Education and Training in the Care and Use of Laboratory Animals: A Guide for Developing Institutional Programs.Committee on Educational Programs in Laboratory Animal Science, Institute of Laboratory Animal Resources, Commission on Life Sciences, National Research Council

1992 ◽  
Vol 67 (1) ◽  
pp. 94-95 ◽  
Author(s):  
Charles C. Middleton
Keyword(s):  
Laboratory Animal ◽  
Research Council ◽  
Life Sciences ◽  
National Research Council ◽  
Educational Programs ◽  
Laboratory Animals ◽  
Animal Science ◽  
Animal Resources ◽  
And Training ◽  
Laboratory Animal Science

Incorporating Laboratory Animal Science into Responsible Biomedical Research

ILAR Journal ◽  
2019 ◽  
Vol 60 (1) ◽  
pp. 9-16 ◽  
Author(s):  
R Wayne Barbee ◽  
Patricia V Turner
Keyword(s):  
Biomedical Research ◽  
Laboratory Animal ◽  
Human Life ◽  
Laboratory Animals ◽  
Past Century ◽  
Animal Science ◽  
Medical Progress ◽  
Questionable Research Practices ◽  
Research Fraud ◽  
Laboratory Animal Science

Abstract Biomedical research has made great strides in the past century leading to rapid advances in human life expectancy, all derived from improved understanding, prevention, and treatment of many diseases and conditions. Research involving laboratory animals has played a significant role in this medical progress. However, there continues to be controversy surrounding the use of animals in research, and animal models have been questioned regarding their relevance to human conditions. While research fraud and questionable research practices could potentially contribute to this problem, we argue that a relative ignorance of laboratory animal science has contributed to the “uncontrolled vivarium experiment” that runs parallel to the more controlled scientific experiment. Several variables are discussed, including husbandry, animal environment, social housing, and more, that can contribute to this uncontrolled experiment, and that can simultaneously decrease quality of life for rodent test subjects when ignored. An argument is put forward that laboratory animal veterinarians and scientists can and should play an important role in better controlling such variables. Similarly, the laboratory animal veterinarian and scientist should play an important role in responsible science by addressing complex interdisciplinary challenges.

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.

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