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Related Experiment Videos

Two third-year medical student-level laboratory shock exercises without large animals.

Leonidas G Koniaris1, David Kaufman, Teresa A Zimmers

  • 1Department of Surgery, University of Rochester, Rochester, NY, USA. lkoniaris@med.miami.edu

Surgical Infections
|March 4, 2005
PubMed
Summary
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Two new laboratory and simulation exercises effectively teach medical students about hemodynamic shock, replacing traditional large animal models. These methods enhance understanding of shock pathophysiology and clinical management while reducing animal use.

Area of Science:

  • Medical Education
  • Physiology
  • Critical Care Medicine

Background:

  • Traditional medical education utilized large animal models to teach hemodynamic shock principles.
  • Student and community aversion to animal use has reduced the frequency of these exercises.
  • Alternative methods are needed to effectively communicate shock principles.

Purpose of the Study:

  • To develop and evaluate alternative laboratory and simulation exercises for teaching hemodynamic shock.
  • To provide effective instruction on shock pathophysiology and clinical management.
  • To reduce the use of experimental animals in medical education.

Main Methods:

  • Developed two single-afternoon laboratory exercises for third-year medical students.
  • Exercise 1: In vitro apoptosis, rat models of hypovolemia/septic shock, and resuscitation.

Related Experiment Videos

  • Exercise 2: Manikn-based simulation of abdominal sepsis patient management.

    • Main Results:

    • Student ratings indicated high educational value and clinical applicability for both exercises.
    • The patient simulator exercise received particularly high ratings (4.52 educational value, 4.76 clinical applicability).
    • Both exercises were rated favorably by students (n=25).

    Conclusions:

    • Combined laboratory and simulation exercises are effective for teaching shock.
    • These methods are clinically relevant and fulfill NIH mandates for reduced animal use.
    • Alternative teaching strategies can successfully replace traditional animal models.