scholarly journals Anatomical Evaluation of Rat and Mouse Simulators for Laboratory Animal Science Courses

Animals ◽  
2021 ◽  
Vol 11 (12) ◽  
pp. 3432
Author(s):  
Giuliano M. Corte ◽  
Melanie Humpenöder ◽  
Marcel Pfützner ◽  
Roswitha Merle ◽  
Mechthild Wiegard ◽  
...  
Keyword(s):  
Collaborative Research ◽  
Laboratory Animal ◽  
Body Part ◽  
Initial Training ◽  
Animal Science ◽  
Science Courses ◽  
Training Courses ◽  
Rats And Mice ◽  
And Training ◽  
Laboratory Animal Science

According to the European Directive 63/2010/EU, education and training involving living rats and mice are classified as an animal experiment and demands the implementation of the 3Rs. Therefore, as a method of refinement, rat and mouse simulators were developed to serve as an initial training device for various techniques, prior to working on living animals. Nevertheless, little is known about the implementation, anatomical correctness, learning efficiency and practical suitability of these simulators. With this in mind, a collaborative research project called “SimulRATor” was initiated to systematically evaluate the existing rat and mouse simulators in a multi-perspective approach. The objective of the study presented here was to identify the anatomical strengths and weaknesses of the available rat and mouse simulators and to determine anatomical requirements for a new anatomically correct rat simulator, specifically adapted to the needs of Laboratory Animal Science (LAS) training courses. Consequently, experts of Veterinary Anatomy and LAS evaluated the anatomy of all currently available rat and mouse simulators. The evaluation showed that compared to the anatomy of living rats and mice, the tails were perceived as the most anatomically realistic body part, followed by the general exterior and the limbs. The heads were rated as the least favored body part.

scholarly journals FELASA accreditation of education and training courses in laboratory animal science according to the Directive 2010/63/EU

2018 ◽  
Vol 53 (2) ◽  
pp. 137-147
Author(s):  
Marcel Gyger ◽  
Manuel Berdoy ◽  
Ismene Dontas ◽  
Martine Kolf-Clauw ◽  
Ana Isabel Santos ◽  
...  
Keyword(s):  
Laboratory Animal ◽  
Accreditation Process ◽  
Guidance Document ◽  
Successful Completion ◽  
Animal Science ◽  
Eu Directive ◽  
European Laboratory ◽  
Training Courses ◽  
And Training ◽  
Laboratory Animal Science

This document describes how the Federation of European Laboratory Animal Science Associations (FELASA) accreditation addresses both the Directive 2010/63/EU and the related European Commission guidance document. The four EU Functions and beyond: FELASA accredits courses that fulfil the requirements of Functions A, B, C and D as defined by EU Directive, Article 23, as well as for designated veterinarians and specialists in laboratory animal science. Modularity and mobility: Cohesive courses for Functions and for very specific topics are accredited, but flexibility and mobility are possible: a researcher can start his/her training with one FELASA accredited course and complete other modules with another. A course organizer will deliver a FELASA certificate relating to the successfully completed modules. Accreditation process: The process consists of two major steps: (1) a review of full course documentation provided by the applicant will lead, if successful, to FELASA accreditation. The course is posted on the FELASA website as ‘FELASA accredited’ and the course provider can deliver FELASA certificates upon successful completion of the course; (2) successful accreditation is followed by an on-site course audit. In the case of a negative outcome of the audit, FELASA accreditation is withdrawn, the course is deleted from the list of FELASA accredited courses and FELASA certificates cannot be issued. To ensure that quality is maintained, continuation of accreditation requires regular revalidation.

scholarly journals Students’ acceptance of e-learning approaches in Laboratory Animal Science Training

2019 ◽  
Vol 54 (5) ◽  
pp. 487-497
Author(s):  
Andreia Costa ◽  
Ana Costa ◽  
I. Anna S. Olsson
Keyword(s):  
Laboratory Animal ◽  
Flipped Classroom ◽  
Quality Criteria ◽  
Practical Training ◽  
Learning Approaches ◽  
Animal Science ◽  
Starting Point ◽  
E Learning ◽  
And Training ◽  
Laboratory Animal Science

Different online courses and training programs in Laboratory Animal Science (LAS) have emerged across Europe in recent years. E-learning appears to be a promising solution to achieve flexibility in training while meeting the quality criteria of demanding programs in short training periods. However, little is known about how students perceive e-learning in this context, and there is also a lack of specific and valid instruments to measure this perception. Within an exploratory study framework, the e-learning perception of 229 participants in 15 courses in Portugal using two different online training formats, flipped classroom and full online theoretical training, was assessed. For this purpose, the Questionnaire of E-learning Acceptance (QELA), a 32-item accordance Likert-type scale comprising five subscales was developed to explore the following: how participant perceive e-learning, satisfaction with organization and contents, perception of e-learning relevance for the time management, and its influence for practical training. In general, e-learning was well accepted and perceived to work well and be useful by the majority of courses participants, independently of the course level and e-learning format approach. These results indeed suggest that integration of e-learning is useful in LAS training. We also propose the QELA as a starting point for development and implementation of specific instruments to assess e-learning acceptance in LAS across a wider range of geographical and training contexts.

scholarly journals Alternatives in Education—Evaluation of Rat Simulators in Laboratory Animal Training Courses from Participants’ Perspective

Animals ◽  
2021 ◽  
Vol 11 (12) ◽  
pp. 3462
Author(s):  
Melanie Humpenöder ◽  
Giuliano M. Corte ◽  
Marcel Pfützner ◽  
Mechthild Wiegard ◽  
Roswitha Merle ◽  
...  
Keyword(s):  
Laboratory Animal ◽  
Education And Training ◽  
Simulator Training ◽  
Animal Science ◽  
New Developments ◽  
Laboratory Rats ◽  
Animal Training ◽  
Training Courses ◽  
Routine Procedures ◽  
And Training

In laboratory animal science (LAS) education and training, five simulators are available for exercises on handling and routine procedures on the rat, which is—beside mice—the most commonly used species in LAS. Since these simulators may have high potential in protecting laboratory rats, the aim of this study is to investigate the simulators’ impact on the 3R (replace, reduce, refine) principle in LAS education and training. Therefore, the simulators were evaluated by 332 course participants in 27 different LAS courses via a practical simulator training workshop and a paper-based two-part questionnaire—both integrated in the official LAS course schedule. The results showed a high positive resonance for simulator training and it was considered especially useful for the inexperienced. However, the current simulators may not completely replace exercises on live animals and improvements regarding more realistic simulators are demanded. In accordance with literature data on simulator-use also in other fields of education, more research on simulators and new developments are needed, particularly with the aim for a broad implementation in LAS education and training benefiting all 3Rs.

Strategies for the assessment of competence in laboratory animal science courses

Lab Animal ◽  
2014 ◽  
Vol 43 (10) ◽  
pp. 359-363
Author(s):  
Axel Kornerup Hansen ◽  
Dorte Bratbo Sørensen
Keyword(s):  
Laboratory Animal ◽  
Animal Science ◽  
Science Courses ◽  
Assessment Of Competence ◽  
Laboratory Animal Science

Students’ experiences of blended laboratory animal science courses

2021 ◽  
pp. 002367722110414
Author(s):  
Çiğdem Haser ◽  
Sevcan Hakyemez-Paul ◽  
Ella Kujala ◽  
Paulina Chrusciel ◽  
Varpu Laine ◽  
...  
Keyword(s):  
Laboratory Animal ◽  
Management Skills ◽  
Animal Science ◽  
Future Expectations ◽  
Science Courses ◽  
Video Lectures ◽  
Hands On ◽  
Prior Experiences ◽  
Blended Course ◽  
Laboratory Animal Science

Students and course providers have found online options for laboratory animal science (LAS) courses helpful because the content is accessible with flexible timing options. This study aimed to explore whether a blended LAS course with video lectures would be preferred and perceived effective, accounting for students’ educational levels as well as prior experiences and future expectations in the use of animals. Data were collected by a feedback survey including three 5-Likert type scales and open-ended questions created by the authors. Of the 134 course students from various programmes, 101 consented to the use of their responses in this study. The analyses indicated that the respondents were generally satisfied with the blended course, especially the hands-on components, even though some found video lectures challenging due to their own ineffective time and study management skills. Plans to use animals in the future increased satisfaction with the course significantly, while the education level or previous experience with animals did not affect the outcome. Background variables did not affect views about video lectures significantly. Conclusively, the blended structure seemed to provide sustainable LAS course experiences for normal and unpredictable times.

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