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Objective: To report on the use of 25% human serum albumin (25% HSA) (Plasbumin s ), associated outcome, and efficacy in raising serum albumin and systemic blood pressure (BP) in critically ill dogs and cats. Design: Retrospective clinical study. Animals: Client-owned cats and dogs. Interventions: Administration of 25% HSA. Measurements and main results: The medical records of 66 animals (64 dogs, 2 cats) at the Ontario Veterinary College, which received 25% HSA (Plasbumin s ) from June 1997 to December 2001 were reviewed for age, body weight, clinical problems, albumin and globulin (g/L) levels pre-and within 18-hour post-transfusion and upon discharge from hospital, total solids (TS), systolic and diastolic BP pre-and post-transfusion total volume administered, adverse reactions, blood products and synthetic colloids used, and outcome. Twentyfive percent HSA was prescribed for a range of clinical problems, which were grouped into 6 categories for analysis. The age range was 4 months-12 years and body weight range 1.4-65 kg. The maximum volume administered to any dog was 25 mL/kg, mean volume administered was 5 mL/kg, maximum volume given as a slow push or bolus was 4 mL/kg with a mean of 2 mL/kg volume. The range for a constant rate infusion (CRI) was 0.1-1.7 mL/kg/hr over 4-72 hours. Forty-seven (71%) animals survived to discharge; 11(16%) were euthanized, and 8 (12%) died. Serum albumin and TS increased significantly (Po0.0001) above pretransfusion levels as did systolic BP (Po0.01). Conclusions: Twenty-five percent HSA can be safely administered to critically ill animals, and an increase in albumin levels and systemic BP can be expected. (J Vet Emerg Crit Care 2005; 15(2): 110-118)

The results suggest that video-based observational practice can be effective in extending simulation-based learning, but its effectiveness is mediated by the amount of time the learner spends engaged in the practice and the type of learning activities the learner performs in the observational practice environment. We speculate that increasing collaborative interactivity supports observational learning by increasing the extent to which the educational environment can accommodate learners' specific needs.

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