Can a Simple Model Have Value without Validation? A Study to Develop and (Attempt to) Validate a Bovine Caudal Epidural Model and Rubric.

Abstract

Bovine practitioners expect new graduates entering clinical practice to be able to place a caudal epidural. Teaching this task on models facilitates scheduled training sessions and sufficient practice to reach competency. This study sought to create and validate a bovine caudal epidural model and scoring rubric using a framework of content evidence, internal structure evidence, and relationship with other variables evidence. Veterinarians (n = 11) and students (n = 40) were video recorded while placing a caudal epidural on the model. Recordings were scored by a blinded rater. Participants completed a survey evaluating the model's features, ease of use, and anticipated best use. Veterinarians reported that the model was helpful for students to learn and practice the task and that the model had sufficient landmark features and realism (content evidence). Rubric scores achieved acceptable internal consistency after one item was dropped (α = .736; internal structure evidence), and there was no significant difference between veterinarians' and students' performance scores on the model (relationship with other variables evidence). Survey feedback indicated the task on the model was simple, allowing students to achieve scores similar to those of veterinarians. Therefore, the model and rubric were not able to be validated using this study's validity framework. However, there are simple clinical skills models used in veterinary education and other health care fields, and research suggests that learning does take place on these models. Educators must consider whether simple models that are helpful for students to practice their skills may still have value, even if they are not able to be validated.