthesia training; Dog phantom; Instructional modalities; Veterinary students.