Wings of Knowledge: Navigating Learner Confidence and Cognitive Load in Avian Radiography with a Low Fidelity Model

In veterinary first opinion practice, radiography is an important diagnostic tool for avian patients. Teaching of such diagnostic skills to learners is usually conducted using teaching models in clinical skills laboratories. The aim of this work is to evaluate the impact of using a teaching model for avian radiography positioning by measuring the learner's cognitive load, confidence, satisfaction, and assessing learning by Objective Structured Clinical Examination (OSCE) assessment. An avian radiography positioning model was created and evaluated with pre- and post-Likert questions on confidence, a pre and post 9-point cognitive load scale, an OSCE assessment (max score = 20), and post Likert questions on satisfaction. Thirty-two undergraduate veterinary medicine and veterinary nursing students participated in the study. The results showed the cognitive load of participants was high and did not change with the use of a physical model (p = .882). Participants exhibited increased confidence in avian radiography positioning (pre: M = 2, post: M = 4, p < .001) and expressed high overall satisfaction with the model ([Formula: see text] = 4.6, no negative or neutral Likert responses). The OSCE results demonstrated a higher pass rate mean (82%) for the positioning tasks compared to the collimation and centering tasks (53%). Overall, the model was well received by learners with increased confidence and a satisfactory learning experience in a clinical skill for exotic species. These findings suggest the avian radiography positioning model is an effective model to train students to position avian patients for radiography.