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Alternatives Database
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Review
By Lara Marie Rasmussen, DVM lmrasmussen@westernu.edu
College of Veterinary Medicine, Western University of Health Sciences, 309 East 2nd Street, Pomona, CA 91766-1854, USA, (commissioned by eurca)
Summary
Anaesthesia of rats is limited in scope, but sufficient for introductory learning related to its topic. It is more useful for this purpose than the living animal learning tool. This reviewer experienced unreliable software performance and non-responsive technical support. When the program did run, it was adequately laid out with logical tables of contents, etc. It is a useful tool for self-directed learning and assessment, and classroom learning and assessment. The video footage, though limited in variety, is clear and informative. The text content and testing applications are purposeful, educationally sound, and beneficial.
Comparison of the learning tool to the living animal model in the laboratory
Anaesthesia of rats: The interactive training and teaching tool on CD-ROM is better suited for introductory learning on this topic than is the live animal model. Using this and other related learning tools covering additional breadth and depth of this topic, a student can reasonably be expected to participate in actual activities involving the anesthesia of rats. The medium (interactive text with video) is appropriate and effective, for the most part. The video clips are re-used extensively for various examples, allowing for selection of the video clip itself (when answering a test question) and not necessarily the condition of the animal. The video sections demonstrating pupil size do not allow for sufficient pupil viewing. The content is lacking with regard to injection techniques (outline, demonstration and testing), inhalation anesthesia equipment and protocol (outline, demonstration and testing), and drug calculations (demonstration).
This learning tool will easily facilitate introductory learning for students and obviate the need for costly equipment and the detrimental use of animals. Given that it allows for repetition, self-pace and self-testing, this learning tool is perhaps superior to live demonstration-style learning laboratories for introductory level participants. Use of this tool will allow the student to learn with minimal failure consequences and thus avoid early frustration. With this and ancillary preparation, the student under proper supervision and guidance can be expected to successfully participate in anesthesia of the living rat during their initial attempt; the psychological reward of this dramatically motivates students and facilitates retention of knowledge and skills learned.
This learning tool will not completely meet, though will begin the process toward meeting, the following learning objectives in an introductory rat anesthesia training course: (rated 0-bad to 5-good scale)
Using the learning tool
The program initially did not run after multiple start-up trials using the code number on the box. After an unsuccessful attempt on a different machine, the program started immediately on the original machine. A subsequent start-up was also successful, but ten attempts there after have been unsuccessful on multiple machines. The program initially asks for a “Key Number” but does not state, on the screen, where to find it. The number inside the box of the CD ROM did not solve the problem as the program also prompted an error message, however at EURCA’s computer the program worked well. The program Table of Contents layout was appropriate and easy to navigate. Several locations had illogical or inappropriate “back” button navigation. In the testing section of the Injectable Drugs, the instructions refer to “tests” indicating two, apparently, distinct things (the “test” in the program, and the “test” on the animal in real life); mild confusion was the result. In the self-test sections for anesthetic depth and drug action, the student is required to determine the correct answer down to the second or the hundreth of milliliter; this trial and error approach is tedious. Ranges for “correct” answers would be more appropriate, and some reference ranges or guidelines would focus testing attempts. The benefit of this approach is much repetition, but it does exhaust the student.
This learning tool will stand-alone and does not need instructor guidance or support. It seems best suited as a suggested/required resource for self-directed learning initiated by an instructor’s suggestion to become familiar with rat anesthesia. It could also be used as a tool to assess student understanding of anesthesia depth, anesthesia choices and preparation, etc. before they move forward in more advanced learning activities.
Video displays of anesthetized animals were very effective in demonstrating motor, mental and sensory effects of anesthetics, though limited video clip examples were used and re-used. Additional data input, such as heart rate and blood pressure, were only supplied in text form. The program allowed for a small amount of decision making (i.e. when was a surgical plane of anesthesia achieved), but was primarily demonstration. The testing sections allowed for self-corrective measures when incorrect information was provided. Some tests were limiting, in that they required a sequence of activities to be selected as outlined in the program, when in real application, some steps of the sequence are interchangeable without concern.
A summary was not provided. Information that was lacking included: definitions and demonstrations of routes of drug administration, assessment on route of administration (technique), the difference between milligrams and milliliters (interchanged in injectable drug section; potential area of confusion for novice), drug calculations demonstrations and self-test, adequate definition and demonstration of open vs. semi-open inhalent anesthesia systems, safety (sharps, noxious gases, etc.), equipment (syringes, masks, anesthesia machine, etc.)
Contribution of the learning tool to the 3Rs
There was no reference to this topic in the program. For students with rudimentary computer literacy, this program is positive reinforcement for computer-assisted learning techniques. It promotes self-directed learning, though does not spur further discovery efforts. With appropriate use of this learning tool, the instructor can expect to focus interactions with students on a more detailed and inquisitive level and less basic level; it will free time for meaningful exchanges.
Applicability of the learning tool in teaching situations
This tool is suitable for undergraduate and postgraduate students as well as entry-level research technicians, and may be used independently and during class.
Visual appearance of the learning tool
The program is not flashy and engaging, but is sufficiently graphic to promote progress in the motivated student. The animated and non-animated graphics are of requisite quality to facilitate learning. The Table of Contents and various screen buttons are appropriate and logical.
Service provided by the supplier
Solution to the one technical problem mentioned above was facilitated by EURCA acting as an intermediate. The original package does not provide rapid contact information (email or phone). The introductory segment of the program provides information, but the screen information automatically scrolls. Being unable to regain access to the program (as described above), it was not possible to look for the presence of additional “help” commands within the program.
If you are an author or supplier of this alternative and you would like to write a response to this review please contact eurca with your reply.
Designed and produced for eurca by The Learning Technology Section, The University of Edinburgh. ©2001-2005 eurca