Document Type
Article
Publication Date
1-1-2026
Original Citation
Tsukamoto A,
Zan T,
Nitta M,
Yoshida H,
Katahira H,
Fujita Y,
Takagi S,
Nakamura S.
Educational efficacy of training videos and simulators for teaching basic mouse experimental skills to novice veterinary students. Experimental animals / Japanese Association for Laboratory Animal Science. 2026; 75(1):90
Keywords
JJP, Animals, Education, Veterinary, Mice, Humans, Female, Male, Laboratory Animal Science, Video Recording, Simulation Training, Anxiety, Young Adult, Adult
ISSN
1881-7122
PMID
40976683
DOI
https://doi.org/10.1538/expanim.25-0093
Abstract
Alternative educational tools, such as training videos and simulators, are recommended in the education of laboratory animal science. However, evidence supporting their educational utility in the training of rodent experimental techniques remains limited. In this study, we assessed the utility of alternative educational tools in the practice of laboratory animal science for novice veterinary students. 149 students participated in a stepwise program beginning with lectures, followed by preparatory learning sessions using training videos and two types of mouse simulators (a silicone-based model and fabric toy mouse), and then hands-on training with live mice. The program covered basic techniques: habituation, restraint, and vaginal smear sampling for estrous cycle determination. A survey-based evaluation was conducted to assess the educational utility of alternative educational tools. The contribution of each preparatory resource (videos, lectures, simulators, printed materials, and notes) to skill acquisition was evaluated, showing that videos, lectures, and printed materials highly contributed. The training videos were rated as more necessary than the simulators for skill acquisition. Psychological evaluation showed that 84% of students experienced anxiety before practice. A positive correlation was found between anxiety levels and frequency of use for all three tools, and students reported that all tools were effective in reducing anxiety during practice. All techniques showed high proficiency rates. Our findings suggest that integrating alternative tools with live-animal training promotes technical skill acquisition, enhances psychological readiness, and supports 3Rs-based laboratory animal practice.
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