{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,6,17]],"date-time":"2026-06-17T02:19:50Z","timestamp":1781662790377,"version":"3.54.5"},"reference-count":25,"publisher":"Wiley","issue":"5","license":[{"start":{"date-parts":[[2015,8,26]],"date-time":"2015-08-26T00:00:00Z","timestamp":1440547200000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"funder":[{"name":"Volkswagenstiftung and Stiftung Mercator"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Reprod Domestic Animals"],"published-print":{"date-parts":[[2015,10]]},"abstract":"<jats:title>Contents<\/jats:title><jats:p>Invasive procedures in animals are challenging for veterinary students who may perceive a gynaecological examination of mares as stressful. Simulator\u2010based training may reduce stress. In this study, students received equine gynaecology training 4 times either on horses (group H; n\u00a0=\u00a014) or a teaching simulator (group <jats:styled-content style=\"fixed-case\">SIM<\/jats:styled-content>; n\u00a0=\u00a013). One day and 14\u00a0days thereafter, their diagnostic skills were tested on horses (skills tests 1 and 2). During the skills tests, the students\u2019 stress response was analysed by heart rate, heart rate variability (<jats:styled-content style=\"fixed-case\">HRV<\/jats:styled-content>) parameters <jats:styled-content style=\"fixed-case\">SDRR<\/jats:styled-content> (standard deviation of beat\u2010to\u2010beat [<jats:styled-content style=\"fixed-case\">RR<\/jats:styled-content>] interval) and <jats:styled-content style=\"fixed-case\">RMSSD<\/jats:styled-content> (root\u2010mean\u2010square of successive <jats:styled-content style=\"fixed-case\">RR<\/jats:styled-content> differences), and salivary cortisol. In addition, students answered a questionnaire on their perceived stress. Sympathetic activation with increased heart rate (p<jats:italic>\u00a0<\/jats:italic>&lt;<jats:italic>\u00a0<\/jats:italic>0.001) occurred in both skills tests. In test 1, this increase was more pronounced in <jats:styled-content style=\"fixed-case\">SIM<\/jats:styled-content> than in H students (time\u00a0\u00d7\u00a0group p<jats:italic>\u00a0<\/jats:italic>&lt;<jats:italic>\u00a0<\/jats:italic>0.01). <jats:styled-content style=\"fixed-case\">HRV<\/jats:styled-content> decreased in students of both groups (p<jats:italic>\u00a0<\/jats:italic>&lt;<jats:italic>\u00a0<\/jats:italic>0.001). In skills test 1, this decrease was more pronounced for <jats:styled-content style=\"fixed-case\">SIM<\/jats:styled-content> than for H students (between groups and time\u00a0\u00d7\u00a0group p<jats:italic>\u00a0<\/jats:italic>&lt;<jats:italic>\u00a0<\/jats:italic>0.01 for <jats:styled-content style=\"fixed-case\">SDRR<\/jats:styled-content> and p<jats:italic>\u00a0<\/jats:italic>&lt;<jats:italic>\u00a0<\/jats:italic>0.05 for <jats:styled-content style=\"fixed-case\">RMSSD<\/jats:styled-content>). High cortisol concentrations before the skills tests may indicate an anticipatory stress response. Subjective stress perception of students was higher in skills test 1 vs 2 (p<jats:italic>\u00a0<\/jats:italic>&lt;<jats:italic>\u00a0<\/jats:italic>0.01). In skills test 2, H students felt more stressed than <jats:styled-content style=\"fixed-case\">SIM<\/jats:styled-content> students (p<jats:italic>\u00a0<\/jats:italic>&lt;<jats:italic>\u00a0<\/jats:italic>0.01). Self\u2010assessment thus differed from physiological stress parameters. In conclusion, gynaecological examination of mares evoked a moderate stress response in veterinary students, which was more evident after simulator\u2010based than animal\u2010based training.<\/jats:p>","DOI":"10.1111\/rda.12600","type":"journal-article","created":{"date-parts":[[2015,8,27]],"date-time":"2015-08-27T05:07:09Z","timestamp":1440652029000},"page":"866-871","source":"Crossref","is-referenced-by-count":14,"title":["Stress Response of Veterinary Students to Gynaecological Examination of Horse Mares \u2013 Effects of Simulator\u2010Based and Animal\u2010Based Training"],"prefix":"10.1111","volume":"50","author":[{"given":"C","family":"Nagel","sequence":"first","affiliation":[{"name":"Centre for Artificial Insemination and Embryo Transfer University of Veterinary Sciences Vienna Austria"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"N","family":"Ille","sequence":"additional","affiliation":[{"name":"Centre for Artificial Insemination and Embryo Transfer University of Veterinary Sciences Vienna Austria"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"R","family":"Erber","sequence":"additional","affiliation":[{"name":"Centre for Artificial Insemination and Embryo Transfer University of Veterinary Sciences Vienna Austria"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"C","family":"Aurich","sequence":"additional","affiliation":[{"name":"Centre for Artificial Insemination and Embryo Transfer University of Veterinary Sciences Vienna Austria"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"J","family":"Aurich","sequence":"additional","affiliation":[{"name":"Division of Obstetrics and Gynaecology University of Veterinary Sciences Vienna 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