The use of on-line video-based resources to support in vivo teaching

Background and Aims: Practical teaching is a fundamental part of the majority of biomedical science degrees, including pharmacology. At King’s College London we are relatively unique in the respect that a fairly high proportion of our practicals at undergraduate and post-graduate level are performed on live animals (in vivo). The use of animals within an educational capacity is a highly contentious issue, both within science and wider society (Dewhurst, 2007) and because of this, in addition to cost considerations, King’s is one of only a handful of universities that offers this opportunity. In accordance with the 3Rs, we are keen to explore whether there are certain situations where on-line resources could complement or replace hands-on in vivo teaching. This approach is particularly valuable for students who have an interest in in vivo research, but do not need to carry out experiments to achieve their learning outcomes if a sufficient alternative teaching method is available. We therefore aimed to produce a series of stand-alone videos that could be used by these students to reduce the use of live animals. For students who go on to perform hands-on in vivo work, we wanted a resource that reflected common difficulties experienced by students when carrying out in vivo procedures themselves, i.e. not only to show ‘best practice’, but to show scenarios where trouble shooting is required. Therein, we also created on-line interactive, trouble shooting and quiz-based resources based around the videos to support learning.

Summary of work: A series of videos were produced relating to both in vivo procedures and related legislation, in accordance with the Animals Scientific Procedures Act 1986 and amendment regulations 2012. Further videos relating to 1) blinding & randomisation and 2) factorial design for in vivo experimental design were also developed. All procedures were conducted within the confines of project licences and all trouble shooting scenarios were achieved through experimental design to avoid unnecessary harm to the animals. Procedural videos related to (1) mouse handling, (2) rat handling, (3) injections and sampling, (4) carotid artery cannulation, (5) nociception, (6) skin inflammation (7) airway inflammation and (8) inhaled general anaesthesia. Videos relating to legislation included (1) amendment of a personal licence, (2) amendment of a project licence and (3) transfer of genetically altered mice to King’s. All legislative videos were filmed in the presence of a Named Training and Competency Officer and a Named Veterinary Surgeon to ensure accuracy. Interactive reusable e-learning tools were developed using Articulate Storyline® and iSpring Quizmaker® software. Student input was key throughout the process to ensure compatibility with their needs.

Outcomes, discussion and conclusion: The videos and related problem shooting e-learning tools will be used for first teaching in 2015-2016. Through the use of these videos we consider that it will now be possible to teach some in vivo pharmacology at King’s without first-hand experience of carrying out in vivo experiments. However, Zull (2002) has suggested that action is fundamental to learning by “bringing the inside world of reflection and thought into contact with the outside world of experiences created by action” (Kolb & Kolb, 2005). We therefore anticipate that these videos and resources will also be hugely helpful to the cohort of students who go on to carry out in vivo experiments for themselves. We also antipate that it will reinforce the 3Rs throughout their learning experience.

Dewhurst, D. (2007). Alternatives to Animal Testing and Experimentation; 14: 207-212.

Kolb, A. & Kolb, D. (2005). Academy of Management Learning & Education; 4: 193–212.

Zull, J. (2002). The Art of Changing the Brain (Sterling, VA: Stylus Publishing). E Wilde is supported by a MRC NC3Rs PhD studentship.

Elena Wilde is supported by a MRC NC3Rs PhD studentship?