The Impact of Self-Directed Arthrocentesis Model Practice on Student Stress and Procedural Performance of Live Donkey Arthrocentesis
Bibliographic record
Abstract
Arthrocentesis is an essential procedure for diagnosing and treating equine lameness. However, veterinary students may receive insufficient practice on live equids, and cadaver training is suboptimal due to difficulty procuring cadavers, autolysis, and inability to use cadavers repeatedly. We evaluated the impact of third year students' equine model arthrocentesis practice on their performance of arthrocentesis on a live donkey. After baseline salivary cortisol and trait anxiety testing, students received didactic training on arthrocentesis. The model-trained group performed self-directed tibiotarsal arthrocentesis on an equine hindlimb model using a needle and syringe that emitted an auditory stimulus when the joint space was entered. All students (model group and control group) subsequently performed arthrocentesis on a live donkey. Immediately before and after arthrocentesis on the model and donkey, students' salivary cortisol and situational and trait anxiety were measured. Groups did not differ in number of attempts, time, or performance score on the donkey. Students' cortisol levels were highest at baseline and lowest immediately prior to live arthrocentesis, suggesting that veterinary students have a high baseline level of stress and that focusing on performing a single procedure may have a paradoxical stress-reducing effect. Students' situational anxiety was highest immediately after performing live arthrocentesis, suggesting that they reflected on their performance with self-criticism. One short session of self-directed model training was not effective at improving students' performance or reducing their stress levels associated with performing arthrocentesis on a donkey.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".