Laboratory animal science course in Switzerland: participants’ points of view and implications for organizers

Roten, Fabienne Crettaz von

doi:10.1177/0023677217708807

Cited by 10 publications

(17 citation statements)

References 7 publications

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“…Research institutions have to make such training available frequently in order to enable new researchers to get started with their work. 15 Students on the other hand will have to make time for training in busy professional schedules. Indeed, e-learning is already considered the key to meet training requirements in a related situation, training of veterinary professionals, allowing users to manage their learning through the optimization of time availability and overcoming spatial constraints.…”

Section: Introductionmentioning

confidence: 99%

Students’ acceptance of e-learning approaches in Laboratory Animal Science Training

Costa

Olsson

2019

Lab Anim

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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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Section: Introductionmentioning

confidence: 99%

Students’ acceptance of e-learning approaches in Laboratory Animal Science Training

Costa

Olsson

2019

Lab Anim

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“…Moreover, analysis of course evaluations [ 101 ] and surveys conducted with participants of LAS courses [ 102 ] concerning their attitude toward LAS courses, i.e., the use of live animals for training or the evaluation of particular course aspects revealed that the respondents considered practice of handling and routine procedures, including practice on a live animal, as a very important part in preparatory training. Therefore, simulator-based training may be considered a meaningful supplement in the sense of the 3R principle for LAS training which, however, should be further developed in future.…”

Section: Discussionmentioning

confidence: 99%

Alternatives in Education—Evaluation of Rat Simulators in Laboratory Animal Training Courses from Participants’ Perspective

Humpenöder

Corte

Pfützner

et al. 2021

Animals

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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.

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“…This requires clear communication of the course goals and the use of live animals in hands-on components. 16 Second, it is difficult to arrange a course that fits with students’ conflicting schedules in different programmes but offering it fully online or in a blended version are equally beneficial alternatives. 17…”

Section: Introductionmentioning

confidence: 99%

“…Online options for LAS courses are considered useful by course providers and students because they make the content accessible with flexible timing options. 17 They also contribute to the sustainability and availability of the courses in response to the demands of an increasing number of researchers 16 and have the potential to train researchers abroad. It is expected that the current pandemic will boost the number of online or blended courses.…”

Section: Introductionmentioning

confidence: 99%

Students’ experiences of blended laboratory animal science courses

et al. 2021

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Students and course providers have found online options for laboratory animal science (LAS) courses helpful because the content is accessible with flexible timing options. This study aimed to explore whether a blended LAS course with video lectures would be preferred and perceived effective, accounting for students’ educational levels as well as prior experiences and future expectations in the use of animals. Data were collected by a feedback survey including three 5-Likert type scales and open-ended questions created by the authors. Of the 134 course students from various programmes, 101 consented to the use of their responses in this study. The analyses indicated that the respondents were generally satisfied with the blended course, especially the hands-on components, even though some found video lectures challenging due to their own ineffective time and study management skills. Plans to use animals in the future increased satisfaction with the course significantly, while the education level or previous experience with animals did not affect the outcome. Background variables did not affect views about video lectures significantly. Conclusively, the blended structure seemed to provide sustainable LAS course experiences for normal and unpredictable times.

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Laboratory animal science course in Switzerland: participants’ points of view and implications for organizers

Cited by 10 publications

References 7 publications

Students’ acceptance of e-learning approaches in Laboratory Animal Science Training

Students’ acceptance of e-learning approaches in Laboratory Animal Science Training

Alternatives in Education—Evaluation of Rat Simulators in Laboratory Animal Training Courses from Participants’ Perspective

Students’ experiences of blended laboratory animal science courses

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