American Association for Laboratory Animal Science

Epidemiological and experimental data have indicated the beneficial and adverse effectsof estrogenic replacement therapy. In the present study, we explored the effect ofethinylestradiol (EE) and 17β-estradiol (E2) on screening tests, prothrombintime (PT) and activated partial thromboplastin time (APTT), as well as the activity ofcoagulation factors (FVII, FX, FXI, and FXII) in male Wistar rats. Animals were injectedsubcutaneously during three consecutive days with EE or E2 (1, 3, 10, and 30mg/kg) and propylene glycol (0.3 ml; vehicle, V). EE produced significant increments(P<0.05) on PT (8, 13, 15, and 10%) and APTT (32, 35, and 28%),whereas E2 did not show any effect. EE diminished the activity of factors VII(−10, −13, and −10%) and X (−10, −9, −15, and −14%; P<0.05), andE2 (1 mg/kg) produced a modest increment (8%; P<0.05) onFX only. E2 (10 mg/kg) showed a diminution of 9% (P<0.05),while EE did not produce any response on factor XII. EE diminished (−15, −14, −19, and−17%) but E2 augmented (10, 14, 24, and 24%) factor XI activity(P<0.05). Our findings suggest that EE and E2 producedifferent effects on coagulation and that EE seems to act across an inhibitory mechanismof coagulation factor activity in the present experimental model.

Computer-based training is potentially a useful means of gaining proficiency in various aspects of laboratory animal science. The authors present an overview of the AALAS Learning Library (ALL), an internet-based training system that was established in 2003 and is widely used for technician certification training and for IACUC-mandated training. To evaluate the effectiveness of the ALL as a tool for general training and for achieving certification, the AALAS Online Learning Committee initiated a review of the online courses. The authors analyzed the numbers of users who accessed different types of courses and completed exams in those courses. They also correlated ALL usage with pass rates in technician certification exams. Results suggest that the ALL is a highly effective method of training, particularly for technician certification.

The field of laboratory animal medicine is experiencing a serious shortage of appropriately trained veterinarians for both clinically related and research-oriented positions within academia, industry, and government. Recent outreach efforts sponsored by professional organizations have stimulated increased interest in the field. It is an opportune time to critically review and evaluate postgraduate training opportunities in the United States and Canada, including formal training programs, informal training, publicly accessible training resources and educational opportunities, and newly emerging training resources such as Internet-based learning aids. Challenges related to each of these training opportunities exist and include increasing enrollment in formal programs, securing adequate funding support, ensuring appropriate content between formal programs that may have diverse objectives, and accommodating the training needs of veterinarians who enter the field by the experience route. Current training opportunities and resources that exist for veterinarians who enter and are established within the field of laboratory animal science are examined. Strategies for improving formal laboratory animal medicine training programs and for developing alternative programs more suited to practicing clinical veterinarians are discussed. In addition, the resources for high-quality continuing education of experienced laboratory animal veterinarians are reviewed.