Lameness evaluation (LE) is an important veterinary skill, but it can be a challenging task to teach. Acoustic and visual input in conjunction with acting are the three major learning channels for acquiring new information. Acting (e.g., physical self-experience) has not been reported as a didactic tool for LE; therefore, we investigated two physical self-experience techniques, imitation of lameness during LE instruction and head nod during LE. Undergraduate veterinary students (N = 78) who had not yet received any instructions for LE underwent standard instruction for LE, followed by instructions to head nod, instructions to imitate lameness, or neither. Students' subjective LE skills were then tested against those of senior clinicians on two horses that were either sound or mildly forelimb lame. In more than 80%, there was agreement on the presence or absence of lameness independent of instruction, and we found no significant evaluation differences between didactic strategies. Specific instructions for head nodding did not significantly influence the quality of LE, possibly because head nodding was widespread even when no specific instructions had been given. Veterinary students who had been taught to imitate lameness without instructions to head nod were consistently closest to the assessment of the senior clinicians, and in walk these students were significantly better at LE than students additionally instructed to head nod. This finding indicates that imitation of lameness, but not necessarily head nodding, may be beneficial for understanding body movement such as mild equine forelimb lameness.
Keywords: didactic strategy; education; equine; horse; lameness evaluation; student.