Effect of foosball practice on veterinary students’ bovine artificial insemination skills

Mia  Norton; Annett  Annandale

doi:10.58292/ct.v15.9595

Mia Norton School of Veterinary Medicine, Murdoch University, Perth, Australia
Annett Annandale School of Veterinary Medicine, Murdoch University, Perth, Australia; and Faculty of Veterinary Science, University of Pretoria, Pretoria, South Africa

DOI: https://doi.org/10.58292/ct.v15.9595

Keywords: Artificial insemination, cattle, foosball, clinical skills training

Abstract

Live cow artificial insemination (AI) opportunities are limited at training institutions, and this study explored a novel approach to better prepare students for the task. Since the arm and wrist movement while playing foosball (FB) is like picking up the cervix during AIs, the effect of playing FB on veterinary students’ AI performance was investigated. Objective was to determine if playing FB would improve students bovine AI ability through muscle memory development. Fourth year (of a 5 year course) veterinary students (n = 28) either took part in the FB cohort (n = 17) or the nonFB cohort (n = 11). The FB cohort played 30 minutes of FB 3 times/week for 8 weeks. Both cohorts then participated in AI training using bovine cadaver uteruses before they were assessed on their ability to place an AI pipette into a live cow’s uterus. Although there was no difference between cohorts (p = 0.58) there was a higher proportion of successful students in the FB (0.35) compared to the nonFB cohort (0.18). Small cohort size, the fact that only 11 students completed the allocated FB play time, and participants’ transrectal palpation (TRP) inexperience may have influenced the result. This should, however, not discourage further investigations into alternative teaching approaches. Furthermore, this study highlighted the importance of assessing competence for clinical skills that are required to learn new skills first (TRP in this case) before attempting to teach a new, more advanced skill (AI in this case). This is likely to be applicable for many other clinical skills.

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