We developed an alternative approach to teach diabetes mellitus in our practical classes, replacing laboratory animals. We used custom rats made of cloth, which have a ventral zipper that allows stuffing with glass marbles to reach different weights. Three mock rats per group were placed into metabolic cages with real food and water and with test tubes containing artificial urine, simulating a sample collection of 24 h. For each cage, we also provided other test tubes with artificial blood and urine, simulating different levels of hyperglycemia. The artificial "diabetic" urine contained different amounts of anhydrous glucose and acetone to simulate two different levels of glycosuria and ketonuria. The simulated urine of a nondiabetic rat was prepared without the addition of glucose or acetone. An Accu-Chek system is used to analyze glycemia, and glycosuria and ketonuria intensity were analyzed by means of a Urocolor bioassay. In the laboratory classroom, students were told that they would receive three rats to find out which one has type 1 or type 2 diabetes mellitus. To do so, they had to weigh the animals, quantify the water and food ingestion, and analyze the artificial blood and urine for glycemia, glycosuria, and ketonuria. Only at the end of class did we reveal that the urine and blood were artificial. Students were instructed to plot the data in a table, discuss the results within their group, and write an individual report. We have already used this practical class with 300 students, without a single student refusing to participate.
The aim was to set up a practical class to teach the students about the several factors that can affect masticatory efficiency. Before starting the test we asked that the student volunteers to report whether or not they have any masticatory problem and to masticate a piece of parafilm or a sugar‐free chewing gum for 20 seconds to remove any resting muscular memory. Subsequently, they are instructed to masticate the way they usually do a Me Mastig® capsule made of polyvinyl acetate filled with beads containing a calcium chlorid fuchsin dye. After 20 seconds, the beads (fragmented or not) are collected and the content is dissolved in 5 ml of water and agitated for 30 seconds. The solution is then filtered through filter paper and the fuchsin dye quantified by spectrophotometry. The masticatory force of each volunteer is then calculated by regression analysis of the extracted fuchsin concentration against a standard curve generated from a force‐controlled masticatory apparatus. As future dentists, the students are instructed to discuss the problems that the volunteer students reported and discuss the possible factors affecting the respective masticatory efficiency.
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