MATERIAL AND METHODS
The papers presented in this thesis comprise different studies and this section presents an overview of the distinct material and methods used in the different studies.
In paper I (chapter 3), the acceptance of e-learning approaches by Laboratory Animal Science students was explored using a questionnaire administered to a total of 229 course participants. E-learning acceptance was assessed during 3 consecutive years (from 2012 to 2015) in a total of 15 Introductory courses (Directive Functions A and D *) and 6 Advanced courses (Directive Functions A, B and D*)2.
In paper II (chapter 4) and paper III (chapter 5), the development and implementation, respectively, of a practical assessment for LAS context is presented.
Paper II reports the development of a structured assessment rubrics to support the marking of participants, with the support of a core team constituted by professionals with expertise in teaching LAS and in biomedical teaching methods. In paper III (chapter 5), reports the implementation of an Objective Structured Laboratory Animal Science Exam (OSLASE) to assess researchers from different training courses. This study investigated particularly the exam reliability and trainees’ OSLASE acceptability during approximately 3-year.
COURSES
The training courses in which the work presented in this thesis was situated, were held and organized at i3S-Institute for Research & Innovation in Health /IBMC- Institute of Molecular and Cell Biology, a biomedical research institution with a strong tradition of training, including a dedicated Advanced Training Unit. IBMC organizes training in laboratory animal science since 2005, with two course formats characterized as Introductory and Advanced. Introductory courses are directed at early stage researchers and were originally planned following the recommendations of former FELASA Category B (persons carrying out animal experiments) and later adapted to EU Directive 2010/63 Functions A and D. These courses are held 3 to 4 times per year and each course is spaced over time, with two to three months duration. Advanced courses target researchers who design and coordinate experiments with animals. Traditionally one course edition is organized per semester with an intensive program, 10 working days. In 2008 this course
(* ) Article 23 of EU Directive 2010/63 established that staff working with animals shall be adequately educated according following functions:
(A) Carrying out procedures on animals (B) Designing procedures and projects (C) Taking care of animals
(D) Killing animals
was accredited by FELASA for category C (persons responsible for directing animal experiments), being this accreditation renewed in 2017 for the EU Directive 2010/63 Functions A, B and D, species-specific for Mouse, Rat, Fish and Zebrafish (FELASA course reference F020/08). Both training formats include a theoretical component, with classroom and online learning, practical sessions and evaluation. The Introductory course involves a period of tutor-led training, while the Advanced course also integrates group-assignment approaches. Paper I (Chapter 3) integrates a comparative table with description of the different programs of LAS training Courses in Materials and Methods section.
PARTICIPANTS
The participants enrolled in Laboratory Animal Science training between 2012 and 2021, in Introductory and in Advanced courses. When applicable, sample characterization is presented in each paper, separately.
METHODS
Paper I (chapter 3) | Students’ acceptance of e-learning approaches in Laboratory Animal Science Training
Paper I explores the acceptance and perception of the use of e-learning in laboratory animal science training. For this study three questionnaires were specifically developed; (1) a Sociodemographic and Professional Questionnaire (SDPQ), (2) a Students’ Expectations of E-learning in Laboratory Animal Science (SEELAS), and (3) a Questionnaire of E- learning Acceptance (QELA) as indicated in table 1.
General acceptance score was calculated using the sum of the five subscales items.
The questionnaires described above are provided in Appendix I.
Paper II and III (chapter 4 and 5) | The methodology to develop a global rating scale for the assessment of researchers' competence and the implementation of OSLASE.
These two papers focused on the researchers’ practical competence assessment.
In the first study (paper II) the methodology to develop an assessment scale is presented with description of the different phases throughout the process until the final scale version.
The final Global Rating Scales (GRSs) are provided in Appendix II.
The second study (III) addressed the implementation of the practical assessment - OSLASE. The exam was conducted in the context of introductory and advanced training during 3 consecutive years (2018 -2021). This study focused particularly on the analysis of interrater reliability and trainees OSLASE acceptability. Briefly, assessors’ agreement was assessed through Weighted Kappa (Kw) and percentage of absolute agreement (% of
agreement) after assessors conduct the exam, using the previously developed GRSs, to a minimum of 82 performances. This study analysed trainees experience using focus groups.
DATA ANALYSIS
The statistical analyses performed for Paper I and Paper III were distinct, as detailed separately in each paper. The data analyses of students’ acceptance (paper I) and inter- rater agreement (paper III) were conducted using IBM SPSS (25.0 version). Trainees’
acceptability of the exam (paper III) was analysed using content analysis, with the software NVivo (QSR International 2022) version 12.
ETHICAL APPROVAL
Data collection with human participants (instrument application in the courses context and group interviews) were performed under approvals from the Joint Ethics Committee CHUP/ICBAS with the reference 2019/CE/P014(292/CETI/ICBAS) and 2021/CE/P013(P353/CETI/ICBAS).
3 Regarding QELA questionnaire a 28-item version was administered to students in the introductory course, excluding four items related to the flipped classroom approach and thus not adjusted to that course format.
Table 1 | Questionnaire developed for Students’ acceptance of e-learning approaches in Laboratory Animal Science Training (paper I)
Characteristics Information collected
SDPQ 5-item closed question respondents’ demographic information (gender, age, highest level of education completed, area of specialization, and current position/occupation.
SEELAS 7-item closed question respondents’ expectations of the use of e-learning at the start of the LAS course (e.g., difficulty, efficacy) and their previous experience with e-learning platforms.
QELA 32-item closed questions3 likert-type scale comprises five subscales
Personal perception of the e-learning use Satisfaction with the e-learning contents
Satisfaction with the e-learning organization Time management
E-learning practical influence