Professional Online Video Storytelling Versus Lecturer-Generated Content for the Development of Practical Skills—A Questionnaire and In-Person Evaluation of Anaesthetic Induction Skills in Veterinary Students

The COVID-19 pandemic accelerated the shift to online veterinary education, posing challenges for teaching practical skills. Although instructional videos have long supported medical and veterinary education, the impact of video storytelling (VST) using specific content-creation techniques for student engagement and achieving success for learning outcomes remains underexplored. Our research compared traditional lecturer-generated Brightspace videos (BSVs) with VST content to evaluate their effect on student experience and grades in a practical task. Students were assessed on their performance, and they used standardised questionnaires to evaluate their perceptions of the online material and the impact it had on practical skill acquisition. In both phases, students answered questionnaires using Likert scales. Responses were analysed using descriptive and inferential statistics. Comparison between groups for qualitative data were conducted using binomial or chi-square tests, with multiple comparisons controlled for using the Bonferroni correction method. For quantitative data, comparisons between groups were performed using the Mann-Whitney U test. In Phase 1 (2020), 106 final-year students were provided with BSV content ahead of a simulated assessment. All students in the year enrolled voluntarily in this observational study. However, 33/106 students (31.1%) did not view the content. No significant performance differences were observed between those who watched the videos and those who did not (<i>p</i> = 0.711). In Phase 2 (2023), 148 preclinical stage 3 students voluntarily participated in a randomised, blinded, controlled trial comparing BSV (75 students) with VST (73 students). The VST group reported significantly lower stress and anxiety levels (<i>p</i> = 0.002), felt better prepared for Directly Observed Practical Skill (DOPS) assessments (<i>p</i> < 0.001), and achieved higher practical assessment scores (<i>p</i> = 0.001). As online and blended learning continue to expand, veterinary programs should consider investing in high-quality VST to support student well-being, promote deeper learning, and more effectively prepare students for clinical practice.