Experiences of early career researchers: Influences on the design and reporting of animal experiments, and the practical and emotional support needed to enhance best practice methods.

While best practice methodology in animal research aims to address reproducibility and translational issues, awareness and implementation remains low. Preclinical systematic reviews have highlighted many flaws, including issues with internal validity and reporting. With early career researchers (ECRs) heavily involved in all aspects of animal experiments, it is crucial we understand what shapes their research practices. Semi-structured interviews were conducted with 13 ECRs, including research masters, PhD and postdoctoral academics. Data were collected and analysed concurrently using constant comparison techniques and an iterative approach. Findings revealed low-level awareness of best practice recommendations but a desire to engage in dedicated workshops on designing and reporting animal experiments. Current laboratory practices and previous literature were main influences on research practice, more than institutional training. An unexpected finding was the discovery of ethical and emotional dilemmas ECRs faced when working with animals. This highlights the need for a multifaceted approach to better support junior researchers, both emotionally and practically, to encourage responsible science.

Using Simulation Exercises to Deal With the Death of a Child as Part of Healthcare Studies.

BACKGROUND: Almost all healthcare professionals find themselves in a situation where they witness death in their work. Meeting a family in crisis is challenging for healthcare professionals and students. Simulation is an effective tool to practice complex and emotionally challenging situations in healthcare education. METHODS: The aims of the study were to find out what challenges healthcare students experience when facing a family in crisis and to assess the usability of simulation in teaching healthcare students how to manage this situation. Voluntary simulations for paramedic students and medical students (a total of 29 students) were held in the autumn of 2021. Before and after the simulations, the students evaluated their skills to meet a family in crisis (the loss of a child) with the help of a questionnaire that contained mostly open-ended questions. The study was completed using a qualitative method. RESULTS: The challenges raised by our students were divided into three categories: child-, family-, and self/student-related. Child-related challenges included the developmental stage which impacted communication. Family-related challenges included family members' different reactions to a devastating situation. Student/self-related challenges were few previous child contacts, communication with the family, and a situation that requires paying attention to multiple things at the same time. CONCLUSION: According to our study, the students find simulation as a useful method for preparing to communicate with a family in crisis. The students see that with the help of simulation, they can practice different modes of operation and communication when facing a family in crisis. They also have the possibility to think about the processing of their own emotions during a crisis.

General Surgery Residents Improve Efficiency but Not Hospital Length of Stay in Trauma Care.

Background Good Samaritan University Hospital (GSUH) has been preliminary approved to become a Level I Trauma Center. The American College of Surgeons (ACS) requires Level I Trauma Centers to have senior surgery residents on the trauma service. To fulfill this requirement, GSUH has established an affiliation with Stony Brook University Hospital, a tertiary care hospital with an Accreditation Council for Graduate Medical Education-approved five-year postgraduate training program in General Surgery, to have senior surgery residents from their training program rotate and provide care to trauma patients beginning in July of 2021. Numerous studies over the past few decades have shown conflicting results on patient outcomes with resident involvement. A majority of the studies published only evaluated residents who were native to the respective hospitals. Our study evaluated the impact of surgery residents visiting from an outside hospital on hospital length of stay (LOS) in admitted trauma patients. As increased hospital LOS is strongly associated with increased hospital-acquired complications, increased healthcare costs, and poor patient experience, we used this to evaluate the efficiency of our trauma team with the addition of visiting surgery residents. Methodology A retrospective study was conducted utilizing the hospital's trauma registry. Patients were divided into two groups: the first two years before the addition of surgery residents from July 1st, 2019, to June 30th, 2021, and the second two years after the addition of surgery residents from July 1st, 2021, to June 30th, 2023. The primary outcome measured the hospital LOS between the two groups. Pearson's chi-square test was used to analyze all categorical data, and a t-test was used to compare differences in means. Results From July 1st, 2019, to June 30th, 2023, a total of 7,081 patients were admitted to the trauma service: 3,411 in the group with no surgery residents, and 3,670 patients in the group with residents (p = 0.052). The primary outcome, hospital LOS, was not significantly affected by the addition of surgery residents to the trauma service. Hospital LOS before surgery residents was 4.40 days compared to with residents at 4.41 days (p = 0.944). Mortality was significantly decreased with resident involvement at 1.9% compared to no residents at 2.7% (p = 0.017). Interestingly, the Emergency Department LOS was significantly longer in the group with residents, 268.82 minutes vs. 232.19 minutes (p = 0.004). The average New Injury Severity Score was 9.02 in the group with no residents and 9.04 in the group with surgery residents (p = 0.927). The majority of traumas in both groups were blunt trauma 96.5% with no residents vs. 97.1% with residents (p = 0.192). Conclusions The addition of visiting surgery residents to the trauma team did not significantly increase hospital LOS. Ultimately, having visiting residents on the trauma service may enhance resident education without compromising hospital LOS. Training at different hospitals can allow residents to experience different patient populations and different hospital protocols, making them adaptable and more prepared to work in different hospital settings, whether academic or community. Hospitals without their own residency programs could potentially form affiliations with residency programs to meet the ACS requirements, which can bring more patients to their hospitals.

Main recent study topics on teacher-student interaction / Principales temas de estudio recientes sobre la interacción profesor-estudiante

Abstract Teacher-student interaction is a fundamental element in the training process at different educational levels (basic, technical, and professional) since it has a significant impact on academic performance, as well as on the socio-emotional areas of students and teachers. The objective of this article is to present a review of the main research topics of teacher-student interaction in recent years. The theoretical review was carried out in specialized databases and inclusion and exclusion criteria were considered. The results suggest that the main topics studied with respect to the teacher-student interaction can be classified into: the characteristics of the interaction, the effects of the interaction, and the influence on the interaction. Interaction characteristics: studies have focused on both general and specific aspects. Interaction effects: three large areas were found in which interaction effects arise, attitudes and behavior, academic development, and psychosocial risks. Influence on interaction: it arises from the influences of both the student and the teacher. This new and original classification of studies on teacher-student interaction can serve as a contribution to researchers and teachers to consider the various characteristics of the teacher-student relationship, as well as its influences on students and teachers, and some factors that can affect it. The limitations of the study and future lines of research are presented.

Resumen La interacción profesor-estudiante es un elemento fundamental en el proceso de formación en los diferentes niveles educativos (básico, técnico, profesional), ya que tiene un impacto significativo en el rendimiento académico, así como en las áreas socioemocionales de alumnos y docentes. El objetivo de este artículo es presentar una revisión de los principales temas de investigación de la interacción profesor-alumno en los últimos años. La revisión teórica se realizó en bases de datos especializadas y se tuvieron en cuenta criterios de inclusión y exclusión. Los resultados sugieren que los principales temas estudiados con respecto a la interacción profesor-alumno se pueden clasificar en tres categorías: las características de la interacción, los efectos de la interacción y la influencia en la interacción. Características de la interacción: los estudios se han centrado tanto en aspectos generales como específicos. Efectos de interacción: se encontraron tres grandes áreas en las que surgen efectos de interacción: actitudes y comportamiento, desarrollo académico y riesgos psicosociales. Influencia en la interacción: surge de las influencias tanto del alumno como del profesor. Esta nueva y original clasificación de los estudios sobre la interacción profesor-alumno puede servir de aporte a los investigadores y profesores para tener en cuenta las diversas características de la relación profesor-alumno, así como sus influencias en alumnos y profesores, y algunos factores que pueden afectarla. Se presentan las limitaciones del estudio y futuras líneas de investigación.

Harmonisation of education, training and continuing professional development for laboratory animal caretakers, technicians and technologists: Report of the FELASA-EFAT Working Group.

Competent, confident and caring laboratory animal caretakers, technicians and technologists (LAS staff) are vital for good animal welfare, high-quality science and a secure Culture of Care. This requires high-quality education, training, supervision and continuing professional development (CPD) of LAS staff. However, there is a lack of harmonisation regarding how this education and training is conducted among European countries, and nor are there recommendations adapted to Directive 2010/63/EU. Therefore, FELASA and EFAT established a working group with the task of establishing recommendations for education, training and CPD for LAS staff. The working group established five different levels (LAS staff levels 0-4), defining the required level of competence and attitude, as well as suggesting educational requirements for reaching each level. Defining these levels should help to ensure that appropriate educational and CPD activities are in place, and to enable employers and LAS staff to determine the level and career stage attained. Furthermore, proper assessment of competencies and effective CPD schemes for all relevant staff should be established. Regulators should support this by setting standards for competence assessment and ensuring that they are consistently applied. In addition, establishments should involve the LAS staff in defining and developing the Culture of Care. The Animal Welfare Body should be involved and have oversight of education, training and CPD. These recommendations will contribute to harmonisation and increased quality of education, training and CPD, as well as provide clearer career pathways for LAS staff, helping to ensure high standards of animal welfare and science.

A rubric as a tool for summative and formative evaluation in Laboratory Animals Technologist degree at the University of Buenos Aires (Argentina).

Laboratory Animals Technologist degree (Técnico Universitario en Gestión Integral de Bioterios) was created in 1989. It is offered jointly by the Faculty of Veterinary Sciences and the Faculty of Pharmacy and Biochemistry at the University of Buenos Aires. The complete programme is organized into 15 courses, including basic and applied sciences, along with specific courses (Técnicas de Bioterio I to V) with a solid practice content that students must achieve.An additional challenge occurs when practices consist of animal handling and procedures, which can be stressful for students and animals. Since traditional evaluation methods may not be the best way to determine the acquisition of knowledge and practical performance, an evaluation rubric is proposed to assess the practices carried out by students.The aspects and criteria to be examined were previously known of by students and teachers. The evaluation levels include: 'Daily report and record-keeping', 'Food and water supply', 'Cleaning and disinfection of areas, Standardized Operational Procedures and routines fulfilment', 'Personnel and supplies circulation', 'Use of personal protection equipment and physical care', 'Fulfilment of tasks in established times', 'Animals procedures and organization of needed materials', 'Animal care' and 'Teamwork camaraderie and organization'.The proposed tool was implemented with good results to achieve the academic objectives while augmenting the confidence for practical expertise, minimizing doubts and uncertainties related to traditional evaluation methods, and providing students with an environment that favours knowledge acquisition and practical skills, establishing standard criteria among the teaching staff, and reducing and refining the use of animals for educational purposes.

Development and Application of "Cervical Dilatation Model for Teaching and Training".

Background: Each year nursing schools pay more for teaching equipment at the nursing laboratory to improve practical skills. The development of the cervical dilatation model for teaching to reduce teaching and training costs is essential. This research aimed at developing a kind of cervical dilatation model for teaching and training. Methods: Developing a cervical dilatation model for teaching and training with the same structure and operation configuration is like the cervical dilatation model in laboratory practices of nursing. The appearance, structure, and operating accessories were developed from the original. The differences between the original cervical dilatation model and the cervical dilatation model for teaching and training are as follows: the original cervical dilatation model has only vaginal and fetal skulls of various sizes but the cervical dilatation model for teaching and training content follows vaginal, ischial spine, fetal skulls of various sizes, and cervical dilation and effacement. We then compare the teaching effect of the cervical dilatation model for teaching and training with the original cervical dilatation model (including knowledge, vaginal exam scores, and satisfaction after training). Results: There was no significant difference in the knowledge and vaginal examination scores of the experimental group and control group before training. The vaginal examination scores in the experimental group were higher than those in the control group and scored before, immediately after, and two weeks after the intervention was statistically significantly higher than before training at 0.05 (68.86 ± 3.89, 88.10 ± 2.52, 91.06 ± 1.33) and the trainees had maximum satisfaction in the training. Conclusion: The cervical dilatation model for teaching and training was highly efficient, and knowledge and practice among nursing students in the intervention group increased after training. The cervical dilatation model for teaching and training could help reduce the cost of teaching equipment, increase teaching and training resources, and improve the trainee's knowledge and practice skills.

Pain management policy formulation at a tertiary care teaching institute in India: A prospective observational study.

Background: Access to pain management has been recognized as a fundamental human right. Inadequate pain relief hampers the quality of life and has a physiological and psychosocial impact on the patient and caregivers. Inadequate pain relief remains the leading cause of suffering in hospitalized patients worldwide. Objective: The objective of this article is to provide adequate pain relief to hospitalized patients through proper assessment, treatment, and monitoring of pain by the trained health-care workers through a sustainable and effective institutional pain management policy. Methods: The formulation of pain management policy at a tertiary care teaching institute was conducted in three phases - Phase 1: need assessment by an open-label, uncontrolled, prospective observational study over 1 month period, Phase 2: teaching, training, and awareness of health-care workers, and Phase 3: constitution of the committee at the institute level with the formation of pain resource teams. Results: An open-label, prospective observational study conducted over 1 month revealed that among 814 hospitalized patients, 108 out of 235 (46%) patients in medical and 385 out of 579 (66.5%) patients in the surgical cohort had NRS score of ≥3, implying an inadequate pain relief even at 24 h following medical or surgical intervention, respectively. Conclusion: The provision of effective and adequate pain relief to hospitalized patients requires trained health-care workers and a uniform and structured pain management policy at the institutional level. Recognition and addressal of the barriers and challenges while framing an institutional pain policy is of utmost importance.

Development and application of "Special defibrillator for teaching and training".

BACKGROUND: To provide an economical and practical defibrillator for first aid teaching and training, to reduce the cost of teaching and training, increase teaching and training equipment, provide trainees with more hands-on training sessions, and improve first aid capabilities. METHODS: Developing a special teaching defibrillator with the same structure and operation configuration as the clinical medical emergency defibrillator. The appearance, structure and operating accessories of the two defibrillators are the same. The difference between the defibrillator and the clinical medical emergency defibrillator are as follows: the clinical medical emergency defibrillator can be energized, and there are expensive electronic accessories and defibrillation accessories for charging and discharging in the machine. When discharging, the electrode plate has current discharged into the human body; the power plug of the "special defibrillator for teaching and training" is a fake plug. When the power is plugged in, no current enters the body and the machine. There are no expensive electronic accessories and defibrillation accessories for charging and discharging, and no current is discharged during discharge. Then compare the teaching effect of the special defibrillator for teaching and training and the clinical medical emergency defibrillator (including operation score and attitude after training). RESULTS: The scores of defibrillator operation in the experimental group of junior college students (87.77 ± 4.11 vs. 83.30 ± 4.56, P < 0.001) and the experimental group of undergraduate students (90.40 ± 3.67 vs. 89.12 ± 3.68, P = 0.011) were higher than those in the corresponding control group; The attitude of junior college students in the experimental group and undergraduate students in the experimental group after training was more positive than that of the corresponding control group (P < 0.05). CONCLUSIONS: The special defibrillator for teaching and training can save the purchase cost of teaching equipment, increase teaching and training resources, and improve the trainee's defibrillation ability, defibrillation confidence and defibrillation security.

Application of the ultrasound-guided double-screen contrast method in the standardized teaching and training of resident doctors in femoral vein puncture.

Objective: The aim of this study was to investigate the advantages of the double-screen contrast method compared with the short-axis ultrasound display method for teaching ultrasound-guided femoral vein puncture during the standardized training of resident doctors. Methods: Sixty resident doctors undergoing standardized training were randomly divided into a test group (short-long axis switching double-screen contrast, n = 30) and a control group (n = 30). These two groups of physicians underwent teaching and training of ultrasound-guided femoral vein puncture, and the success rate of the first puncture attempt, the total catheterization time, and any accidental femoral artery punctures were recorded and compared between the two groups. Results: The success rate of the first puncture attempt in the test group was significantly higher than that in the control group (P < 0.05). In the control group, two doctors accidentally punctured the artery, while in the test group, no arterial punctures occurred. The puncture time for the test group was longer than for the control group (P < 0.05). Conclusion: In the standardized training of ultrasound-guided femoral vein puncture for resident doctors, the double-screen contrast method has significant advantages. It enables resident doctors to quickly understand and apply the technique, so it is worth making this the method of choice.

Students' experiences of blended laboratory animal science courses.

Students and course providers have found online options for laboratory animal science (LAS) courses helpful because the content is accessible with flexible timing options. This study aimed to explore whether a blended LAS course with video lectures would be preferred and perceived effective, accounting for students' educational levels as well as prior experiences and future expectations in the use of animals. Data were collected by a feedback survey including three 5-Likert type scales and open-ended questions created by the authors. Of the 134 course students from various programmes, 101 consented to the use of their responses in this study. The analyses indicated that the respondents were generally satisfied with the blended course, especially the hands-on components, even though some found video lectures challenging due to their own ineffective time and study management skills. Plans to use animals in the future increased satisfaction with the course significantly, while the education level or previous experience with animals did not affect the outcome. Background variables did not affect views about video lectures significantly. Conclusively, the blended structure seemed to provide sustainable LAS course experiences for normal and unpredictable times.

Therapeutic apheresis and non-blood donor related apheresis current practices at various blood centres of healthcare organisations of India: A brief online survey.

OBJECTIVES: To determine the variability in therapeutic apheresis (TA) and non-blood donor related apheresis practices, and the extent of expertise and knowledge of blood centre staff. BACKGROUND: Apheresis activity that was earlier limited to therapeutic plasma exchange (TPE) and donor apheresis at few centres in India has seen remarkable surge involving many centres practising TA and non-blood donor related apheresis. The decentralised transfusion medicine practice in country has resulted in wide variability of knowledge and practice of TA. An online survey was conducted to achieve study objectives. STUDY DESIGN AND METHODS: A 22 questionnaire survey was sent to the 215 blood centres through e-mail link focussing on three aspects; basic information of the participating centres, details of TA procedures and education and training levels of the staff. RESULTS: Majority (71.9%) of centres were teaching institutions among analysed 57 centres. TPE (85.9%) and therapeutic cytapheresis (71.9%) were the most common TA procedures. The clinical haematology (68.4%) followed by neurology (64.9%) were the specialities utilising TA. The 64.9% centres used continuous flow cell separator and central venous access (52%) was preferred vascular access. A combination of normal saline, fresh frozen plasma and 5% albumin replacement fluid was first choice. Doctors involved in TA were trained in apheresis during their MD/DNB degree, but no structured training program existed for other category of staff. CONCLUSION: There was a wide variability in TA practice in India and a dedicated training program for all categories of staff was emphasised by majority of participants.

Novel Low-Cost Tracheo-Innominate Artery Fistula Bleed Simulator.

Tracheo-innominate artery fistulas are a rare complication of indwelling tracheotomies with a very high mortality rate. Due to the rare occurrence of this surgical emergency, most medical providers have little to no training or experience in recognizing, stabilizing, and repairing this life-threatening condition. Simulation of rare emergencies helps close knowledge gaps of medical providers at all levels. Although many providers may never experience these emergencies throughout their careers in clinical medicine, it is imperative that they distinguish and apply techniques for temporizing these life-threatening conditions in order to decrease patient mortality. This novel, low-cost, and easy-to-implement simulation is geared towards this goal and has been successfully tested in small group simulations at one academic center in San Antonio, Texas.

Past, Present and Future of Urology in Pakistan.

There is very little published literature on urologic diseases prior to 1947 from areas now constituting Pakistan. From inception of the country to 1970s, urology was part of surgery practiced by general surgeons except for two urology units established in 1960s. The real take off of urology began with introduction of transurethral resection of prostate (TURP) in 1980s, ushering the era of endourology; the second era of which began with ureteroscopy along with extracorporeal shockwave lithotripsy (ESWL) in 1987-1989, percutaneous nephrolithotomy in 1992 and introduction of percutaneous nephrostomy in 1997. Renal transplantation was started in 1979 from living-related donors and currently, there are 19 renal transplant centres. At present, there are 11 specialized kidney centers in the country. Urology has undergone marked metamorphosis during the new millennium. It has given rise to many sub-specialties. Over the past few decades, the classical surgical training has shifted towards adaptation of surgical simulation labs. We foresee more specialized urology centers and strengthening of sub-specialty practices in the country.

[Experience of teaching and training for medical students at gastrointestinal surgery department under COVID-19 epidemic situation].

In hospitals and medical schools as densely populated sites with high risk of coronavirus disease 2019 (COVID-19), it is vital to adjust the teaching and training strategy for medical students to ensure curriculum completion with safety. This article aims to introduce the experience of teaching and training for medical students under the epidemic situation at Department of Surgery, Shanghai Medical College, Fudan University and Zhongshan Hospital. The content includes exploring diversified online teaching models for undergraduate surgery courses and clinical practice, carrying out online graduate education and dissertation plans, and strengthening comprehensive education of medical humanity combined with knowledge of COVID-19 prevention. Through implementation of the above teaching strategies, scheduled learning plans of medical students can be well completed in an orderly, safe and quality-ensured manner. Our experience provides practical solution of medical teaching and could be advisable for other medical colleges and teaching hospitals.

Students' acceptance of e-learning approaches in Laboratory Animal Science Training.

Different online courses and training programs in Laboratory Animal Science (LAS) have emerged across Europe in recent years. E-learning appears to be a promising solution to achieve flexibility in training while meeting the quality criteria of demanding programs in short training periods. However, little is known about how students perceive e-learning in this context, and there is also a lack of specific and valid instruments to measure this perception. Within an exploratory study framework, the e-learning perception of 229 participants in 15 courses in Portugal using two different online training formats, flipped classroom and full online theoretical training, was assessed. For this purpose, the Questionnaire of E-learning Acceptance (QELA), a 32-item accordance Likert-type scale comprising five subscales was developed to explore the following: how participant perceive e-learning, satisfaction with organization and contents, perception of e-learning relevance for the time management, and its influence for practical training. In general, e-learning was well accepted and perceived to work well and be useful by the majority of courses participants, independently of the course level and e-learning format approach. These results indeed suggest that integration of e-learning is useful in LAS training. We also propose the QELA as a starting point for development and implementation of specific instruments to assess e-learning acceptance in LAS across a wider range of geographical and training contexts.

Preparing medical students to recognize and respond to gender based violence in Nigeria.

BACKGROUND: Medical practitioners are ideally positioned to mitigate the impact of gender based violence (GBV) on the health of victims. However, there is a lack of information on students' ability and willingness to do so. OBJECTIVE: To identify factors which impact on students' attainment of the knowledge and perceived ability to manage victims. METHODS: A cross-sectional survey was conducted on 388 (91.5%) final year medical students from three medical schools in South West, Nigeria. RESULTS: Students were knowledgeable on sexual (63.7%) and physical (54.6%) forms of GBV and unfamiliar with other forms. The mean scores for knowledge (7.1 ± 2.5 out of 11); attitude (52.6 ± 10.3 out of 80); personal comfort (44.1 ± 10.0 out of 65) and skills (3.1 ± 2.6 out of 7) were calculated. Younger respondents, females and married students reported less skill to manage victims. The location of school, previous training and personal comfort remained significant determinants of students' self reported skills on GBV. Respondents with prior training on GBV and comfortable with managing patients, were four times more likely to perceive they were more skilled than their peers [AOR = 4.33, 95% CI: 2.37 - 7.90 and AOR 3.53; 95% CI 2.16-5.78 respectively]. CONCLUSION: Formalised skills training on GBV is a necessity, especially for young, female students and training cannot be left to serendipity. The medical curriculum should be reviewed.

Temporal trends in pharmacology publications by pharmacy institutes: A deeper dig.

OBJECTIVE: Publications in Indian Journal of Pharmacology (IJP) are the face of contemporary pharmacology practices followed in health-care profession - a knowledge-based profession. It depicts trends in terms of quantity (proportions), quality, type (preclinical/clinical), thrust areas, etc., of pharmacology followed by biomedical community professions both nationally and internationally. This article aims to establish temporal trends in pharmacology research by pharmacy institutes in light of its publications to IJP from 2010 to 2015. METHODOLOGY: The website of IJP was searched for publications year and issue wise for contributing authors from pharmacy institutions and analyzed for types of publications, their source and the categories of research documented in these publications. RESULTS: A total of 1034 articles were published, of which 189 (18%) articles were published by pharmacy institutes, of which 90% (n = 170) were contributed from pharmacy institutes within India whereas 10% (n = 19) from international pharmacy institutes. 75% of these were research publication, the majority of which (65%) were related to preclinical screening of phytochemical constituents from plants. CONCLUSION: With multi and interdisciplinary collaborations in pharmacy profession the trend needs to improve toward molecular and cellular pharmacology and clinical studies.

Modelo experimental de reimplante digital utilizando os vasos femorais do rato / The rat femoral vessels as a training model for digital replantation

Introdução: A oportunidade de aprendizado em microanastomoses vasculares confere ao indivíduo em treinamento a possibilidade de execução de operações de maior complexidade. O presente estudo traz um modelo laboratorial que possibilita o aprendizado das técnicas microvasculares. Objetivo: Demonstrar um protocolo de treinamento em microanastomoses vasculares que reproduz a situação clínica do reimplante digital. Metodologia: São utilizados roedores oriundos de uma população excedente do biotério de projetos de pesquisa em andamento. O treinamento é focalizado na dissecção e confecção dos diversos tipos de anastomoses nos vasos femorais do rato. O indivíduo realiza o treinamento de forma independente e executa em seqüência de complexidade anastomoses microvasculares arteriais e venosas terminoterminais, terminolaterais e enxertos venosos e arteriais. Resultados: A posição superficial e a bilateralidade dos vasos, neste modelo, possibilita o treinamento e a avaliação da permeabilidade na confecção das microanastomoses. O calibre dos vasos femorais reproduz com acurácia o calibre dos vasos digitais humanos. Conclusão: O protocolo de treinamento laboratorial de estudo independente nos vasos femorais do rato permite a confecção de diversos tipos de microanastomoses e apresenta semelhança no calibre dos vasos encontrados com os vasos digitais no reimplante digital.

Introduction: The opportunity of learning in vascular microanastomoses gives the trainee the chance to perform operations of greater complexity. This study presents a laboratory animal model that allows the learning of microvascular techniques. Aim: To demonstrate a training protocol in vascular microanastomoses that reproduces the clinical situation of digital replantation. Methods: Rodents of an excess population from the breeding colony of the ongoing research program are used. The training is focused on the dissection and performance of several types of anastomoses in rat femoral vessels. The trainee undergoes the training in independent fashion and performs a sequence of ascending complexity of terminoterminal and terminolateral arterial and venous microvascular anastomoses and venous and arterial grafts. Results: The superficial position and the bilaterality of vessels, in this model, allows training and evaluating the permeability of the performed microanastomoses. The caliber of femoral vessels accurately reproduces the caliber of human digital vessels. Conclusion: The protocol of laboratory training as independent study of rat femoral vessels allows the performance of several types of microanastomoses and bears resemblance in vessel caliber with the digital vessels in digital replantation.