Can an Expert Modeling Video Enhance Readiness and Performance in Simulation? A Randomized Controlled Trial

Simulation-based education effectively builds clinical competence, yet learners often report uncertainty about expectations before participating. Observing an expert modeling video (EMV) of an ideally performed simulation may reduce anxiety, enhance confidence, and improve performance, but existing evidence relies largely on self-reporting and is limited in scope. This randomized controlled trial examined the impact of an EMV on the preparation, confidence, affect, and performance of Veterinary Technology and Veterinary Medical Assistant students during an in-person euthanasia simulation. Forty students were randomized to view either an EMV of a client consultation for feline euthanasia (intervention) or a psychological safety orientation video (control). Stage One assessed changes in self-reported knowledge, preparedness, and confidence pre- and post-video; Stage Two measured affective states pre- and post-simulation and performance using the Calgary-Cambridge Guide for communication skills, rated by blinded assessors. The EMV group showed significant immediate post-video gains in confidence, knowledge, and preparedness compared with controls, with greater improvements in certain measures for Veterinary Medical Assistant students. These gains did not persist to the pre-simulation timepoint. Post-simulation, the EMV group reported greater reductions in anxiety and more often indicated that the video improved confidence, preparedness, and knowledge. However, no consistent differences in Calgary-Cambridge Guide-rated performance were observed between groups, with only one skill reaching significance. Findings suggest that EMVs can enhance perceived readiness and reduce anxiety but may not translate to measurable performance gains. While EMVs may be valuable for affective preparation, their integration should be coupled with strategies targeting skill transfer to practice.