Veterinary students’ proximity to and interpretation of a simulated “aggressive” dog before and after training

Abstract

Abstract Dog “aggression” in the veterinary practice is commonplace. Therefore, student knowledge and education about dog behaviour and the ability to interpret “aggressive” behaviour is important from a human injury prevention and dog welfare perspective. The study aimed to compare first-year veterinary students’ perceived safest proximity to both an “aggressive” and non-reactive simulated dog, both before and after a teaching intervention about canine behaviour and a handling practical. It also examined student confidence and their ability to identify “aggressive” behaviours. Forty first year veterinary students took part in two surveys. Each survey included two videos: one of a simulated dog displaying “aggressive” behaviour, based on the ‘Canine Ladder of Aggression’; and another displaying non-reactive (passive behaviours without reaction to the participants) behaviours. Each video depicted the slow and consistent approach towards the virtual dog within a virtual indoor environment, and participants were asked to press stop if or when they would stop approaching the dog. In the “aggressive” scenario, there was a reduction in the approach-stop time from survey 1 (median = 17.8 s) to survey 2 (median = 15.2 s) in the intervention group (p = 0.018) but not in the control group (p = 0.147). Regarding confidence, there was a significant increase in the self-reported confidence rating relating to a participant’s ability to interpret canine behaviour in both the control (p = 0.011) and intervention (p = 0.003). In conclusion, these results indicate that students using approach-stop videos stayed further away from an “aggressive” virtual dog model if they had undertaken a canine behaviour educational intervention. This novel approach has the potential for further use in teaching and assessment of student knowledge and behaviour which may otherwise be difficult to demonstrate.