engleski

Using alternatives and animal models as replacement of alive animals in teaching reproduction and surgery of ruminants at the Faculty of veterinary medicine in Zagreb

The aim of the study is to determine whether introduction of animal models (interactive DVD materials, sylicone models, chilled slaughterhouse materials, dolls and phantoms, plastinated organs) as a partial replacement of alive animals due to welfare and biosecurity issues, did influence quality of veterinary services in practice. As a parameter of veterinary service we used official data for non-return after AI in cows, collected by Croatian ministry of agriculture and Croatian Veterinary Chamber. Since different animal models were introduced gradually from 1995 till nowdays, we used interval of 8 years (1995- 2003) to determine whether such influence exists, is it positive or negative and how to interprete it for future improvement of clinical veterinary education. First level of usage of animal models that are traditionally used at our clinical department involved slaughterhouse material (bovine female urogenital tract) combined with alive cows were used exclusively till 2000. Second level of usage of animal models involved enrichment of clinical education with computer simulations and artifitial syllicone cow model for teaching pregnancy diagnostics, artifitial insemination and embryotransfer tehniques called „Breeding Betsy“ were gradually introduced from 2000- 2003. Data for both intervals (1995-2000 versus 2000-2003) were compared and analysed using statistical package ANOVA and explained due to its relevance. Although there is no statistically significant difference in non- return of cows and heifers after insemination at family farms of Croatia , before and after enrichment of clinical training of future veterinary surgeonts using computer simulations and simulation models, there is neither negative influence although number of used alive animals has decreased due to welfare and biosecurity demands. Use of simulators have distinct advantages over traditional laboratories that use cadavers or live animals. Ethical, cost-eff ective, and portable simulators are provided along with autotutorial lessons for each student to use when and where they choose. Thus, practice time can be tailored to the individual student. Some students without prior surgical experience or tuned psychomotor skills may require more time or repetitions to become adept at a skill.

animal models; clinical education; veterinary medicine

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