The pedagogic value of in vivo practical classes: an example using glucose tolerance tests in lean and obese mice.

Aileen King, Ian Kinchin. King’s College, London, United Kingdom.

The use of animal models is an essential part of medical research and drug development. The essential skills required to be able to do such research includes experimental design, statistical analysis and the actual handling and treating of the animals (in vivo skills). The number of students in the U.K. receiving training in handling and experimenting on animals has declined rapidly in the last few decades which has led to initiatives to increase numbers of students with these skills to meet demand. We have recently started a new course for 2nd year undergraduates entitled “Animal models of disease and injury”. This course not only covers the theoretical aspects of using animals in research, but also involves students obtaining personal home office licences and contains practical laboratory classes in which students get hands-on experience using animals. One of the laboratory classes we run is a glucose tolerance test in obese and lean mice. Due to its relative simplicity and the reliability of generation of results, this is an ideal in vivo practical for inexperienced students. Using this practical class as an example, we would like to argue in favour of such classes providing enhanced learning in the understanding of integrative physiology and pharmacology. Indeed when students were asked the question “Has the in vivo component of the course enhanced your learning and if so, in what way?” all students that responded (75% of the course) indicated that the in vivo component had enhanced their learning. For some students it was evident that the smaller class size which is required for in vivo practical classes helped their learning by having easier access to members of staff. Others explained that active learning helped them understand the topic better. It was also noted by students that doing an in vivo experiment themselves helped them understand experimental design better. In conclusion, in vivo practical classes can give 2nd year undergraduate students in vivo skills prior to an extramural year or a final year project but also enhances the learning experience of the student.