EDUCATION AND TRAINING IN THE CARE AND USE OF LABORATORY ANIMALS:Provided by the Animal Welfare
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NATIONAL ACADEMY PRESS
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NOTICE: The project that is the subject of this report was approved by the Governing Board of the National Research Council, whose members are drawn from the councils of the National Academy of Sciences, National Academy of Engineering, and Institute of Medicine. The members of the committee responsible for the report were chosen for their special competences and with regard for appropriate balance.
This report has been reviewed by a group other than the authors according to procedures approved by a Report Review Committee consisting of members of the National Academy of Sciences, National Academy of Engineering, and Institute of Medicine.
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The National Research Council was established by the National Academy of Sciences in 1916 to associate the broad community of science and technology with the Academy's purposes of furthering knowledge and advising the federal government. Functioning in accordance with general policies determined by the Academy, the Council has become the principal operating agency of both the National Academy of Sciences and National Academy of Engineering in the conduct of their services to the government, the public, and the scientific and engineering communities. The Council is administered jointly by both Academies and the Institute of Medicine. Dr. Frank Press and Dr. Robert M. White are chairman and vice-chairman, respectively, of the National Research Council.
This project was supported by the U.S. Army Medical Research and Development Command (USAMRDC) through grants DAMD17-88-2-8016 and DAMD17-87-G-7021. The views, opinions, and/or findings contained in this report are those of the committee and should not be construed as an official Department of Army position, policy, or decision unless so designated by other documentation.
Education and Training in the Care and Use of Laboratory Animals: A Guide for Developing Institutional Programs / Committee on Educational Programs in Laboratory Animal Science, Institute of Laboratory Animal Resources, Commission on Life Sciences, National Research Council. p. cm. Includes bibliographical references. 1. Laboratory animals. 2. Animal welfare. I. Institute of Laboratory Animal Resources (U.S.). Committee on Educational Programs in Laboratory Animal Science. SF406.E38 1990 636.088þ5þdc20 90-49571 CIP ISBN 0- 309-04382-4 Copyright þ 1991 by the National Academy of Sciences Permission for limited reproduction of portions of this book for educational purposes, but not for sale, may be granted on receipt of a written request to the National Academy Press, 2101 Constitution Avenue, Washington, DC 20418. Printed in the United States of America
Gale D. Taylor (Chairman), Program in Laboratory Animal Medicine, University of Illinois, Urbana
Lynn C. Anderson, Laboratory Animal Resources, Merck Sharp Dohme Research Laboratories, Rahway, New Jersey
David A. Blake, The Johns Hopkins University, School of Medicine, Baltimore, Maryland
Lynn Dahm, Health Sciences Center for Educational Resources, University of Washington, Seattle
Thomas E. Darby, Lab Products, Inc., Maywood, New Jersey
John E. Harkness, Mississippi State University, College of Veterinary Medicine, Mississippi State
James F. Harwell, National Center for Research Resources, National Institutes of Health, Bethesda, Maryland
Steven P. Pakes (Chairman), The University of Texas Southwestern Medical Center, Dallas
June R. Aprille, Tufts University, Medford, Massachusetts
Melvin W. Balk, Charles River Laboratories, Inc., Wilmington, Massachusetts
Douglas M. Bowden, University of Washington, Seattle
Lester M. Crawford, U.S. Department of Agriculture, Washington, D.C.
Thomas J. Gill III, University of Pittsburgh School of Medicine, Pittsburgh, Pennsylvania
Alan M. Goldberg, The Johns Hopkins University, Baltimore, Maryland
Jon W. Gordon, Mt. Sinai School of Medicine, New York, New York
Margaret Z. Jones, Michigan State University, East Lansing
Michael D. Kastello, Merck Sharp & Dohme Research Laboratories, Rahway, New Jersey
Robert H. Purcell, National Institute of Allergy University Press. 173 pp.
Laboratory Manual for Basic Biomethodology of Laboratory Animals. R. Hitzelberg, E. Lundgren, and J. Phillips. Vol. I: Mice, Rats, Guinea Pigs and Rabbits, 1985; Vol. II: Dog, Cat, Primate, 1987. Silver Spring, MD: MTM Associates, Inc.
Methods in Animal Physiology. Z. Deyl and J. Zicha, eds. 1988. Boca Raton, FL: CRC Press. 448 pp.
Principles of Proper Laboratory Animal Use in Research. G.R. Novak and R. Hitzelberg. 1989. Silver Spring, MD: MTM Associates, Inc. 171 pp.
The UFAW Handbook on the Care and Management of Laboratory Animals. 5th ed. Universities Federation for Animal Welfare (UFAW) Staff, ed. 1976. Edinburgh: Churchill Livingstone. 635 pp.
Carnivores
*Anatomy of the Dog. M.E. Miller, C. Christensen, and H.E. Evans. 1964. Philadelphia: W.B. Saunders. 941 pp.
*Biology and Diseases of the Ferret. J.G. Fox. 1988. Philadelphia: Lea & Febiger. 345 pp.
Canine Research Environment. J.A. Mench and L. Krulisch, eds. 1990. Bethesda, MD: Scientists Center for Animal Welfare. 82 pp. (Available from: SCAW, 4805 St. Elmo Avenue, Bethesda, MD 20814.)
Laboratory animal management: Cats. Institute of Laboratory Animal Resources Committee on Cats. 1978. ILAR News 21(3):C1-C20.
Domestic Animals
*The Biology of the Pig. W.G. Pond and K.A. Houpt. 1978. Ithaca, New York: Comstock Publishing. 371 pp.
The Calf. Management and Feeding. 3rd ed. J.H.B. Roy. 1970. University Park: Pennsylvania State University Press. 183 pp.
The Calf. Nutrition and Health. 3rd ed. J.H.B. Roy. 1970. University Park: Pennsylvania State University Press. 164 pp.
The Care and Management of Farm Animals. 2nd ed. W.N. Scott, ed. 1978. London: Bailliere Tindall. 254 pp.
Essentials of Pig Anatomy. W.O. Sack. 1982. Ithaca, NY: Veterinary Textbooks. 192 pp.
Guide to Ruminant Anatomy Based on the Dissection of the Goat. P.D. Garrett. 1988 ed. Ames, IA: Iowa State University Press. 102 pp.
Horse Behavior: The Behavioral Traits and Adaptations of Domestic and Wild Horses, Including Ponies. G.H. Waring. 1983. Park Ridge, NJ: Noyes Publications. 292 pp.
Ruminants: Cattle, Sheep, and Goats. Guidelines for the Breeding, Care, and Management of Laboratory Animals. Institute of Laboratory Animal Resources Subcommittee on Standards for Large (Domestic) Laboratory Animals, Committee on Standards. 1974. Washington, DC: National Academy of Sciences. 72 pp.
Nonhuman Primates
The Anatomy of the Rhesus Monkey (Macaca mulatta). C.G. Hartman and W.L. Strauss, Jr., eds. 1933. Baltimore, MD: Williams & Wilkins. 383 pp. (Reprinted in 1970 by Hafner, New York).
An Atlas of Comparative Primate Hematology. H.J. Huser. 1970. New York: Academic Press. 405 pp.
Behavior and Pathology of Aging in Rhesus Monkeys. R.T. Davis and C.W. Leather. 1985. New York: Alan R. Liss. 380 pp.
Captivity and BehaviorþPrimates in Breeding Colonies, Laboratories and Zoos. J. Erwin, T.L. Maple, and G. Mitchell, eds. 1979. New York: Van Nostrand Reinhold. 286 pp.
Effects of environmental conditions on the psychological well-being of primates: A review of the literature. W.L. oolverton, N.A. Ator, P.M. Beardsley, and M.E. Carroll. 1989. Life Sci. 44:901-917.
A Handbook of Living Primates: Morphology, Ecology, and Behavior of Nonhuman Primates. J.R. Napier and P.H. Napier. 1967. London: Academic Press. 456 pp.
Housing, Care and Psychological Wellbeing of Captive and Laboratory Primates. E.F. Segal, ed. 1989. Park Ridge, NJ: Noyes Publications. 544 pp.
Laboratory animal management: Nonhuman primates. Institute of Laboratory Animal Resources, Subcommittee on Care and Use, Committee on Nonhuman Primates. 1980. ILAR News 23(2-3):P1-P44.
Laboratory Primate Handbook. R.A. Whitney, Jr., D.J. Johnson, and W.C. Cole. 1973. New York: Academic Press. 169 pp.
Living New World Monkeys (Platyrrhini). Vol. 1. P. Hershkovitz. 1977. Chicago: University of Chicago Press. 117 pp.
Macaca mulatta. Management of a Laboratory Breeding Colony. D.A. Valerio, R.L. Miller, J.R.M. Innes, K.D. Courtney, A.J. Pallotta, and R.M. Guttmacher. 1969. New York: Academic Press. 140 pp.
Primates: Comparative Anatomy and Taxonomy. Vols. 1-7. W. C. O. Hill, ed. 1953-1974. New York: Interscience Publishers.
The Squirrel Monkey. L.A. Rosenblum and R.W. Cooper, eds. 1968. New York: Academic Press. 451 pp.
Well-Being of Nonhuman Primates in Research. J.A. Mench and L. Krulisch, eds. 1990. Bethesda, MD: Scientists Center for Animal Welfare. 86 pp. (Available from: SCAW, 4805 St. Elmo Avenue, Bethesda, MD 20814.)
Rabbits
Atlas d'Anatomie du Lapin [Atlas of Rabbit Anatomy]. 1973. Paris: Masson. 219 pp.
Atlas d'Histologie du Lapin [Histological Atlas of the Rabbit]. 1975. Paris: Librairie Maloine. 310 pp.
The Biology and Medicine of Rabbits and Rodents. 3rd ed. J.E. Harkness and J.E. Wagner. 1989. Philadelphia: Lea & Febiger. 230 pp.
*The Biology of the Laboratory Rabbit. S.H. Weisbroth, R.E. Flatt, and A.L. Kraus, eds. 1974. New York: Academic Press. 496 pp.
Laboratory Anatomy of the Rabbit. 2nd ed. C.A. McLaughlin and R.B. Chiasson. 1979. Dubuque, IA: Wm. C. Brown. 68 pp.
A Laboratory Guide to the Anatomy of the Rabbit. 2nd ed. E.H. Craigie. 1966. Toronto: University of Toronto Press. 115 pp.
Necropsy Guide: Rodents and the Rabbit. D.B. Feldman and J.C. Seely, eds. 1988. Boca Raton, FL: CRC Press. 176 pp.
The Rabbit: A Model for the Principles of Mammalian Physiology and Surgery. H.N. Kaplan and E.H. Timmons. 1979. New York: Academic Press. 167 pp.
Rabbit Feeding and Nutrition. P.R. Cheeke. 1987. Orlando, FL: Academic Press. 376 pp.
Rodents
Anatomy of the Guinea Pig. G. Cooper and A.L. Schiller. 1975. Cambridge, MA: Harvard University Press. 417 pp.
Anatomy of the Laboratory Rat. R. Hebel and M.W. Stromberg. 1976. Baltimore, MD: Williams & Wilkins. 173 pp.
Anatomy of the Rat. E.C. Greene. Reprinted 1970. New York: Hafner. 370 pp.
The Biology and Medicine of Rabbits and Rodents. 3rd ed. J.E. Harkness and J.E. Wagner. 1989. Philadelphia: Lea & Febiger. 230 pp.
The Biology of the Guinea Pig. J.E. Wagner and P.J. Manning, eds. 1976. New York: Academic Press. 317 pp.
Biology of the House Mouse. Symposia of the Zoological Society of London. No. 47. R.J. Berry, ed. 1981. London: Academic Press. 715 pp.
A Colour Atlas of the RatþDissection Guide. R.J. Olds and J.R. Olds. 1979. London: Wolfe Medical Publications Ltd. 112 pp.
The Golden Hamster: Its Biology and Use in Medical Research. R.A. Hoffman, P.F. Robinson, and H. Magalhaes, eds. 1968. Ames, IA: Iowa State University Press. 545 pp.
Handbook on the Laboratory Mouse. C.G. Crispens, Jr. 1975. Springfield, Ill.: Charles C Thomas. 267 pp.
Histological Atlas of the Laboratory Mouse. W.D. Gude, G.E. Cosgrove, and G.P. Hirsch. 1982. New York: Plenum. 151 pp.
*Immunodeficient Rodents: A Guide to Their Immunobiology, Husbandry, and Use. National Research Council. 1989. A report of the Institute of Laboratory Animal Resources Committee on Immunologically Compromised Rodents. Washington, DC: National Academy Press. 246 pp.
*Laboratory animal management: Rodents. Institute of Laboratory Animal Resources Committee on Rodents. 1977. ILAR News 20(3):L1-L15.
Laboratory Hamsters. G.L. Van Hoosier, Jr. and C.W. McPherson, eds. 1987. Orlando, FL: Academic Press. 400 pp.
*The Laboratory Rat. H.J. Baker, J.R. Lindsey, and S.H. Weisbroth, eds. Vol. I, Biology and Diseases, 1979, 435 pp.; Vol. II, Research Applications, 1980, 276 pp. New York: Academic Press.
Long-term holding of laboratory rodents. Institute of boratory Animal Resources Committee on Long-Term Holding of Laboratory Rodents. 1976. ILAR News 19(4):L1-L25.
*The Mouse in Biomedical Research. H.L. Foster, J.D. Small, and J.G. Fox, eds. Vol. I, History, Genetics, and Wild Mice, 1981, 306 pp.; Vol. II, Diseases, 1982, 449 pp.; Vol. III, Normative Biology, Immunology, and Husbandry, 1983, 447 pp.; Vol. IV, Experimental Biology and Oncology, 1982, 561 pp. New York: Academic Press.
Necropsy Guide: Rodents and the Rabbit. D.B. Feldman and J.C. Seely, eds. 1988. Boca Raton, FL: CRC Press. 176 pp.
Research Techniques in the Rat. C. Petty. 1982. Springfield, IL: Charles C Thomas. 382 pp.
Other Animals
Laboratory Anatomy of the Turtle. L.M. Ashley. 1955. Dubuque, Iowa: Wm. C. Brown. 50 pp.
Laboratory Animal Management: Marine Invertebrates. National Research Council. 1981. A report of the Institute of Laboratory Animal Resources Committee on Marine Invertebrates. Washington, DC: National Academy Press. 382 pp.
*Laboratory Animal Management: Wild Birds. Institute of Laboratory Animal Resources Subcommittee on Birds, Committee on Standards. 1977. Washington, DC: National Academy of Sciences. 116 pp.
Mammals of the Sea. S.H. Ridgway, ed. 1972. Springfield, IL: Charles C. Thomas. 830 pp.
Physiology and Behaviour of the Pigeon. M. Abs, ed. 1983. London: Academic Press. 360 pp.
The Pigeon. W.M. Levi. 1974 (reprinted 1981). Sumter, SC: Levi Publishing. 667 pp.
Genetics and Probability in Animal Breeding Experiments. E.L. Green. 1981. New York: Oxford University Press. 271 pp.
Genetic Monitoring of Inbred Strains of Rats. A Manual on Colony Management, Basic Monitoring Techniques, and Genetic Variants of the Laboratory Rat. H.J. Hedrich, ed. In press. Stuttgart: Gustav Fischer Verlag.
Genetic Variants and Strains of the Laboratory Mouse. 2nd ed. M.F. Lyon and A.G. Searle, eds. 1989. Oxford: Oxford University Press. 876 pp.
Holders of inbred and mutant mice in the United States. Including the rules for standardized nomenclature of inbred strains, gene loci, and biochemical variants. D.D. Greenhouse, ed. 1984. ILAR News 27(2):1A-30A.
Inbred and Genetically Defined Strains of Laboratory Animals. P.L. Altman and D.D. Katz, eds. 1979. Part 1, Mouse and Rat, 418 pp.; Part 2, Hamster, Guinea Pig, Rabbit, and Chicken, 319 pp. Bethesda, MD: Federation of American Societies for Experimental Biology. (Available from: Pergamon Press, Inc., Maxwell House, Fairview Park, Elmsford, NY 10523.)
Inbred Strains in Biomedical Research. M.F.W. Festing. 1979. London: Macmillan. 483 pp.
International standardized nomenclature for outbred stocks of laboratory animals. International Committee on Laboratory Animals (now called International Council for Laboratory Animal Science or ICLAS). 1972. A report of the Working Party to prepare an International Nomenclature System for Outbred Animals. ICLA Bull. 30:4-17. (Available from: ILAR, National Research Council, 2101 Constitution Avenue, Washington, DC 20418.)
Laboratory animal management: Genetics. Institute of Laboratory Animal Resources. 1979. ILAR News 23(1):A1-A16.
Origins of Inbred Mice. H.C. Morse, ed. 1978. New York: Academic Press. 719 pp.
Control of diets in laboratory animal experimentation. Institute of Laboratory Animal Resources Committee on Laboratory Animal Diets. 1978. ILAR News 21(2):A1-A12.
Effect of Environment on Nutrient Requirements of Domestic Animals. National Research Council. 1981. A report of the Board on Agriculture and Renewable Resources Subcommittee on Environmental Stress, Committee on Animal Nutrition. Washington, DC: National Academy Press. 152 pp.
Feeding and Nutrition of Nonhuman Primates. R.S. Harris, ed. 1970. New York: Academic Press.310 pp.
Feeds and Feeding. 3rd ed. A.E. Cullison. 1981. Reston, VA: Reston Publishing. 600 pp.
Nutrient Requirements of Beef Cattle. 6th rev. ed. National Research Council. 1984. Nutrient Requirements of Domestic Animals Series. A report of the Board on Agriculture Subcommittee on Beef Cattle Nutrition, Committee on Animal Nutrition. Washington, DC: National Academy Press. 90 pp.
Nutrient Requirements of Cats. Rev. ed. Board on Agriculture and Renewable Resources Panel on Cat Nutrition, Subcommittee on Laboratory Animal Nutrition, Committee on Animal Nutrition. 1978. Nutrient Requirements of Domestic Animals Series. Washington, DC: National Academy of Sciences. 49 pp. (See also Taurine Requirement of the Cat.)
Nutrient Requirements of Dairy Cattle. 5th rev. ed. Board on Agriculture and Renewable Resources Subcommittee on Dairy Cattle Nutrition, Committee on Animal Nutrition. 1978. Nutrient Requirements of Domestic Animals Series. Washington, DC: National Academy of Sciences. 76 pp.
Nutrient Requirements of Dogs. Rev. ed. Board on Agriculture and Renewable Resources Subcommittee on Dog Nutrition, Committee on Animal Nutrition. 1974. Nutrient Requirements of Domestic Animals Series. Washington, DC: National Academy of Sciences. 71 pp.
Nutrient Requirements of Goats: Angora, Dairy, and Meat Goats in Temperate and Tropical Countries. National Research Council. 1981. Nutrient Requirements of Domestic Animals Series. A report of the Board on Agriculture and Renewable Resources Subcommittee on Goat Nutrition, Committee on Animal Nutrition. Washington, DC: National Academy Press. 84 pp.
Nutrient Requirements of Horses. 4th rev. ed. Board on Agriculture and Renewable Resources Subcommittee on Horse Nutrition, Committee on Animal Nutrition. 1978. Nutrient Requirements of Domestic Animals Series. Washington, DC: National Academy of Sciences. 33 pp.
Nutrient Requirements of Laboratory Animals. 3rd rev. ed. Board on Agriculture and Renewable Resources Subcommittee on Laboratory Animal Nutrition, Committee on Animal Nutrition. 1978. Nutrient Requirements of Domestic Animals Series. Washington, DC: National Academy of Sciences. 96 pp.
Nutrient Requirements of Nonhuman Primates. Board on Agriculture and Renewable Resources Panel on Nonhuman Primate Nutrition, Subcommittee on Laboratory Animal Nutrition, Committee on Animal Nutrition. 1978. Nutrient Requirements of Domestic Animals Series. Washington, DC: National Academy of Sciences. 83 pp.
Nutrient Requirements of Poultry. 8th rev. ed. National Research Council. 1984. Nutrient Requirements of Domestic Animals Series. A report of the Board on Agriculture Subcommittee on Poultry Nutrition, Committee on Animal Nutrition. Washington, DC: National Academy Press. 71 pp.
Nutrient Requirements of Rabbits. 2nd rev. ed. Board on Agriculture and Renewable Resources Subcommittee on Rabbit Nutrition, Committee on Animal Nutrition. 1977. Nutrient Requirements of Domestic Animals Series. Washington, DC: National Academy of Sciences. 30 pp.
Nutrient Requirements of Sheep. 5th rev. ed. Board on Agriculture and Renewable Resources Subcommittee on Sheep Nutrition, Committee on Animal Nutrition. 1975. Nutrient Requirements of Domestic Animals Series. Washington, DC: National Academy of Sciences. 72 pp.
Nutrient Requirements of Swine. 8th rev. ed. Board on Agriculture and Renewable Resources Subcommittee on Swine Nutrition, Committee on Animal Nutrition. 1979. Nutrient Requirements of Domestic Animals Series. Washington, DC: National Academy of Sciences. 52 pp.
Nutrition and Disease in Experimental Animals. W.D. Tavernor, ed. 1970. London: Bailliere, Tindall and Cassell. 165 pp.
Rabbit Feeding and Nutrition. P.R. Cheeke. 1987. Orlando, FL: Academic Press. 376 pp.
Taurine Requirement of the Cat. National Research Council. 1981. A report of the Board on Agriculture and Renewable Resources Ad Hoc Panel on Taurine Requirement of the Cat, Committee on Animal Nutrition. Washington, DC: National Academy Press. 4 pp.
United StatesþCanadian Tables of Feed Composition. 3rd rev. ed. National Research Council. 1982. A report of the Board on Agriculture and Renewable Resources Subcommittee on Feed Composition, Committee on Animal Nutrition. Washington, DC: National Academy Press. 148 pp.
Vitamins in Animal Nutrition. Comparative Aspects to Human Nutrition. L.R. McDowell. 1989. San Diego: Academic Press. 486 pp.
Allergy to laboratory animals in laboratory technicians and animal keepers. G. Agrup, L. Belin, L. Sjostedt, and S. Skerfving. 1986. Brit. J. Indust. Med. 43: 192-198.
Biohazards and Zoonotic Problems of Primate Procurement, Quarantine and Research. M.L. Simmons, ed. 1975. Cancer Research Safety Monograph Series, Vol. 2. DHEW Pub. No. (NIH) 76-890. Washington, DC: U.S. Department of Health, Education, and Welfare. 137 pp.
Biological Safety Manual for Research Involving Oncogenic Viruses. National Cancer Institute. 1976. DHEW Pub. No. 76-1165. Washington, DC: U.S. Department of Health, Education, and Welfare.
*Biosafety in Microbiological and Biomedical Laboratories. 2nd ed. Centers for Disease Control and National Institutes of Health. 1988. DHHS Pub. No. (NIH) 88-8395. Washington, DC: U.S. Department of Health and Human Services. 139 pp. Classification of Etiologic Agents on the Basis of Hazard. 4th ed. U.S. Public Health Service Ad Hoc Committee on the Safe Shipment and Handling of Etiologic Agents. 1974. Washington, DC: U.S. Department of Health, Education, and Welfare.
*Control of biohazards associated with the use of experimental animals. W.E. Barkley and J.H. Richardson. 1984. Pp. 595-602 in Laboratory Animal Medicine, J.G. Fox, B.J. Cohen, and F.M. Loew, eds. Orlando, FL: Academic Press.
Design Criteria for Viral Oncology Research Facilities. National Cancer Institute. 1975. DHEW Pub. No. (NIH) 76-891. Washington, DC: U.S. Department of Health, Education, and Welfare. 24 pp.
Diseases Transmitted From Animals to Man. 6th ed. W.T. Hubbert, W.F. McCulloch, and P.R. Schnurrenberger, eds. 1975. Springfield, IL: Charles C. Thomas. 1,206 pp.
Guidelines for Carcinogen Bioassay in Small Rodents. J.M. Sontag, N.P. Page, and U. Saffiotti. 1976. DHEW Pub. No. (NIH) 76-801. Washington, DC: U.S. Department of Health, Education, and Welfare. 65 pp.
Handbook of Laboratory Safety. 3rd ed. A.K. Furr, ed. 1990. Boca Raton, FL: CRC Press. 704 pp.
Laboratory Acquired Infections. 2nd ed. C.H. Collins. 1988. Boston: Butterworth. 288 pp.
Laboratory safety for arboviruses and certain other viruses of vertebrates. Subcommittee on Arbovirus Safety, American Committee on Arthropod-Borne Viruses. 1980. Am. J. Trop. Med. Hyg. 29:1359-1381.
National Cancer Institute Safety Standards for Research Involving Oncogenic Viruses. National Cancer Institute. 1974. DHEW Pub. No. (NIH) 78-790. Washington, DC: U.S. Department of Health, Education, and Welfare. 20 pp.
*NIH Guidelines for the Laboratory Use of Chemical Carcinogens. National Institutes of Health. 1981. NIH Pub. No. 81-2385. Washington, DC: U.S. Department of Health and Human Services. 15 pp.
An Outline of the Zoonoses. P.R. Schnurrenberger and W.T. Hubbert. 1981. Ames, IA: Iowa State University Press. 157 pp.
Potential for accidental microbial aerosol transmission in the biological laboratory. R.L. Dimmick, W.F. Vogl, and M.A. Chatigny. 1973. Pp. 246-266 in Biohazards in Biological Research, A. Hellman, M.N. Oxman, and R. Pollack, eds. Cold Spring Harbor, NY: Cold Spring Harbor Laboratory.
Safe Laboratories: Principles and Practices for Design and Remodeling. P. Ashbrook and M. Renfrew, eds. 1990. Boca Raton, FL: Lewis Publishers. 135 pp.
Selected zoonoses and other health hazards. J.G. Fox, C.E. Newcomer, and H. Rozmiarek. 1984. Pp. 614-648 in Laboratory Animal Medicine, J.G. Fox, B.J. Cohen, and F.M. Loew, eds. Orlando, FL: Academic Press.
Toxoplasmosis of Animals and Man. J.P. Dubey and C.P. Beattie. 1988. Boca Raton, FL: CRC Press. 220 pp.
Clinical Textbook for Veterinary Technicians. D.M. McCurnin. 1985. Philadelphia: W.B. Saunders. 511 pp.
Color Atlas of Comparative Veterinary Hematology. C.M. Hawkey and T.B. Dennett. 1989. Ames, IA: Iowa State University Press. 192 pp.
Color Atlas of Diseases and Disorders of the Pig. W.J. Smith, D.J. Taylor, and R.H.C. Penny. 1990. Ames: Iowa State University Press. 192 pp.
Color Atlas of Veterinary Histology. W.J. Bacha, Jr. and L.M. Wood. 1990. Philadelphia: Lea & Febiger. 269 pp.
Comparative Neuropathology. J.R.M. Innes and L.Z. Saunders, eds. 1962. New York: Academic Press. 839 pp.
Current Veterinary Therapy. VIII. Small Animal Practice. 6th ed. R.W. Kirk, ed. 1983. Philadelphia: W.B. Saunders. 1,267 pp.
Handbook of Veterinary Drugs: A Compendium for Research and Clinical Use. I.S. Rossoff. 1975. New York: Springer Publishing. 730 pp.
An Introduction to Comparative Pathology: A Consideration of Some reactions of Human and Animal Tissues to Injurious Agents. G.A. Gresham and A.R. Jennings. 1962. New York: Academic Press. 412 pp.
Introduction to Veterinary Pathology. N.F. Cheville. 1988. Ames: Iowa State University Press. 537 pp.
Laboratory Profiles of Small Animal Diseases. C. Sodikoff. 1981. Santa Barbara, CA: American Veterinary Publications. 215 pp.
Nutrition and Disease in Experimental Animals. W.D. Tavernor, ed. 1970. Proceedings of a symposium organized by the British Small Animal Veterinary Association, the British Laboratory Animal Veterinary Association, and the Laboratory Animal Scientific Association. London: Bailliere, Tindall and Cassell. 165 pp.
Outline of Veterinary Clinical Pathology. 3rd. ed. M.M. Benjamin. 1978. Ames, IA: Iowa State University Press. 352 pp.
Parasites of Laboratory Animals. R.J. Flynn. 1973. Ames, IA: Iowa State University Press. 884 pp.
Pathology of Aging Rats. J.D. Burek. 1975. Boca Raton, FL: CRC Press. 230 pp.
Pathology of Laboratory Animals. 2 Vols. K. Benirschke, F.M. Garner, and T.C. Jones. 1978. New York: Springer Verlag. 2,171 pp. plus indexes.
The Pathology of Laboratory Animals. W.E. Ribelin and J.R. McCoy, eds. 1965. Springfield, IL: Charles C Thomas. 436 pp.
The Problems of Laboratory Animal Disease. R.J.C. Harris, ed. 1962. New York: Academic Press. 265 pp.
Textbook of Veterinary Internal Medicine: Diseases of the Dog and Cat. 2nd ed. 2 Vols. S.J. Ettinger, ed. 1983. Philadelphia: W.B. Saunders. 2,260 pp.
Veterinary Clinical Parasitology. 5th ed. M.W. Sloss and R.L. Kemp. 1978. Ames, IA: Iowa State University Press. 276 pp.
Veterinary Clinical Pathology. 3rd ed. E.H. Coles. 1980. Philadelphia, PA: W.B. Saunders. 562 pp.
Veterinary Pathology. 5th ed. T.C. Jones and R.D. Hunt. 1983. Philadelphia: Lea & Febiger. 1,792 pp.
Veterinary Pharmacology and Therapeutics. 5th ed. L.M. Jones, N.H. Booth, and L.E. McDonald. 1982. Ames, IA: Iowa State University Press. 1,134 pp.
Carnivores
Biology and Diseases of the Ferret. J.G. Fox. 1988. Philadelphia: Lea & Febiger. 345 pp.
Domestic Animals
Current Veterinary Therapy. Food Animal Practice. J.L. Howard, ed. 1981. Philadelphia: W.B. Saunders. 1,233 pp.
Diseases of Poultry. 8th ed. M.S. Hofstad, B.W. Calnek, C.F. Helmboldt, W.J. Reid, and H.W. Yoder, Jr., eds. 1984. Ames, IA: Iowa State University Press. 832 pp.
Diseases of Sheep. R. Jensen. 1974. Philadelphia: Lea & Febiger. 389 pp.
Diseases of Swine. 5th ed. A.D. Leman, R.D. Glock, W.L. Mengeling, R.H.C. Penny, E. Scholl, and B. Straw, eds. 1981. Ames, IA: Iowa State University Press. 844 pp.
Nematode Parasites of Domestic Animals and of Man. N.D. Levine. 1968. Minneapolis, MN: Burgess Publishing. 600 pp.
Pathology of Domestic Animals. 3rd ed. K.V.F. Jubb and P.C. Kennedy. 1985. Vol. 1, 593 pp.; Vol. 2, 613 pp.; Vol. 3, 527 pp. New York: Academic Press.
Fishes
Diseases of Fishes. 1971. Book 2A, Bacterial Diseases of Fishes, G.L. Bullock, D.A. Conroy, and S.F. Snieszko, 151 pp.; Book 2B, Identification of Fish Pathogenic Bacteria, G.L. Bullock, 41 pp. Neptune, NJ: T.F.H. Publications.
Diseases of Fishes. Book 4, Fish Immunology. D.P. Anderson. 1974. Neptune, NJ: T.F.H. Publications. 240 pp.
Diseases of Fishes. Book 5, Environmental Stress and Fish Diseases. G.A. Wedemeyer, F.P. Meyer, and L. Smith. 1976. Neptune, NJ: T.F.H. Publications. 192 pp.
Fish Pathology. R.J. Roberts, ed. 1978. London: Bailliere Tindall. 328 pp.
Parasites of Freshwater Fishes: A Review of Their Treatment and Control. G.L. Hoffman and F.P. Meyer. 1974. Neptune, NJ: T.F.H. Publications. 224 pp.
The Pathology of Fishes. W.E. Ribelin and G. Migaki, eds. 1975. Madison: University of Wisconsin. 1,004 pp.
Systemic Pathology of Fish. A Text and Atlas of Comparative Tissue Responses in Diseases of Teleosts. H.W. Ferguson. 1989. Ames: Iowa State University Press. 263 pp.
Nonhuman Primates
Comparative Pathology in Monkeys. B.A. Lapin and L.A. Yakovleva. 1963. Springfield, IL: Charles C. Thomas. 272 pp.
Diseases of Laboratory Primates. T.C. Ruch. 1959. Philadelphia: W.B. Saunders. 600 pp.
Pathology of Simian Primates. R.N.T.W. Fiennes, ed. 1972. Part I, General Pathology; Part II, Infectious and Parasitic Diseases. Basel: S. Karger.
The Primate Malarias. G.R. Coatney, W.E. Collins, M.W. Warren, and P.G. Contacos. 1971. Washington, DC: U.S. Department of Health, Education, and Welfare. 366 pp.
Zoonoses of Primates. The Epidemiology and Ecology of Simian Diseases in Relation to Man. R.N.T.W. Fiennes. 1967. London: Weidenfeld and Nicholson. 190 pp.
Rabbits and Rodents
Color Atlas of Neoplastic and Non-neoplastic Lesions in Aging Mice. C.H. Hrith and J.M. Ward. 1988. Amsterdam: Elsevier. 109 pp.
Common Parasites of Laboratory Rodents and Lagomorphs. Laboratory Animal Handbook. D. Owen. 1972. London: Medical Research Council. 140 pp.
A guide to infectious diseases of guinea pigs, gerbils, hamsters, and rabbits. Institute of Laboratory Animal Resources Committee on Laboratory Animal Diseases. 1974. ILAR News 17(4):ID1-ID16.
Infectious Diseases of Mice and Rats. National Research Council. In press. A report of the Institute of Laboratory Animal Resources Committee on Infectious Diseases of Mice and Rats. Washington, DC: National Academy Press. (An abbreviated guide entitled Companion Guide to Infectious Diseases of Mice and Rats is also available.)
Pathology of Aging Syrian Hamsters. R.E. Schmidt, R.L. Eason, G.B. Hubbard, J.T. Young, and D.L. Eisenbrandt. 1983. Boca Raton, FL: CRC Press. 272 pp.
Pathology of Laboratory Mice and Rats. P.L. Altman, ed. 1985. Biology Databook Series. Aberdeen: Pergamon. 700 pp.
Pathology of Laboratory Rats and Mice. E. Cotchin and F.J.C. Roe, eds. 1967. Oxford: Blackwell Scientific. 848 pp.
Pathology of the Syrian hamster. F. Homburger, ed. 1972. Progr. Exp. Tumor Res. 16:1-637.
Other Animals
Disease Diagnosis and Control in North American Marine Aquaculture. C.J. Sindermann. 1977. New York: Elsevier. 329 pp.
Pathology of Zoo Animals. L.A. Griner. 1983. San Diego, CA: Zoological Society of San Diego. 608 pp.
The Principal Diseases of Lower Vertebrates. H. Reichenbach-Klinke and E. Elkan. 1965. New York: Academic Press. 600 pp.
*Design of a course to introduce research personnel in the care and use of laboratory animals. D.R. Faulkner. 1989. Lab Anim. 18(1):21-25.
An employee training program in research animal care and use. J.G. Hamner, B. Miller, and F. Ali. 1987. Lab Anim. 16(6):53-57.
*A pilot program on principles of animal experimentation for research technicians. G.L. Van Hoosier, Jr., B. Hammond, D. Johnson, and M.B. Dennis, Jr. 1985. Lab. Anim. Sci. 35:541.
Principles of Instructional Design. 3rd ed. R.M. Gagne, L.J. Briggs, and W.W. Wager. 1987. New York: Holt, Rinehart, and Winston. 384 pp.
Training for animal welfare. J. Larson. 1988. J. Am. College Toxicol. 7(4):441-446.
USDA's Perspective on Education. J.W. Glosser and P.H. York. 1988. J. Am. College Toxicol. 7(4):429-433.
No single reference includes all audiovisual materials that might in some way relate to the care and use of laboratory animals. The following organizations, however, publish catalogs that provide information on content, format, and costs of most programs available:
American Association for Laboratory Animal Science (AALAS). Publishes a catalog of slide-tape, film, and computer disc programs on all aspects of laboratory animal care and use. Maintains slide programs, primarily for training postdoctoral veterinary students, which are loaned free to members and for a fee to nonmembers. Contact: AALAS, 70 Timber Creek Drive, Cordova, TN 38018 (901-754-8621).
American Venterinary Association (AVMA). Publishes the Veterinary audiovisual Catalog, which lists programs relevant to veterinary medicine. Maintains library of films and videotapes that are loaned to members free of charge. Contact: AVMA, 930 North Meacham Road, Schaumburg, IL 60196 (800-248-2862).
Atlantic Provinces Council on the Sciences, Animal Care Committee. Published a catalog, compiled by William Threlfall (1989), entitled Audiovisual Materials Concerning the Care, Use, Behavior and General Biology of Animals, which contains a reading list and a list of audiovisual materials on a wide variety of subjects and on a large number of animal species. Contact: Dr. William Threlfall, Department of Biology, Memorial University of Newfoundland, St. John's, Newfoundland A1B 3X9, Canada (709-737-7498).
The following institutions maintain and lend or sell audiovisual programs on animal care and use:
Animal Welfare Institute. Has books and reprints expressing animal welfare advocate views on animal use and a film on humane care and housing of dogs in an experimental surgery laboratory. Contact: Animal Welfare Institute, P.O. Box 3650, Washington, DC 20007 (202-337-2333).
Center to Study Human-Animal Relationships and Environments. Has videotapes on interrelationships between people and animals, including animal behavior, domestication, human-animal bond, and research use. Contact: CEN/SHARE, University of Minnesota Media Distribution, Box 734 Mayo Building, 420 Delaware Street, SE, Minneapolis, MN 55455 (612-624-7906).
Foundation for Biomedical Research. Has videotapes, posters, books, and brochures on the human health benefits of using animals in research. Contact: Foundation for Biomedical Research, 818 Connecticut Avenue, NW, Washington, DC 20006 (202-457-0654).
Interactive Teleducation Corporation. Has image-based, computer-assisted interactive training programs on various laboratory animal topics. Contact: Innovative Medical Marketing Associates, 226 Sunny Jim Drive, Medford, NJ 08055 (609-654-5561).
Iowa State University. Has a slide programs, videotapes, and films on a variety of topics, including gross and microscopic anatomy and surgical techniques. A catalog is available. Contact: Biomedical Communications, 2261 College of Veterinary Medicine, Iowa State University, Ames, IA 50011 (515-294-6988).
Laboratory Animal Training Association. Has videotapes, manuals, and a program that uses both computer programs and videotapes on the humane care and use of laboratory animals and on specific techniques. Contact: Laboratory Animal Training Association, 54 Remington Drive, Suite 301, Highland Village, TX 75067 (800-262-5282).
MTM Associates, Inc. Has videotapes and computer programs on basic biomethodology for laboratory animals. Contact: MTM Associates, Inc., P.O. Box 1606, Manassas, VA 22110 (Maryland phone number, 301-731-7360).
National Agricultural Library. Has slides, films, and videotapes on care and use of laboratory animals. For a catalog, contact: Animal Welfare Information Center, NAL, Room 205, Beltsville, MD 20705 (301-344-3212). To borrow audiovisual materials, contact: Lending Branch, NAL, Beltsville, MD 20705 (301-344-3755).
North Carolina State University. Has two slide/audiotape programs on anatomy, one on mice and rats and another on rabbits. Contact: Dr. James E. Smallwood, Department of Anatomy, Physiology, and Radiology, North Carolina State University, College of Veterinary Medicine, Raleigh, NC 27606 (919-829-4223). Also has videotapes on a variety of surgical and other techniques in animals. Contact: Biomedical Communications, North Carolina State University, College of Veterinary Medicine, Raleigh, NC 27606 (919-829-4489).
Pennsylvania State University. Has audiovisual programs on ethology of primates, hamsters, and other species. Contact: Audio-Visual Services, Pennsylvania State University, Special Services Building, University Park, PA 16802 (800-826-0132).
Southern Illinois University School of Medicine. Has videotapes on the ethics and use of animals in research. Contact: Southern Illinois University School of Medicine, P.O. Box 19230, Springfield, IL 62794 (217-782-3318).
Texas Tech University Health Sciences Center. Has videotapes on the use of animals in research. Contact: Texas Tech University Health Sciences Center, UV Center, 3601 4th Street, Lubbock, TX 79430 (806-743-2288).
University of California, Davis. Has slide programs and videotapes on techniques using laboratory animals. Contact: Office of the Dean, Instruction, University of California, School of Veterinary Medicine, Davis, CA 95616 (916-752-6521).
University of Florida. Has videotapes on diseases of rabbits and rodents. Contact: Learning Resources Center Television, University of Florida, Box J16, Health Sciences Center, Gainesville, FL 32610-0016. (Make initial contact by phone at 904-392-4143).
University of Washington, Health Sciences Center for Educational Resources. Has slide sets with audiotapes and manuals on laboratory animal science and medicine and on performing a variety of techniques in the common laboratory species. A catalog is available. Contact: HSCER, University of Washington, T-281 Health Sciences SB-56, Seattle, WA 98195 (206-685-1186).
Wisconsin Regional Primate Center. Has slides, audiocassettes, films, and videotapes on nonhuman primate-related topics. Contact: Audio-Visual Services, University of Wisconsin, 1223 Capital Court, Madison, WI 53715-1299 (608-263-3512).
HOW TO DEVELOP, DELIVER, AND EVALUATE
AN EDUCATIONAL PROGRAM
EDUCATIONAL GOALS
The goal of education and training in laboratory animal care and use goes far beyond meeting stated requirements of regulating agencies. The intent of the requirement for education is to stimulate changes in knowledge, attitudes, and behaviors that will ensure humane care of animals used in teaching, testing, and research. The education and training methods you select will depend on your audience, the objectives that have been set, and the resources you have available.
Desirable changes in behavior do not automatically follow introduction of information. To help translate knowledge into performance, be sure the learner:
knows concepts well enough to integrate them into a complex behavioral pattern; develops confidence in skills associated with desired behaviors; connects rules and associated behaviors with a personal benefit; connects principles and rules with practical situations; understands when and how to apply information; knows the risks of noncompliance; has access to services and resources available locally and nationally; and receives positive feedback or rewards for the desired behaviors. Changes in attitudes are stimulated by acquiring information and increasing skills, but they are reinforced by interaction with peers. Therefore, to facilitate a change in attitude the education program for investigators should: publicize both institutional and peer support for attending educational programs and for complying with legal requirements; encourage questions and discussions; build networks; and provide a forum for exchanging ideas and expressing concerns. A final goal of the program should be to document the effectiveness of the institution's approach to training scientists, technicians, and others involved with animal care and use.
SETTING OBJECTIVES
Objectives must be established with a particular audience in mind. A measurable objective is a statement of what the learner should be able to do on completion of a particular educational or training experience. For example, at the end of a lecture, an appropriate goal would be for the learner to demonstrate recall, verbally or in writing. (Note: writing assumes a higher level of competence with language.) A higher level objective would be to ask the participant to apply information to a stated situation or case or to discriminate between situations as to whether a concept applies. Following a lecture and a hands-on laboratory, an appropriate goal would be for the participant to carry out a procedure acceptably, incorporating information and skills. There are three important considerations in setting objectives. First, they must be in line with the outcomes desired. Second, they should be consistent with real-life applications. Finally, the training must provide both the information and the skills to enable the learner to meet the objectives. Desired outcomes are generally increased knowledge or skills to enable performance of a task or changes in attitude that will be reflected in changes in behaviors.
Once specific subjects are identified for presentation, a variety of educational methods should be considered. Approaches should match the course content to the needs of the learners and to the available resources. Recommended methods include:
lectures, seminars; interactive sessions þ discussions with peers: listening teams, problem solving, case studies; workshops demonstrations, wet labs; individualized study þ readings, videorecordings for home viewing, audiotapes, computerized teaching modules or reviews, audio programs; and assessment tools self-assessment, self-reporting.
Lectures/Seminars
A lecture/seminar format is recommended for presenting most of the introductory, core block of material. This format is suitable for groups of ny size, communicates the institutional mandate well, and makes the most efficient use of resources. A session might include several speakers who provide an introduction to the various topics listed. Prepackaged video or slide programs can be used effectively for portions of the presentation, particularly if the number of content experts is limited.
Provide some interactive experiences during the presentation of the core block, if at all possible. Suggestions for the presentation include the following:
Provide a panel of experts to address an issue and respond to questions raised by participants (Example: how to write a research protocol that meets the review needs of the institutional animal care and use committee).
Break a large group into smaller groups for a follow-up discussion of an issue presented (Example: responsibility of the investigator for health and safety of research associates).
Break a large group into smaller groups in accordance with an interest expressed or a commonality of their work (Example: people whose protocols include pain management or postsurgical monitoring in a particular species).
Have a structured refreshment break during which participants are asked to introduce themselves to someone they have not met and to discuss an issue (Example: what would you do if you observed another investigator who you felt was not complying with guidelines).
A workshop/laboratory is an opportunity to gain hands-on experience. Insofar as possible, labs should be species- or technique-specific, and groups should be kept small. The sessions should provide opportunities for each individual to participate in skill-building activities such as methods of handling animals and performing necessary procedures.
Adult learners, particularly those in a profession, tend to avoid situations in which they cannot demonstrate competence. Therefore, it is usually helpful to introduce the lab with a demonstration, slide show, or video presentation to provide background information. Demonstration with models is also highly recommended prior to hands-on experience. However, media is not a substitute for the hands-on experience needed for developing skills. The facilitator must be encouraging, positive, and patient toward learners who have little or no prior experience with a particular species of animal or procedure.
Adult learners appreciate individualized, independent study. A variety of individualized study approaches should be used, including:
recommended texts; reprint files (computerized); videotapes, slides, and print visuals; computer simulations; newsletters to update information, introduce new resources and equipment, and provide reminders of policies; checklists and protocols posted in prominent places; a "buddy system" in which new investigators are introduced to more experienced researchers, particularly for highly specialized procedures; and special-interest or study groups.
Self-assessment tools are a form of individualized independent study. They provide an investigator with an instrument to test his or her knowledge in a confidential way. This self-assessment tool could be a pencil-and-paper instrument or a computerized program. The essential characteristics are that the results are strictly for the benefit of the person completing the program and that the program identifies areas of weakness.
Self-assessment can be combined with self-reporting: a statement that the person has completed the program.
Some investigators may resent a requirement for education or give the program a low priority. Steps must be taken to overcome potential resistance. Some suggestions are as follows:
Obtain an endorsement of the program from the highest institutional official and send out letters announcing the program over his/her signature.
Involve several key people in planning the educational offerings, for example, people at the institution who represent the needs and views of the researchers, people who have the respect of investigators, or a person from whom resistance is anticipated. Explain the requirements, available resources, and limitations to those people, and encourage them to problem-solve and incorporate their ideas into an action plan. Name these people in publicity about the courses.
Make compliance with institutional goals as personalized and as easy as possible.
Develop packets containing species-specific information relating to requirements and guidelines.
Ensure access to information. Develop reading lists and catalog books and reprint files in the resource library by species and subject for easy access. If a major institutional library will be used as the resource library, arrange for a demonstration on how to locate relevant materials. Develop a "reference bank" of local investigators who have experience with exotic species or are experts in performing advanced techniques.
Find out from researchers what obstacles to implementation they perceive and develop a mechanism for reducing difficulties in changing behaviors.
Reward and encourage compliance by acknowledging investigators for their cooperation following successful inspections or accreditation visits. Build a positive image with an active public relations program, such as by displaying articles about research accomplishments.
A complete education program for researchers and their assistants will:
disseminate required information increase awareness improve skills affect behaviors change attitudes
A well-organized educational program will conserve time and resources, be customized to the content needs of the learners, and be flexible enough to encourage enthusiastic participation.
Careful planning and preparation are required to provide informative, well-organized courses. Attention to detail cannot be overemphasized. Up to 6 months should be allowed to organize and implement the first offering of each course.
Each course must be designed for a specific audience to encourage active participation and achieve desired results. The audience should be defined on the basis of job responsibilities, educational level, experience, motivation, and training needs. This audience profile will help the trainer establish program goals, objectives, content, and presentation method. For example, a program for people who support animal research efforts peripherally, such as security, janitorial, or equipment maintenance personnel, will be designed differently from a program for scientific staff. Likewise, a course for newly hired research staff will include introductory information that may be inappropriate or redundant for staff members who have been employed by the institution for several years.
A course budget should be allocated to include honoraria and travel expenses for guest speakers; duplication of handout materials; rental, purchase, or development of audiovisual support materials; room and equipment rental; and costs of publicity.
The goals and learning objectives must be defined clearly during the early phases of course development. As Kemp (1971) has stated, "A good goal is a nonambiguous statement. It means exactly the same thing to all other teachers who use it." Each speaker or course facilitator should be given specific instructional goals for his/her section, which may be communication of information, motivation, or skill building. From these goals, specific learning objectives can be developed that reflect the institution's mission, the scope of the laboratory animal research projects, and the audience profile. In traditional academic settings, selected learning objectives would become the basis of test questions. In most adult education settings, the learning objectives are shared with course participants, who can use them to structure their learning experience or, after the course, to assess their retention of course content. Sample objectives or self-assessment statements are shown in Appendix III for the Core, Species-Specific, Pain-Management, and Surgery modules.
The frequency with which training programs are given and their scheduling depends on the total number of people who will receive training, the approximate number who will attend each session, and the availability of facilities and other resources. Mandatory training, which includes the core material required by federal regulations and institutional policy, is likely to be offered more frequently than are training opportunities for special topics or skill development. Offering multiple options for the dates and time of training will better enable scientists to participate with minimal disruption to their research and teaching efforts.
The training facility or facilities should be identified and evaluated before final scheduling is begun. Selection of a location convenient to the participants should be a primary consideration. The size of the room, the acoustics, and the lighting must be appropriate for the teaching format.
Once the schedule is established and time is allocated for each content area, speakers for each segment of the program should be identified and contacted. The choice of speakers might include members of the laboratory animal resource staff; investigators with expertise in a topic area; members of the institutional animal care and use committee; and personnel from public affairs, safety, or occupational health departments. Guest speakers might be desirable for certain topics. The selection criteria for speakers should include not only professional qualifications, but also their level of enthusiasm, oral presentation skills, commitment to the training effort, and ability to speak at the level of the participants.
Audiovisuals are effective teaching tools and will help reinforce what is being said. Research has shown that people remember only 10% of what they hear, but will retain 50% of what they both hear and see. The materials and the equipment should be identified and reserved. The equipment must, of course, be compatible with the slides, videotapes, or films that are to be used.
All audiovisual aids should be previewed for content and technical quality. It may be appropriate to show only part of a film or slide program or to add slides to supplement the program. Slides or overheads should be uncluttered and easy to understand. It is better to use several slides than to crowd too much information on a single slide. Dark backgrounds and colors are more effective than are black on white.
Audiovisual resources can be borrowed from a number of sources, including the National Agriculture Library, the American Veterinary Medical Association, the American Association for Laboratory Animal Science, and the Foundation for Biomedical Research. Part IV furnishes more detailed information on ordering and purchasing audiovisual programs. In most instances, orders must be placed at least 4 weeks in advance.
A large amount of information can be provided to participants as reference materials. These materials must be identified and ordered or duplicated. They might include sections from reference texts, institutional manuals, reprints, or copies of resources such as the Guide for the Care and Use of Laboratory Animals (NRC, 1985) and the 1986 Report of the AVMA Panel on Euthanasia (AVMA, 1986). A bibliography has been provided in Part IV to assist in the selection of appropriate literature. Reference material should relate directly to course material presented to the participants.
The program must be well publicized beginning approximately 6 to 8 weeks before the program is offered. This requires producing, duplicating, and mailing the announcement. Inclusion of all or part of the institutional commitment letter might encourage participation. A statement of the program's purpose and a brief outline of the topics and speakers should also be included.
Investigators should be asked to indicate which session(s) they plan to attend to ensure adequate seating and allow preparation of an appropriate number of handouts. Confirmation of attendance or program reminders should be distributed approximately 2 weeks before the program starting date.
AVMA (American Veterinary Medical Association). 1986. 1986 Report of the AVMA Panel on Euthanasia. J. Am. Vet. Med. Assoc. 188:252-268.
Kemp, J.E., 1971. The Instructional Design Process. Belmont, CA: Fearon Publishers.
NRC (National Research Council). 1985. Guide for the Care and Use of Laboratory Animals. A report of the Institute of Laboratory Animal Resources Committee on Care and Use of Laboratory Animals. NIH Pub. No. 86-23. Washington, DC: U.S. Department of Health and Human Services. 83 pp.
Evaluation of a program charts progress toward institutional goals and also measures changes in attitudes and behaviors of the entire target population. To measure success in reaching the target audience, it is necessary to obtain baseline data, such as estimates of the size of the target audience at present plus estimates of the annual influx of new people. This information can be used to determine the percentage of the target audience who have participated in the education and training program.
Improvements in level of knowledge at an institutional level can be documented by comparing responses of groups that have attended courses with those that have not. It is important to gather baseline data before the first course is offered, as people who attend are likely to share information and demonstrate skills to others who have not yet attended, thus raising the knowledge and skill level for personnel taking subsequent courses. To evaluate success at an institutional level, course results should be compared with data obtained before the first course was given.
An attitude is an internal state that can be inferred from a behavior; therefore, attitudes can be measured by the choices an individual makes (Gagne and Briggs, 1979). To document changes in attitude, identify behaviors that indicate undesirable attitudes and behaviors that would result if attitudes were changed. For example, if an emphasis of the program is to increase cooperation between researchers and veterinary care staff, the number of contacts could be documented over a period of several weeks before the course is given and compared with the number of contacts after the course has been given. Other possibilities are to measure the number of people who attend education and training sessions voluntarily or changes in the use of animals. Consideration must be given to all elements that will be measured. For example, if the comparison is between personnel voluntarily attending at the beginning of the education program and those voluntarily attending later, it must be remembered that with each course given, a smaller pool of untrained people may remain, and this pool will contain the personnel who are most resistant to participating in the program. Likewise, a simple change in the number or species of animals used may be a misleading measure, since animal use must correlate with the number and type of projects and the effectiveness of research data obtained.
Courses should be evaluated routinely to monitor their effectiveness and identify those portions that require modification. Program participants should be surveyed immediately following each training session to gather specific information about the course organization and content and quality of instruction (see Table 3.1).
The methods and instruments used to elicit responses should be consistent, so that the training coordinator can use both historical and current information to evaluate programs and recommend changes. The most common method of evaluation is a check list of topics, with a choice of descriptive responses ranging on a scale from "1" to "10" (see Table 3.2). Statistical analyses usually require a variance of three points to distinguish differences in responses. Open-ended questions are more difficult to collate and quantitate but might provide insight that cannot be elicited from form questions. Forced-choice (yes or no) questions are often used, particularly when the questions involve value judgments or opinions.
A follow-up survey, conducted 6-12 months later, should be used to evaluate the impact training has had on the participant's planning and conduct of research, testing, and teaching (see Table 3.3). Qualified members of the laboratory animal medical staff may also observe actual research procedures that involve animal handling to ensure that the training has been effective and correct technique is being practiced. The institutional animal care and use committee might want to develop its own set of guidelines for evaluating the investigator's training and ability to conduct animal research.
Gagne, R.M. and L.J. Briggs. 1979. Principles of Instructional Design. New York: Holt, Rinehart, and Winston. 384 pp.
TABLE 3.1 Suggested Items for Immediate Course Evaluation
Course Organization Allocation of time Overall Individual sections Content Appropriateness of level Applicability to job requirements Individual Presentations Quality of instruction for each major presentation Preparation of speaker(s) Clarity and conciseness of presentation(s) Discussion encouraged Questions handled well Effectiveness of format Lecture Audiovisual Printed materials Small-group discussions Wet-labs Satisfaction with the Course Which topic was most beneficial? What changes would you recommend? What topics should be added or deleted? Would you recommend this program to your colleagues?
TABLE 3.2 Examples of Evaluation Instrument Form
Position and Job Category Course Title Date Strongly Strongly Agree Disagree The course was well organized. 1 2 3 4 5 6 7 8 9 10 The time devoted to each topic was appropriate. 1 2 3 4 5 6 7 8 9 10 The program content was appropriate for my job responsibilities. 1 2 3 4 5 6 7 8 9 10 Instructor John Doe's material was well organized. 1 2 3 4 5 6 7 8 9 10 Instructor John Doe presents the material well. 1 2 3 4 5 6 7 8 9 10 I have a new level of understanding of the issues as a result of this course. 1 2 3 4 5 6 7 8 9 10
TABLE 3.3 Examples of Items for Follow-up Course Evaluation
Position and Job Category Course Title Date Did the course help you to [for example] prepare animal care and use procedure statements? Did the course provide you with resources that were helpful in planning and conducting your research? What have you done differently as a result of this course?
The development of knowledge necessary for the improvement of the health and well-being of humans as well as other animals requires in vivo experimentation with a wide variety of animal species. Whenever U.S. Government agencies develop requirements for testing, research, or training procedures involving the use of vertebrate animals, the following principles shall be considered; and whenever these agencies actually perform or sponsor such procedures, the responsible institutional official shall ensure that these principles are adhered to:
I. The transportation, care, and use of animals should be in accordance with the Animal Welfare Act (7 U.S.C. 2131 et seq.) and other applicable Federal laws, guidelines, and policies.
II. Procedures involving animals should be designed and performed with due consideration of their relevance to human or animal health, the advancement of knowledge, or the good of society.
III. The animals selected for a procedure should be of an appropriate species and quality and the minimum number required to obtain valid results. Methods such as mathematical models, computer simulation, and in vitro biological systems should be considered.
IV. Proper use of animals, including the avoidance or minimization of discomfort, distress, and pain when consistent with sound scientific practices, is imperative. Unless the contrary is established, investigators should consider that procedures that cause pain or distress in human beings may cause pain and distress in other animals.
V. Procedures with animals that may cause more than momentary or slight pain or distress should be performed with appropriate sedation, analgesia, or anesthesia. Surgical or other painful procedures should not be performed on unanesthetized animals paralyzed by chemical agents.
VI. Animals that would otherwise suffer severe or chronic pain or distress that cannot be relieved should be painlessly killed at the end of the procedure or, if appropriate, during the procedure.
VII. The living conditions of animals should be appropriate for their species and contribute to their health and comfort. Normally the housing, feeding, and care of all animals used for biomedical purposes must be directed by a veterinarian or other scientist trained and experienced in the proper care, handling, and use of the species being maintained or studied. In any case, veterinary care shall be provided as indicated.
VIII. Investigators and other personnel shall be appropriately qualified and experienced for conducting procedures on living animals. Adequate arrangements shall be made for their in-service training, including the proper and humane care and use of laboratory animals.
IX. Where exceptions are required in relation to the provisions of these Principles, the decisions should not rest with the investigators directly concerned but should be made, with due regard to Principle II, by an appropriate review group such as an institutional animal research committee. Such exceptions should not be made solely for the purpose of teaching and demonstration.
Appropriations of $750,000 per year for fiscal years (FY) 1987 and 1988 to fund the new information center were directed to the library through the Animal and Plant Health Inspection Service (APHIS). Funding for FY 1989 was added to NAL's base budget. The funding has been used to provide services to patrons, develop information products, purchase reference materials, and hire staff. Presently, the staff includes a coordinator and three technical information specialists.
As directed by Congress, the AWIC staff emphasizes the acquisition of new aterials related to the welfare of laboratory animals. Literature dealing with the welfare of farm animals and wild animals, however, represents a significant portion of the present NAL collection. Literature that involves the use of research animals as experimental units but does not address the welfare of the animals is generally not indexed. This type of information is collected by the National Library of Medicine. Also, because the Primate Information Center, University of Washington, has an extensive collection of primate-related materials, literature involving the use of laboratory primates is generally not indexed by NAL.
To access its extensive information resources, the NAL provides computerized bibliographic retrieval services through its in-house database Agricultural On-Line Access (AGRICOLA). This and other databases enable the staff to develop customized bibliographies tailored to the specific information needs of the patron. Established in 1970, AGRICOLA contains nearly 2.5 million citations covering aspects of agriculture and related subjects such as plant and animal production, food and nutrition, forestry, entomology, biotechnology, and rural development. While there is currently no database specifically for animal welfare, approximately one-fifth of the AGRICOLA database is devoted to citations on animal production, laboratory animal science, veterinary medicine, and animal welfare. AGRICOLA is currently available through the database vendors DIALOG Information Retrieval Service (in files 10 and 110) and the Bibliographic Retrieval Service (BRS) (in file CAIN), or commercially on compact disc. AGRICOLA/CAIN can be accessed from these vendors using standard dial-up computer terminals. The publication Searching AGRICOLA for . . . Animal Welfare details strategies and techniques for efficiently searching the database for animal welfare topics on both DIALOG and BRS. Other databases commonly utilized by the AWIC staff include the DIALOG files CRIS (60), MEDLINE (154,155), EMBASE (72,172,173), BIOSIS PREVIEWS (5,55), and CAB ABSTRACTS (50,53).
The staff also maintains vertical files of subjects and organizations related to animal care and use. These provide an excellent source of contact people and information about related organizations, as well as quick reference to current events and popular animal-related topics. The files contain records of acquisitions and clippings from current newspapers and magazines. They also include information about the history of animal welfare, legislation and guidelines pertaining to animal care and use, and organizations involved in animal welfare or animal research. Other files are devoted to specific subject-related topics such as laboratory ferrets, computer simulations, guidelines for animal care in the United Kingdom, the Draize test, laboratory animal identification, and technician training.
The staff has developed an extensive network of subject experts and organizations active in the area of animal care and use. Referrals to individuals and groups may be provided on request.
A table-top exhibit describing the purpose and functions of AWIC is available for loan to interested groups. The display is sent by overnight mail, and copies of AWIC publications can be included. Return shipment must be arranged and paid for by the requestor.
AWIC services are available to USDA employees; federal, state or local government staff; academic and private institution staff; industry staff; students; and the general public. Under some circumstances, non-USDA personnel may be billed for services. Materials held in the collection can be obtained on interlibrary loan through institutional, business, academic, or public libraries. The information sheet Document Delivery Services to Individuals details the photo, duplication and loan services to patrons for requested information. Information can be obtained by phone or mail request or by visiting AWIC in person.
To fill patron requests as quickly and thoroughly as possible, a number of bibliographic reference publications have been developed on specific topics in the area of animal welfare. These bibliographies address subjects that have been identified as critical animal welfare issues. For example, bibliographies are available on the Draize and LD50 tests, alternatives to the use of live animals for research and education, euthanasia, legislation, training materials for technicians and investigators, ethical and moral issues, transgenic animals, reference materials for members of institutional animal care and use committees, toxoplasmosis in laboratory animals, sources of simulation software, and laboratory animal housing and management. All AWIC bibliographies are distributed without charge. Many of these bibliographies are routinely updated to reflect new developments in each area, and efforts will continue to be directed toward developing new reference publications.
Since 1987, AWIC has supported a number of projects, either financially or through active participation, that promote the mandates of the Animal Welfare Act. The following projects were funded with grant monies provided by AWIC:
An annotated bibliography of important literature relating to animal welfare entitled Laboratory Animal Welfare Bibliography, compiled by the Scientists Center for Animal Welfare (SCAW). (Available from SCAW and AWIC). An updated bibliography, also supported by AWIC, is in preparation.
A handbook, partially funded by AWIC, produced by the National Research Council, Institute of Laboratory Animal Resources, entitled Recognition and Alleviation of Pain and Distress in Laboratory Animals.
An educational videotape program, Alternatives in Animal Research, produced by Texas University Health Sciences Center, which will survey past and present ethical issues relating to animal research and discuss the concepts of reduction, refinement, and replacement in the context of experimental design and planning.
Proceedings of a conference held June 22-25, 1988, by the Sientists Center for Animal Welfare (SCAW) entitled Science and Animals: Addressing Contemporary Issues, covering various aspects of animal experimentation. (Available for purchase from SCAW at $25.00 per copy.)
Two updated guidelines documents, Laboratory Animal Management: Rodents and Laboratory Animal Management: Dogs, to be produced by the National Research Council, Institute of Laboratory Animal Resources.
Two publications on alternative animal toxicology testing methods entitled Benchmarks: Alternative Methods in Toxicology and A Predictive Model for Estimating Rat Oral LD50 Values, which were produced by the Princeton Scientific Publishing Company (Available for purchase from Princeton Scientific.)
Twenty slide programs on care of animals to be produced by the American College of Laboratory Animal Medicine.
Intelligence query assistance software in animal welfare produced by TOME Associates. (Available from AWIC.)
AWIC has also participated in formal cooperative agreements with several groups. The following joint projects have been implemented:
An animal care training manual for principal investigators produced in collaboration with the University of Illinois at Chicago.
Two reference volumes produced with the Agricultural Library of the University of Illinois at Urbana-Champaign entitled Laboratory Animal Welfare Training Resource Directory and Laboratory Animal Welfare Research Guide.
An expert software system for anesthesia and analgesia in laboratory animals to be developed in association with the Central Animal Resource Facility of the University of Maryland.
A videotape documenting normal and abnormal behavior of farm animals to be developed in association with Jack Albright, Purdue University.
A Spanish language training videotape entitled The Humane Care and Use of Laboratory Animals to be produced in association with the Laboratory Animal Training Association.
Publication of the proceedings of the SCAW-sponsored conference entitled Agricultural Animals in Research, which was held in September 1990.
Additional activities recently undertaken by AWIC, in cooperation with other groups, include:
Distribution of Chick Embryo Biology Information System (CEBIS), a bibliography prepared by John Bowen, University of Georgia, College of Veterinary Medicine.
Establishment of guidelines with the National Library of Medicine for the cooperative acquisition of materials relating to animal welfare.
Assumption of printing costs and distribution of the publication Animal Care and Use in Behavioral Research: Regulations, Issues and Applications. These proceedings of the invited papers session of the 1988 Animal Behavior Society meeting were prepared by the University of Colorado at Denver.
Patrons are welcome to visit AWIC and other NAL offices on weekdays from 8:00 am to 4:30 pm. A tour of the NAL facilities is available by appointment. For current updates regarding AWIC and NAL, the monthly newsletter Agricultural Libraries Information Notes is available free-of-charge. The Agricultural Library Forum (ALF), an electronic bulletin board system, also provides current information about new and existing products and services of AWIC and NAL and serves as a forum for the exchange of agricultural information between libraries, information centers, and other users. A "Brief Guide" to ALF has been prepared to introduce the major features of the system and to help callers get started.
For additional information please contact Animal Welfare Information Center, National Agricultural Library, 10301 Baltimore Blvd., Room 205, Beltsville, MD 20705 (301-504-6212).
Quick Bibliographies Animal Models of Disease (QB 89-07) Animal Welfare Legislation and Regulation (QB 89-23) Ethical and Moral Issues Relating to Animals (QB 89-03) Stress in Swine (QB 89-09) Welfare of Experimental Animals (QB 89-18) Annotated Bibliographies: An Annotated Bibliography of Selected Materials Concerning the Philosophy of Animal Rights Laboratory Animal Welfare Bibliography (Scientist Center for Animal Welfare/National Agricultural Library) Search Tip Series Searching AGRICOLA for . . . Animal Welfare (STS 88-01) Special Reference Briefs Alternatives to the Use of Animals in Research and Education (SRB 88-11) Animal Care and Use Committees (SRB 89-06) Animal Euthanasia (SRB 88-12) Biotechnology: Methodologies Involved in the Production of Transgenic Animals (SRB 88-10) The Draize Eye-Irritancy Test 1979-1988 (SRB 89-02) The LD50 (Median Lethal Dose) Toxicity Test 1980-1988 (SRB 89-04) Salmonella in Laboratory Animals (SRB 89-01) Miscellaneous ALF (Agricultural Library Forum): The National Agricultural Library's Electronic Bulletin Board System: A Brief Guide The Animal Welfare Information Center Brochure Animal Welfare Information Center Scope Notes for Indexers Animal Welfare Information Center: Serials List Animal Welfare Legislation: Bills and Public Laws 1980-October 1988 Animal Welfare Legislation: Bills and Public Laws November 1988-January 1989. Bills Submitted to the 101st Congress Animal Welfare Legislation: February 1989-April 1989. Bills Submitted to the 101st Congress Audio-Visuals in the Collections of the National Agricultural Library Relating to Animal Welfare Reference Materials for Non-Affiliated Members of Animal Care and Use Committees Training Materials in the Collections of the National Agricultural Library Relating to Animal Welfare
The following are samples of learning objectives or self-assessment statements that coordinators may want to use or adapt for use at their institutions. Additional statements should be developed as necessary.
Laws, Regulations, and Policies That Impact on the Care and Use of Animals State the primary sources of regulations and policies affecting the care and use of laboratory animals.
State the major provisions of the Animal Welfare Act regulations and PHS policy.
Describe the composition and functions of the IACUC.
Outline the required contents of your institution's PHS Assurance Statements and annual reports to the USDA and the PHS Office for Protection from Research Risks.
Describe the possible penalties for noncompliance with federal regulations and policies.
Describe the policies of your institution that affect research protocols.
Compare key elements of the deontological and the utilitarian positions on the use of animals in research, education, and testing.
List six ethical principles suggested in the U.S. government's Principles for the Utilization and Care of Vertebrate Animals Used in Testing, Research, and Training.
Discuss what you might do differently in the future in response to concerns over use of animals in research.
Define the "3R's".
Cite examples of nonanimal research methods and models that might aid you in your research goals.
Discuss how regulations and policies on the use of alternatives affect your present and future projects.
Cite the factors that influence animal model selection.
List services that you can use to gather information on alternatives and indicate how you have access to these services.
State three major institutional responsibilities.
List the mandated responsibilities of the IACUC.
Discuss how delegating authority to the IACUC provides protection to the institution, individual investigators, and research animals.
State six major categories of investigator responsibility and describe how these might be delegated among the principal investigator, co-investigators, and technical staff.
If your institution has policies relating to the major categories of institutional responsibility, state where copies of these policies can be obtained.
Define pain, stress, and distress.
State the principles of nonmalficence and beneficence.
Describe situations in which pain can be present when reflex responses are absent and absent when reflex responses are present.
Describe physiologic and behavioral signs that may indicate the presence of pain and distress.
Discuss steps taken by your institution in carrying out its legal obligations to minimize and control pain in animals.
Discuss the concept of adequate veterinary care as it relates to relief of pain.
Give an example of a pharmacologic agent that can produce each of the following: general anesthesia, analgesia, tranquilization, sedation, and chemical immobilization.
List factors that are major determinants for calculating drug doses and drug effectiveness.
List physiologic functions that should be monitored during general anesthesia.
Describe how an anesthetic overdose is diagnosed, and what you would do if an overdose occurred.
Describe requirements for recordkeeping associated with the use of pharmacologic agents, including special records required for procuring and storing controlled drugs.
Define major, minor, survival, and nonsurvival surgeries.
Describe the facility and equipment requirements for performing survival surgery on rodents and on mammals other than rodents.
Describe the major considerations for aseptic surgery.
List the most common complications of survival surgery, and describe the environment and care that is necessary to prevent morbidity and pain.
Describe in detail the records that must be kept for an animal on which a surgical procedure is performed.
Discuss the legal requirements for performing euthanasia on laboratory animals and cite the sources of laws, regulations, policies, and guidelines.
List several examples of chemical methods of euthanasia and discuss the advantages and disadvantages of each.
List several examples of nonchemical methods of euthanasia and discuss the advantages and disadvantages of each.
Cite reasons for selecting the method of euthanasia that was chosen for use in your research protocol.
Discuss ways in which professional and support staff may respond to the performance of euthanasia.
Describe in detail your institution's protocol for disposal of animal carcasses, including any special considerations that may apply to your project.
Discuss benefits to animal research derived from control of environmental variables.
Describe in detail the measures you have taken to ensure that the animals used for your research, teaching, or testing program are housed and cared for at all times in conformance with USDA regulations and PHS policy.
Describe the measures that will be taken to protect your animals in case of emergencies, such as a power failure.
Give examples of where you can find information regarding alternatives to use of animals.
Describe where you can find information on earlier studies related to your work.
Describe the resources available to you within your institution or community.
For your specific project(s), discuss the reasons for your choice of animal(s) to be studied.
Discuss any legal requirements and institutional policies related to procurement of the animal(s) you have chosen for study.
Discuss who is responsible for ensuring good husbandry practices and appropriate handling of the animals used in your project.
For the animals selected, state the size and construction materials of the cages you will be using, the population density that is appropriate, and the food and water delivery systems that will be used.
Discuss factors in the macroenvironment that are important to the particular species used in your research.
For the given species:
State normal physiologic paramenters. Describe physiologic and behavioral signs associated with pain and distress. List the signs of common diseases or conditions that require veterinary intervention.
For a given species, indicate routine precautions that should be taken to prevent transmission of disease.
State recommended precautions for handling known high-risk animals.
Assemble all instruments and material for performing a given procedure.
Indicate the structures or landmarks that will guide performance of the technique, including any structures that must be avoided.
State how you will know if the procedure is progressing as planned and how to respond to an error.
Indicate the method of euthanasia to be used in a given project, and give the reasons for selecting that method.
Discuss the potentially painful aspects of your project and ways in which you will monitor subjects for pain and distress.
Discuss what you are required to do to meet your legal and ethical obligations.
Discuss how the attending veterinarian can assist you.
Suggest several ways that research staff and caregivers can reduce pain and distress in research animals without using pharmacologic agents.
Give examples of situations in which you might choose to use a tranquilizer, an analgesic, or a neuromuscular blocking agent.
For a specific animal and drug, calculate dosage and give details of administration.
Explain "dosage to effect" for anesthetics, and list factors that influence effectiveness.
Write out instructions for preanesthesia, initial dose of anesthetic, and follow-up dosage, as necessary, specifying time intervals and methods of monitoring effectiveness.
Describe signs of overdose, and state what interventions you would initiate.
Discuss conditions under which you would be required to kill an animal before completion of the experiment and the procedure you would follow.
Write a proposal for survival surgery on the species of your choice, providing sufficient information to demonstrate compliance with legal and institutional requirements.
For a specific procedure on the species of your choice, describe in detail all areas of preparation for aseptic surgery, indicating who on the surgical team is involved in each action.
For a specified animal and surgical protocol, write a pain-management protocol, stating dosage and assessment of effectiveness.
For a specified animal, give the range of vital signs that you would consider acceptable during the surgical procedure and methods of monitoring vital signs during and immediately after surgery.
Describe the surgical procedure(s) you are using in your research, including equipment and instruments needed.
Describe the suture material preferred for the surgical procedure of your choice and state what precautions you would take to prevent dehiscence and infection.
For a specific animal and a specific procedure, write a protocol for routine postsurgical monitoring, including indicators of when the animal can be returned to normal caging.
Describe the signs of shock and state what interventions you would initiate in the presence of these signs.
List and describe all pertinent and required items that should be entered into the medical record of an animal subjected to surgery.
For a given animal, elect a method of euthanasia and indicate the exact procedure, including confirmation of death, and disposal method that you would use.
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