Access the full text.
Sign up today, get DeepDyve free for 14 days.
S. Engum, P. Jeffries, L. Fisher (2003)
Intravenous catheter training system: computer-based education versus traditional learning methods.American journal of surgery, 186 1
(2008)
Ass ociation of Professors of Gynecology and Obstetrics Undergraduate Medical Education Committee
W. Chan, A. Figus, C. Ekwobi, J. Srinivasan, V. Ramakrishnan (2010)
The 'round-the-clock' training model for assessment and warm up of microsurgical skills: a validation study.Journal of plastic, reconstructive & aesthetic surgery : JPRAS, 63 8
M. Festing (2001)
Guidelines for the Design and Statistical Analysis of Experiments in Papers Submitted to ATLAAlternatives to Laboratory Animals, 29
S. Lwanga, S. Lemeshow (1991)
Sample Size Determination in Health Studies: A Practical Manual
M. Hammoud, Francis Nuthalapaty, A. Goepfert, Petra Casey, S. Emmons, E. Espey, J. Kaczmarczyk, N. Katz, J. Neutens, E. Peskin (2008)
To the point: medical education review of the role of simulators in surgical training.American journal of obstetrics and gynecology, 199 4
J. Fann, J. Calhoon, A. Carpenter, W. Merrill, John Brown, R. Poston, M. Kalani, G. Murray, G. Hicks, R. Feins (2010)
Simulation in coronary artery anastomosis early in cardiothoracic surgical residency training: the Boot Camp experience.The Journal of thoracic and cardiovascular surgery, 139 5
R. Britt, T. Novosel, L. Britt, M. Sullivan (2009)
The impact of central line simulation before the ICU experience.American journal of surgery, 197 4
Ross Scalese, Vivian Obeso, S. Issenberg (2007)
Simulation Technology for Skills Training and Competency Assessment in Medical EducationJournal of General Internal Medicine, 23
Historically, the method used in veterinary medicine to teach technical procedures which are to be performed on live animals, has taken the form of an apprenticeship. However, in the last decade, there have been several new developments in technologies oriented toward the development of such abilities and skills by students — for example, manuals, videos, pictures, and virtual reality simulators. Unfortunately, these simulators are inaccessible to many, due to their high cost. For this reason, it is necessary to create simulators that are easy to manufacture at low cost, and that are also portable. These simulators also need to be validated with regard to their ability to fulfil the required educational objectives. The validation of a venous simulator is described in this study. Fifty-two veterinary students, with no previous experience in the creation and maintenance of an indwelling venous cannula, were selected at random. They were divided into two groups: one experimental group (n = 35), who had training practice on the simulator, and the remainder (n = 17), who acted as the control group (i.e. they had no training practice on the simulator). The outcome measure was the number of attempts required to successfully cannulate the cephalic vein of an anaesthetised rabbit. The students in the experimental group showed more skill in cannulating the vein, with 45% effectiveness, as compared to 20% effectiveness in the control group. The difference between the groups was statistically significant (p < 0.05).
Alternatives to Laboratory Animals – SAGE
Published: Jul 1, 2011
Read and print from thousands of top scholarly journals.
Already have an account? Log in
Bookmark this article. You can see your Bookmarks on your DeepDyve Library.
To save an article, log in first, or sign up for a DeepDyve account if you don’t already have one.
Copy and paste the desired citation format or use the link below to download a file formatted for EndNote
Access the full text.
Sign up today, get DeepDyve free for 14 days.
All DeepDyve websites use cookies to improve your online experience. They were placed on your computer when you launched this website. You can change your cookie settings through your browser.