Comments from Alternatives Offered in Schools of Veterinary Technology Questionnaire
These are meant to be viewed in conjunction with each school's response to the survey. You can view the questionnaire as a PDF document online.
Athens Technical College
Dr. Carole Miller :
a) Jugular catheter and peripheral catheter models; Koken rat; stuffed animals; CPR mannequin; dental prophy models.
b) All of them were employed at the outset of the program. They prevented use of live animals rather than replaced.
Blue Ridge Community College
Dr. Stuart Porter:
a) We do very little dissection in our program. Our instructor makes a few prosections and we supplement with models, plastinated bodies and images.
b) We use artificial veins, injection mats, plastic models, plastinated parts, and skeletons to train our students prior to letting them practice procedures on animals in clinic and lab.
Brevard Community College
Dr. Laura Earle-Imre:
a) K-9 Intubation Model, Rescue Jerry, Koken Rat, Koken Rabbit, Vascular Training Access Models (jugular/cephalic), Urinary Catheterization model (female).
b) "Jerry," Koken Rat and Rabbits, Female Urinary Catheterization models all prevented invasive procedures.
California State Polytechnic University
Dr. James Alderson:
a) Animals that required euthanasia for medical reasons from campus herds.
b) Rescue Critters.
Cuyahoga Community College
Dr. Kathleen Corcoran:
a) Students are required to induce, monitor and recover program animals with general anesthesia.
b) Slaughterhouse tissues are used in A&P courses for domestic animals (repro tracts, feet, etc.) No whole-animal cadavers are used.
c)
"Fake legs and necks" for venipuncture; surgical-scrub and prep mannequins; bandaging mannequins.
Delaware Technical and Community College
Dr. Valerie Quillen:
a) Rescue Critters - CPR Jerry and Cat CPR Models, male urinary catheter model, UC Davis - Venipuncture leg and neck, rat model for injections.
Foothill College
Dr. Karl Peter:
a) I am once again unwilling to mark 'yes/no' to this question because general anesthesia of short duration is performed several times during the senior anesthesiology course. NONE of the other invasive procedures listed is ever performed at any time - only general anesthesia. Marking 'yes' may lead someone to conclude we perform some or all of the other invasive procedures. Marking 'no' would be dishonest because general anesthesia is performed occasionally. Therefore, excluding general anesthesia, the answer is 'no.' Please do not list the program as performing 'invasive procedures' without clarifying that this includes only general anesthesia. I trust the AVAR to do the right thing and not adversely characterize our program in print and on the Internet.
b) As stated above, the only 'invasive procedure' (by your [AVAR's] definition) performed is general anesthesia/dog or cat (2-3 events in a 12-week quarter, < 1 hour duration). Induction, maintenance, and recovery are considered essential skills by the AVMA-CVTEA and must be taught and students must demonstrate proficiency in these skills to the faculty to pass the course and graduate from the program.
c) The number of anesthetic events required for learning and assessment of skills is kept to an absolute minimum by requiring students to acquire additional hands-on training in basic skills during their internships.
d) Skills models currently used: 1. Jugular and cephalic venipuncture models 2. DAISIE 'abdomen' 3. Koken Rat models 4. Urinary catheter training models 5. CPR mannikins (canine and feline) 6. Intubation trainers (canine and feline) 7. Canine Suture Arms 8. Web-based and CD-ROM anatomy, pathology and radiology software.
e) No terminal procedures are performed. As explained above, the only 'invasive' (by AVAR's definition) procedure performed is general anesthesia. Models, software, etc. replaces several noninvasive procedures such as venipuncture, veneous and urinary bladder catheterization, radiologic positioning and exposure, etc.
f) Every attempt is made to minimize the use of animals for teaching and learning. The program expends a considerable amount of funds on alternatives to the use of animals.
Whenever possible, non-animal models or A/V instructional aids are utilized in the clinical training of students. The necessity for students to master the application of technical skills on live animals is both implicit and explicit in the objectives of the Veterinary Technology Program. Given the availability and consistent use of alternatives to live animals, no more than 4-6 live animals are requried to meet clinical skill competency objectives. A minimum number provides sufficient animals to ensure that no one animal is overused for any purpose. The faculty is careful to limit the number and frequency of procedures and regularly rotate animals in and out of use.
The animals are used for demonstration, as instructional models by VT Program faculty and for clinical skills practice by students under direct supervision. All students will be properly instructed in the particular procedure(s) being performed.
The procedure(s) to be performed on the animals, which are detailed in our USDA-IACUC Protocols for Animal Use, are limited to those that would normally be conducted on clients' animals in a clinical veterinary practice. Any repetitive procedures and/or procedures that involve pain or distress beyond that which would be incurred by a typical veterinary patient will be accompanied by appropriate sedation/analgesia or anesthesia.
Harcum College
Dr. Nadine Hackman:
a) Anatomy lab is switching over to alternatives rather than cadaver dissection. An assortment of computer programs (BioCat is one) are being used. But while our cadaver use will decrease, it will not impact live animal use.
b) We instituted a new class in Advanced Nursing skills to teach venipuncture, CPR, intubation, urinary catheterization, bandaging skills, for which dog and cat mannekins were purchased but as this is a new class it too did not decrease live animal use.
Jefferson College
Cheryl Emerson:
a) Jugular models, CPR models, intubation, female dog catheter models, and a soda bottle for fiberoptics (endoscopy).
Jefferson State Community College
Christine Wallace, DVM :
a) This is a distance education program, so our students are in approved practices being supervised by a D.V.M. or L.V.T. on clinic, client or employee-owned animals.
Los Angeles Pierce College
Elizabeth G. White, RVT :
a) Spay/neuter of student, faculty and staff owned pets are performed as a part of surgical/anesthesia training. These procedures are done in school as a part of the surgery/anesthesia lab class. Surgery is performed by DVM instructor and anesthesia is overseen by RVT lab assistant.
Madison Area Technical College - VTP
Dr. CC Sheldon:
a) We anesthetize animals for dental prophys, but we would consider this medically necessary.
b) We are always looking for inanimate objects to practice mechanical skills. Animal models used for restraint include sock mice, koken rats, toy dogs, toy cat, taxidermy LA for venipuncture. For dentals we make fake tartar (wood glue and putty) to put on skulls to practice.
Manor College
Dr. Joanna Bassert:
a) We use as many models as possible. We designed our own equine IV catheter model; Koken rat; dog cephalic and jugular; Resusci rover and Rescue Critter fluffy; IV models; male urethra catheter model; injection models. We also use stuffed animals for bandaging labs and of course the students can help each other in some labs such as with EKG and Pulse Ox labs which are demo'd on humans.
b) We have also used silico-lyophilized dissections which are "plastinated" to decrease use of preserved animals. Very expensive!
McLennan Community College
Dr. Ronald Epps:
a) Models and preserved specimens from biologic house. Video on cat dissection. Video on bovine digestive system.
Minnesota School of Business - Shakopee
Teresa Beuteler, Program Coordinator:
a) Purchased from Boston Scientific.
Murray State College
Dr. Carey Floyd:
a) The necropsy lab (4th year) utilizes a terminal dog from the animal shelter (behavior/disease make it unadoptable).
b) Handled on an individual basis with each student. (To date we have not had students who did not want to participate.)
Murray State University
Dr. Terry Canerdy:
a) Animal models, computer simulations.
Northern Virginia Community College
Dr. Leslie Sinn :
Routinely we use models for teaching. Live animals are used only as part of a spay/neuter program done in partnership with local shelters and rescues.
Parkland College
Dr. Paul Franklin Cook:
a) Have participated in the past. Off and on, no set schedule.
Raymond Walters College
Dr. Dave Bauman:
a) SPCA has been asked in the past, but no workable situation has developed.
b) Students practice with many different "alternatives," i.e. suture models, injection forms, etc. to gain proficiency before they can do the same technique on animals.
c) We do no terminal surgeries/procedures.
Ridgewater College
Allen R. Balay, DVM, Director of Veterinary Technology:
a) Biological supply houses are the primary osource. Humane societies or animal shelters are rarely used as a source of animals.
b)
Slaughterhouses are used as a source of large animal cadavers occasionally. Only purchased, preserved specimens are obtained from the veterinary teaching hospital.
State University of New York Delhi
Dr. Dawn Dutka, DVM:
a) University colony only used if sudden death.
Suffolk County Community College
Dr. Colon-Mallah, DVM:
The AVMA requires fresh necropsy. Students may observe another student necropsy (dissection) as opposed to working on their own animal (rodent).
Tri County Technical College
Dr. Margaret Champion :
a) We are adopting a virtual reality cat dissection. We use models to teach injection techniques, intubation and CPR.
Western Career College
Amber Holly, RVT :
a) Cadavers for necropsy are provided by an at-home euthanasia service if owners agree.
b) CPR mannequins, skeletal, dental and organ models, computer training.
c) We offer services to the humane society so that all procedures are for the pet's health and necessary.
