Perceptions of undergraduate students on the use of animals in practical classes

A 3-D-printed synaptic puzzle contributes to students' synaptic transmission comprehension

We created the "3-dimensional synaptic puzzle" (3Dsp) as an educational resource for the physiology teaching of synaptic transmission (ST). In this study, we aimed to apply and evaluate the use of 3Dsp. For this, we divided 175 university students from public and private universities into two groups: 1) control (CT; students that were only exposed to traditional class or video lessons about ST), and; 2) test (3Dsp; students that were exposed to the 3Dsp practical class in addition to the traditional theoretical class). ST knowledge of students was evaluated before, immediately after, and 15 days after interventions. Additionally, students completed a questionnaire about their perception of teaching-learning methods used in physiology classes and their self-perception of engagement in the physiology content. The CT groups improved their ST knowledge score from pretest to immediate (P < 0.0001 for all groups) and late posttest (P < 0.0001 for all groups). 3Dsp groups also enhanced their score from pretest to immediate (P = 0.029 for public university students; P < 0.0001 for private university students) and late posttest (P < 0.0001 for all groups). We also observed improvement from the immediate to late posttest in the 3Dsp group from private universities (P < 0.001). Both private groups performed better in general ST and specific electrical synapse questions in the pretest and immediate posttest compared to the public CT group (P < 0.05 for all comparisons). More than 90% of the students from both universities affirmed that the 3Dsp contributed to their physiology comprehension and that they would recommend the use of the 3-D models to other teachers in their classes.NEW & NOTEWORTHY We included a 3-dimensional puzzle (3Dsp) of electrical and chemical synapses in the physiology of synaptic transmission (ST) teaching. After a traditional or video lesson class, students from private and public universities were oriented to use the educational resource. More than 90% of the students affirmed that the 3Dsp improved their comprehension of ST content.

Face-to-face and online teaching experience on experimental animals and alternative methods with nursing students: a research study

BACKGROUND

Animal models are increasingly used in Nursing science to study care approaches. Despite the scientific relevance and the ethical debate surrounding the use of experimental animals, there is a scarcity of scholarly literature exploring this topic in Nursing Schools.

AIM

To evaluate perceptions and attitudes of nursing students enrolled in a Pharmacology course on the use of experimental animals and implementation of alternative methods, by comparing the experience for two academic years. An interdisciplinary collaboration has also been developed.

METHODS

A descriptive cross-sectional, quantitative study was developed. Undergraduate nursing students were enrolled in the Pharmacology subject at the University of Leon (Spain). The study was carried out in the Pharmacology facilities. Students followed a two-session practical class regarding experimental animals and alternative methods in the Pharmacology course (Degree in Nursing) in two different academic years (2019-20/2020-21). At the end of the activity, they answered a questionnaire to assess their opinions on the use of experimental animals and alternative methods in Pharmacology and the 3Rs principle.

RESULTS

A comparison of the students' perception with and without direct participation in the evaluation of promazine effects in mice was made. A total of 190 students participated in the teaching experience, providing high scores in all items (4-5 out of 5 points) regarding the teaching experience. Students became also aware of the advantages and disadvantages on the use of experimental animals, as well as the ethical considerations to bear in mind for their use and the need for alternative methods.

CONCLUSIONS

In the students' opinion, the total replacement of animals by alternative techniques was very difficult, and they preferred to do the practice face-to-face. The alternative method designed was useful for the students to accept the employment of experimental animals in biomedical research and education, and know the legislation applied in the protection of animals.

Anatomic Interactive Atlas of the Loggerhead Sea Turtle (Caretta caretta) Head

Simple Summary

Because several diseases have been reported affecting the head of sea turtles, accurate anatomic knowledge of this body part is necessary. We provide an open access, anatomic, interactive atlas of the head of the loggerhead sea turtle (Caretta caretta), to facilitate anatomic learning using osteology, gross dissection, and computed tomography (CT) images. Using segmentation and visualization software, relevant anatomic structures were identified and colored in all images, and a computer atlas was developed. This atlas, composed of 55 images, provides an interactive anatomic resource for veterinarians, biologists, researchers, and students involved in loggerhead sea turtle conservation.

Abstract

The head of the sea turtle is susceptible to congenital, developmental, traumatic, and infectious disorders. An accurate interpretation and thorough understanding of the anatomy of this region could be useful for veterinary practice on sea turtles. The purpose of this study was to develop an interactive two-dimensional (2D) atlas viewing software of the head of the loggerhead sea turtle (Caretta caretta) using images obtained via osteology, gross dissections, and computed tomography (CT). The atlas is composed of 10 osteology, 13 gross dissection, 10 sagittal multiplanar reconstructed CT (bone and soft tissue kernels), and 22 transverse CT (bone and soft tissue windows) images. All images were segmented and colored using ITK-SNAP software. The visualization and image assessment were performed using the Unity 3D platform to facilitate the development of interactive content in 2D. This atlas can be useful as an interactive anatomic resource for assessment of the head of loggerhead sea turtles.

Students' perception of animal or virtual laboratory in physiology practical classes in PBL medical hybrid curriculum

Over the years, much criticism against animal use for physiology teaching has been made. Hence, replacement by suitable alternatives has increased in several pedagogical approaches. This study examined students' perceptions of animal versus virtual (video/computer) laboratory classes in physiological sciences associated with the effectiveness of the problem-based learning (PBL) hybrid curriculum. Three cohorts of medical students from the University of Ribeirão Preto, who participated in animal or virtual physiology classes or both, were asked to fill out a 5-point Likert questionnaire about knowledge acquisition/motivation, importance to PBL learning goals, skills acquired, need for animal use, academic formation, learning impairment, and alternative methods. We also assessed their grades in the final exam. A total of 350 students were included, in which 108 participated only in virtual classes, 120 only in practical animal laboratory classes, and 122 in both approaches. The majority agreed that the two methods improved their knowledge acquisition/motivation and helped to reinforce tutorial goals and to acquire skills. However, the cohort who experienced both approaches favored animal laboratory. Students believe animal use is needed and did not impair their learning. Conversely, their opinion about academic formation without animal laboratory classes was divided, as was whether this approach inspired them to seek alternative methods. Despite the different perceptions, there was no difference among the groups' final grades (7.3 ± 1 vs. 7.2 ± 1 vs. 7.2 ± 2 for virtual or practical animal laboratory classes or both, respectively). Therefore, virtual activities are not as effective as animal use in the opinions of the students, but they are successful strategies in physiology learning that can be used in practical classes in a hybrid PBL curriculum.

Status of research on physiology education in Brazil

Physiology education research aims to investigate teaching-learning aspects and methods specifically applied to physiology teaching and learning. In this paper exploring Brazilian research public data and information from the Brazilian Physiological Society Teaching Committee, we investigated the status of this research topic (physiology education) in Brazil. The data showed that physiology education research needs to be more recognized and supported in Brazil, and more physiologists may become interested in research in this field. Thus this field will become more developed during the physiologists' education.

Animal use in pharmacy undergraduate pharmacology laboratories: Students' perceptions and need assessments

Background

During the undergraduate years, laboratory practical classes using experimental animals are important in pharmacy schools. Limitations for experimental use of animals exist, including the procurement of animals, the difficulty in performing animal experiments, ethical considerations, and more often students' preferences.

Objective

To evaluate pharmacy students’ perceptions, barriers, and confidence regarding animal use in the pharmacology laboratory course, and the effect of animal handling on their confidence.

Methods

This observational pre- and post-course parallel group design study was conducted during the Pharmacology laboratory involving 3rd-year pharmacology students from one school of pharmacy in Jordan. A questionnaire was designed and validated to collect students’ demographic characteristics, perceived barriers and perceptions regarding animal handling during the lab, and the level of confidence pre- and post-course, assessing differences between those who handled and those who did not handle animals.

Results

All Pharmacology lab students (n = 212) with a mean age of 21.11 (SD 1.32) and the majority being females (77.0%) were enrolled. Students who refused to handle animals (n = 105, 49.5%) stated phobia as the main barrier. Students who accepted to handle animals agreed more with the importance of seeing and practicing animal handling, with animal handling being essential to understand the effect of drugs on animals and in its importance to gain skills, than those who refused. More than half of students (55.9%) reported feeling confident/somewhat confident in animal handling and in giving animals injections (50.8%) at baseline. At the end of the course, students who accepted animal handling reported significantly higher confidence.

Conclusion

This study revealed important students’ barriers and perspectives to animal handling. Those who handled the animals reported better confidence in certain areas at the end of the course than those who refused. Engaging students when making decisions regarding educational practices paves the way for change to the current traditional paradigm in the education of future scholars.