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Undergraduate perceptions of human and anesthetised rabbit cardiovascular physiology practicals
Author(s) -
Hodgson Yvonne M,
Evans Roger,
Denton Kate,
Choate Julia
Publication year - 2013
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.27.1_supplement.517.12
Subject(s) - medicine , perception , cohort , blood pressure , physiology , orthostatic vital signs , heart rate , psychology , neuroscience
Since the 1960s until 2008 Monash University used an anaesthetised rabbit practical class to teach integrative cardiovascular physiology to science students. In the practical students performed surgery and investigated the effects of drugs and vagal stimulation on arterial pressure (AP) and heart rate (HR). Academics felt this practical was valuable for helping students to understand cardiovascular physiology, but in 2009 it was replaced with a human practical that uses a Finapres finger cuff to record AP and HR responses to mental, cold pressor, and orthostatic stress. This study evaluated students’ perceptions and learning following the rabbit (2008 cohort) or Finapres (2009 cohort) practical. More students taking the rabbit (than the Finapres ) practical thought that it helped them to understand the control of AP. 88% of the students taking the rabbit practical agreed that it should be continued, indicating that there was no substitute for hands‐on experience. The students who disagreed said that the practical was only relevant to those who wanted to do research. The impact of the practicals on learning was determined by comparing 2008 and 2009 test results; these were not significantly different. Although more students thought the rabbit practical helped them to understand cardiovascular physiology, both the rabbit and Finapres practicals appear to have provided equivalent learning experiences.