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Video- versus handout-based instructions may influence student outcomes during simulation training and competency-based assessments. Forty-five third-year veterinary students voluntarily participated in a simulation module on canine endotracheal intubation. A prospective, randomized, double-blinded study investigated the impact of video ( n = 23) versus handout ( n = 22) instructions on student confidence, anxiety, and task performance. Students self-scored their confidence and anxiety before and after the simulation. During the simulation laboratory, three raters independently evaluated student performance using a 20-item formal assessment tool with a 5-point global rating scale. No significant between- or within-group differences ( p &gt; .05) were found for both confidence and anxiety scores. Video-based instructions were associated with significantly higher ( p &lt; .05) total formal assessment scores compared with handout-based instructions. The video group had significantly higher scores than the handout group on 3 of the 20 individual skills (items) assessed: placement of tie to the adaptor–endotracheal tube complex ( p &lt; .05), using the anesthetic machine ( p &lt; .01), and pop-off valve management ( p &lt; .001). Inter-rater reliability as assessed by Cronbach’s α (.92), and Kendall’s W (.89) was excellent and almost perfect, respectively. A two-faceted crossed-design generalizability analysis yielded G coefficients for both the handout ( E p  2  = .68) and the video ( E p  2  = .72) groups. Video instructions may be associated with higher performance scores than handout instructions during endotracheal intubation simulation training. Further research into skill retention and learning styles is warranted.

journal of veterinary medical education

Effect of Instructional Format on Veterinary Students’ Task Performance and Emotional State during a Simulation-Based Canine Endotracheal Intubation Laboratory: Handout versus Video