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.

scholarly journals Alternatives in Education—Rat and Mouse Simulators Evaluated from Course Trainers’ and Supervisors’ Perspective

Animals ◽  
2021 ◽  
Vol 11 (7) ◽  
pp. 1848
Author(s):  
Melanie Humpenöder ◽  
Giuliano M. Corte ◽  
Marcel Pfützner ◽  
Mechthild Wiegard ◽  
Roswitha Merle ◽  
...  
Keyword(s):  
Laboratory Animal ◽  
Simulator Training ◽  
Practical Training ◽  
High Quality ◽  
New Developments ◽  
Animal Training ◽  
Training Courses ◽  
General Demand ◽  
Strong Impulse

Simulators allow the inexperienced to practice their skills prior to exercise on live animals. Therefore, they bear great potential in overcoming the dilemma between the present demand for high-quality practical training involving live animals whilst implementing the 3R principle according to the Directive 2010/63/EU. Currently, one mouse and six rat simulators are commercially available. As data on their impact are lacking, this project aimed at providing an overview of the awareness, implementation, and methodical and practical satisfaction provided by 35 course trainers and supervisors of laboratory animal training courses for mice and rats regarding the simulators available. Although simulators facilitate training of relevant techniques and relatively high awareness of them seemed to be present, their implementation is currently very low, possibly due to lack of meeting the respondents’ demands. Thus, this study revealed the overall approval of simulator training and general demand for user-optimized, realistic, and financially affordable simulators and, hence, indicates a strong impulse for new developments strengthening the 3Rs as a benefit to all animals used in research.

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 Towards the use of ICT in the training of human resources working in the field of education and training

2014 ◽  
Vol 5 (5Bis) ◽  
Author(s):  
Mohamed Baidada
Keyword(s):  
Human Resources ◽  
Continuing Education ◽  
Information Technologies ◽  
Education And Training ◽  
Teaching Staff ◽  
New Information ◽  
Human Resources Managers ◽  
E Learning ◽  
Training Courses ◽  
And Training

The use of new information technologies has the advantage of supporting all those in charge of any organization in their decisions, and allowing them visibility as quickly as it is relevant to all the important indicators of their system. Human resources managers are using more and more IT tools to better follow the continuing education open for the teaching staff. The number of these training courses and the high number of participating teachers can pose many monitoring and traceability problems. Hence the idea of proposing a model based on e-learning solutions to help adapt the teaching to the learner, and to ensure traceability when switching from one training to another.

eSurgery - Digital Transformation in Surgery, Surgical Edu-cation and Training: Survey Analysis of the Status Quo in Germany. (Preprint)

2021 ◽  
Author(s):  
Juliane Kröplin ◽  
Tobias Huber ◽  
Christian Geis ◽  
Benedikt Braun ◽  
Tobias Fritz
Keyword(s):  
Big Data ◽  
Patient Care ◽  
Data Protection ◽  
Surgical Education ◽  
Education And Training ◽  
Simulator Training ◽  
Special Focus ◽  
Teaching Content ◽  
E Learning ◽  
And Training

UNSTRUCTURED Objective In surgery electronic healthcare systems offer numerous options to improve patient care. Aim of this study was to analyse the current status of digitalisation and its influence in surgery, with a special focus on surgical education and training. Methods An individually created questionnaire was used to analyse the subjective assessment of the digitalisation processes in clinical surgery. The online questionnaire consisted of 16 questions regarding the importance and the corresponding implementation of the teaching contents: big data, health apps, messenger apps, telemedicine, data protection/IT security, ethics, simulator training, economics and e-learning were included. The participation link was sent to members of the German Society of Surgery via the e-mail distribution list. Results In total, 119 surgeons (response rate = 19.8 %) took part in the survey. 18.5 % of them were trainees (TR). 81.5 % had already completed specialist training (SP). 66.4 % confirm a positive influence of digitalisation on the quality of patient care. The presence of a surgical robot was confirmed by 47.9 % of the participants. 22.0 % (n=26) of the participants confirm the possibil-ity of using virtual simulators. According to 79.0 % of the participants, the integration of digital technologies in surgical education for basic and advanced stage surgeons should be aimed for. Data protection (1.7) and e-Learning (1.7) were rated as the most important teaching content. The greatest discrepancy between importance and implementation was seen in the teaching content of big data (mean: 2.2 to 3.8). Conclusion The results of the survey reveal the particular importance of digitalisation content for surgery, surgical education and training. At the same time, the results underline the desire for in-creased integration of digital competence teaching. The data also show an overall more pro-gressive and optimistic perception of TR. In order to meet the challenges of the digital trans-formation, the implementation of suitable curricula, including virtual simulation-based training and blended-learning teaching concepts should be emphasized.

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