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4
Well-trained andmotivated personnel can often
ensure high-quality animal care.
5
Training hits

• 64 Guide for the Care and Use of Laboratory
  Animals
• 36 Institutional Administrators Manual for
  Laboratory Animal Care and Use
• 35 Institutional Animal Care and Use Committee
  Guidebook
• 22 Biosafety in Microbiological and Biomedical
  Laboratories
• 17 Guidelines for Research Involving Recombinant
  DNA Molecules
• 3 PHS Policy on Humane Care and Use of Laboratory
  Animals
• 7 Animal Welfare Regulations, 9CFR, Part 3

6
AAALAC identified training deficiencies
(mandatory/suggestion)

• Year IACUC OHSP Personnel
• 1998 9/6 3/2 1/1
• 1999 10/5 4/6 1/4
• 2000 5/4 7/3 0/4
• 2001 4/0 4/5 5/3
• 2002 3/3 4/2 1/4

7
Many deficiencies and suggestions for improvement
in other areas are related to inadequate
training.
8
Institutions should develop and embrace a culture
of training, inclusive of administrators,
compliance staff, IACUC, veterinary staff, animal
care staff, and research staff.
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10
The AAALAC International Program Description

• Describe the training, certification level and
  type, and experience of animal care personnel.
• Describe the continuing education opportunities
  provided to animal care personnel.

11
The AAALAC International Program Description

• Describe the personnel training for specific
  procedures
• use of hazardous agents in animals
• educational program(s) to inform personnel about
  zoonoses, personal hygiene and other occupational
  health and safety considerations

12
The AAALAC International Program Description

• Describe the personnel training for specific
  procedures
• training and experience of personnel performing
  surgery
• training and experience required to perform
  anesthesia
• training and experience of personnel carrying out
  euthanasia procedures

13
Animal care staff

• Husbandry personnel
• Supervisory personnel
• Management personnel

14
Animal care staff

• Veterinarians
• Veterinary technicians
• Surgical technicians and support staff

15
Animal care staff

• Technical support staff
• Research staff providing husbandry

16
Assignments may be specific, or one person may
wear many hats.
17
Types of animal care programs

• Large versus small
• Focused versus diverse

18
Training requirements

• Regulations and guidelines
• Specific species training
• Specific task training

19
Continuing education/retraining important.
20
Mechanisms to implement training

• Condition of employment
• Prior to facility/animal access

21
Training development/documentation

• Training coordinator
• Facility management
• Veterinary staff
• Other specialists (biosafety officer, etc.)

22
Regulations/guidelines/animal welfare basics

• Web-based training
• Generic (VA, etc)
• Institution specific
• Seminars
• Publications
• Videotapes

23
Specific species/task training

• AALAS classes and certifying exams (ALAT, LAT,
  LATG).
• AALAS Certified Manager of Animal Resources
  (CMAR) exams.
• Institute for Laboratory Animal Management (ILAM)
  educational program and certification.

24
Specific species/task training

• Web based training
• Textbooks, videos
• Training manuals, SOPs
• On job training

25
A combination of methods often helps reinforce
training and accommodates different types of
learners.
26
Continuing education/retraining

• National, district and branch AALAS meetings.
• Other professional meetings and sponsored
  seminars (AAALAC, LAMA, SCAW, etc).
• Reviewing SOPs.
• Reviewing web-based training.

27
Case studies

• Immune compromised mice housed in sterile
  microisolator cages being changed by animal
  facility personnel on open bench.
• Animal care staff working in animal rooms in
  street clothes.
• Animal care staff dumping cages in dirty
  cagewash no dump station in room and no PPE
  being worn.

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29
Institutional responsibilities

• Each institution should establish and provide
  resources for an animal care and use program that
  is managed in accord with this Guide and in
  compliance with applicable federal, state, and
  local laws and regulations . . .
• Guide for Care Use of Laboratory Animals

30
Organizational structureresearch perspective
31
Organizational structure university perspective
32
IACUC charge

• AWRs and PHS Policy require institutions to
  ensure that people caring for or using animals
  are qualified to do so.
• Guide for Care and Use of Laboratory Animals

33
Guide recommendations(personnel qualifications
and training)

• There are a number of options for the training
  of technicians. Many states have colleges with
  accredited programs in veterinary technology
  (AVMA 1995) most are 2-year programs that result
  in associate of science degrees, and some are
  4-year programs that result in bachelor of
  science degrees. Nondegree training, with
  certification programs for laboratory animal
  technicians and technologists, can be obtained
  from the American Association for Laboratory
  Animal Science (AALAS). There are commercially
  available training materials that are appropriate
  for self-study (Appendix B). Personnel using or
  caring for animals should also participate
  regularly in continuing-education activities
  relevant to their responsibilities. They are
  encouraged to be involved in local and national
  meetings of AALAS and other relevant professional
  organizations. On-the-job training should be part
  of every technician's job and should be
  supplemented with institution-sponsored
  discussion and training programs and with
  reference materials applicable to their jobs and
  the species with which they work (Kreger 1995).
  Coordinators of institutional training programs
  can seek assistance from the Animal Welfare
  Information Center (AWIC) and ILAR (NRC 1991).
  The Guide to the Care and Use of Experimental
  Animals by the Canadian Council on Animal Care
  (CCAC 1993) and guidelines of some other
  countries are valuable additions to the libraries
  of laboratory animal scientists (Appendix B).

34
Guide recommendations(personnel qualifications
and training)

• There are a number of options for the training
  of technicians. Many states have colleges with
  accredited programs in veterinary technology
  (AVMA 1995) most are 2-year programs that result
  in associate of science degrees, and some are
  4-year programs that result in bachelor of
  science degrees. Non-degree training, with
  certification programs for laboratory animal
  technicians and technologists, can be obtained
  from the American Association for Laboratory
  Animal Science (AALAS). There are commercially
  available training materials that are appropriate
  for self-study (Appendix B). Personnel using or
  caring for animals should also participate
  regularly in continuing-education activities
  relevant to their responsibilities. They are
  encouraged to be involved in local and national
  meetings of AALAS and other relevant professional
  organizations. On-the-job training should be part
  of every technician's job and should be
  supplemented with institution-sponsored
  discussion and training programs and with
  reference materials applicable to their jobs and
  the species with which they work (Kreger 1995).
  Coordinators of institutional training programs
  can seek assistance from the Animal Welfare
  Information Center (AWIC) and ILAR (NRC 1991).
  The Guide to the Care and Use of Experimental
  Animals by the Canadian Council on Animal Care
  (CCAC 1993) and guidelines of some other
  countries are valuable additions to the libraries
  of laboratory animal scientists (Appendix B).

35
Guide recommendations(occupational health
safety of personnel)

• Personnel should be trained regarding zoonoses,
  chemical safety, microbiologic and physical
  hazards (including those related to radiation and
  allergies), unusual conditions or agents that
  might be part of experimental procedures
  (including the use of genetically engineered
  animals and the use of human tissue in
  immunocompromised animals), handling of waste
  materials, personal hygiene, and other
  considerations (e.g., precautions to be taken
  during personnel pregnancy, illness, or decreased
  immunocompetence) as appropriate to the risk
  imposed by their workplace.

36
The organizational structure of universities can
make compliance challenging
IACUC Focus Group
37
Who trains the trainees?
38
Training tiers
39
Administration

• Research administrator
• Focus on compliance (regulatory perspective)
• Interested in education
• Academic administrator
• Focus on education
• Interested in compliance (academic integrity)

40
Principal investigator

• Professor
• Dedicated teacher
• Dedicated to research
• Believes in academic freedom
• Often believes that regulatory compliance is an
  obstruction to academic freedom

41
Research staff

• Laboratory manager
• Empowered by the P.I.
• Directs day to day operation of the lab
• Career employee
• Most knowledgeable of regulations
• Laboratory technicians
• Entry level position
• Frequently have other career aspirations
• Regulations learned from lab manager or PI
• Student assistants
• Gaining experience to increase competitiveness
  for professional school
• Need to work
• Follow directions
• Least knowledgeable of regulations
• Met the professor once

42
Trainees

• Postdoctoral fellows
• U.S. citizens foreign nationals
• Well trained in research methodologies
• Highly motivated
• Moderately knowledgeable of regulations
• Graduate students
• U.S. citizens and foreign nationals
• Focus is on studies
• Learning the ropes and pushing the limits
• Marginally knowledgeable of regulations
• Undergraduate students
• Want to learn
• Naïve
• No knowledge of regulations

43
Gradients in training exist
44
Guide recommendations

• An occupational health and safety program must be
  part of the overall animal care and use program
  (CDC and NIH 1993 CFR 1984a,b,c PHS Policy).
  The program must be consistent with federal,
  state, and local regulations and should focus on
  maintaining a safe and healthy workplace. The
  program will depend on the facility, research
  activities, hazards, and animal species involved.
  The National Research Council publication
  Occupational Health and Safety in the Care and
  Use of Research Animals (NRC In press) contains
  guidelines and references for establishing and
  maintaining an effective, comprehensive program
  (also see Appendix A). An effective program
  relies on strong administrative support and
  interactions among several institutional
  functions or activities, including the research
  program (as represented by the investigator), the
  animal care and use program (as represented by
  the veterinarian and the IACUC), the
  environmental health and safety program,
  occupational-health services, and administration
  (e.g., human resources, finance, and
  facility-maintenance personnel). Operational and
  day-to-day responsibility for safety in the
  workplace, however, resides with the laboratory
  or facility supervisor (e.g., principal
  investigator, facility director, or veterinarian)
  and depends on performance of safe work practices
  by all employees.

45
Building a culture of compliance

• Administration
• IACUC
• Professors
• Staff
• Trainees

46
Building a culture of compliance administrative
buy-in
Research Officer Academic Officers must
understand the importance of compliance. IACUC
can be instrumental in educating the
administration.
47
Building a culture of compliance IACUC
facilitation
IACUC should be knowledgeable of the regulations
responsible for advocating best practices to
both administrators and professors. Educate
rather than Train.
48
Building a culture of compliance IACUC
facilitation
49
Building a culture of compliance professorial
buy-in
Let the Professor Teach. Educate rather than
Train.
50
Building a culture of compliance encouraging
professorial buy-in
Get the students to ask the Professor to teach a
course. Educate rather than Train.
51
Building a culture of compliance encouraging
academic administrative buy-in
Academic affairs will support course development
and delivery. Educate rather than Train.
52
Building a culture of compliance closing the loop
Use the Chief Academic Officer to gain support of
the President Educate rather than Train.
53
Take home messages

• Strict interpretation of the Guide may be not
  always capture students among those who require
  training.
• Goal of training animal users may be accomplished
  under the academic affairs mission of the
  university.
• Resources for training may not have to come from
  the research office.

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55
Roadmap

• Why is IACUC training important?
• What needs to be included in the training?
• How do we go about training the IACUC?
• Resources.

56
Why is IACUC training important?

• Understand responsibilities and importance of the
  role of the IACUC.
• Facilitate conduct of required functions.
• Ensure checks and balances.
• Distribute responsibilities in the animal care
  program.
• Limit regulatory burden.
• Enhance interactions with investigators.
• It is required.

57
The regulations

• It shall be the responsibility of the research
  facility to ensure that all scientists, research
  technicians, animal technicians, and other
  personnel involved in animal care, treatment, and
  use are qualified to perform their duties
• USDA 2.32(a)

58
The regulations

• This responsibility shall be fulfilled in
  part through the provision of training and
  instructions to those personnel.
• USDA 2.32(a)

59
The Guide

• Personnel caring for animals should be
  appropriately trained and the institution
  should provide for formal or on-the-job training
  to facilitate effective implementation of the
  program and humane care and use of animals.
• The Guide, p. 13

60
The Guide

• It is the institutions responsibility to
  provide suitable orientation, background
  materials, access to appropriate resources, and,
  if necessary, specific training to assist IACUC
  members in understanding and evaluating issues
  brought before the committee.
• The Guide, p. 9

61
Roadmap

• Why is IACUC training important?
• What needs to be included in the training?
• How do we go about training the IACUC?
• Resources.

62
What should be included in the training?

• IACUC Procedures
• Expectations and responsibilities
• Description of the Animal Care Program
• Processes
• Regulations and Policies
• Semi-annual review
• Protocol review
• Review of concerns
• Suspend activities
• Specific Issues
• Humane Endpoints
• Pain and Distress
• Justification of numbers of animals
• Many others

63
Roadmap

• Why is IACUC training important?
• What needs to be included in the training?
• How do we go about training the IACUC?
• Resources.

64
Approaches to training

• Orientation
• On-going
• E options
• Publications
• Conferences
• Customized workshops

65
Orientation for new members

• Overview of requirements and expectations.
• Provide copies of
• The Guide, Animal Welfare Act and Regulations,
• PHS Policy, US Government Principles.
• Institutional policies.
• Institutional protocol form and written
  description of this process.
• Review role of the attending veterinarian, IACUC
  staff, institutional official, and faculty.

66
A continuous process

• On-going
• Review specific requirements for both the IACUC
  and animal welfare concerns
• Inspections
• Environmental enrichment
• Review institutional policies
• You should have some
• They should be reviewed periodically
• Use scenarios
• Lab Animal
• IACUC 101

67
Electronic materials

• E options
• OLAW tutorial
• grants1.nih.gov/grants/olaw/tutorial/index.htm
• VA Office of Research and Development
• www.researchtraining.org
• www.iacuc.org
• List-servs IACUC-Forum, CompMed, IACUC Talk
• E-newsletters AMP Digest, NABR E-clips

68
Publications

• Lab Animal
• Contemporary Topics
• ILAR Journal
• Animal Lab News

69
Conferences

• IACUC 101
• PRIMR ARENA spring conference
• AALAS National meeting
• SCAWs IACUC-Advanced
• SCAW December conference
• State society conferences NJABR, MiSMR, NCABR,
  TSBR, and others

70
Custom workshops

• Tailored to your facility.
• Optimal if a major upheaval in your program.

71
Remember

• Keep training on the front burner.
• Assess the level of need individualize.
• Dont forget the community representative.
• Make it easy.

72
Roadmap

• Why is IACUC training important?
• What needs to be included in the training?
• How do we go about training the IACUC?
• Resources.

73
Core materials for IACUC training

• Institute of Laboratory Animal Resources,
  National Research Council. Guide for the Care and
  Use of Laboratory Animals (National Academy
  Press, Washington, DC, 1996).
• Animal Welfare Act as Amended (7 USC, 2131
  et.seq.).http//www.aphis.usda.gov/ac/awapdf.pdf.
• Animal Welfare Regulations, 9 CFR Ch. 1,
  Subchapter A (1999 edn). Animal and Plant Health
  inspection Service, USDA. http//www.aphis.usda.g
  ov/ac/9CFR99.html.
• Public Health Service. Policy on Humane Care and
  Use of Laboratory Animals (Washington, DC, 1986).
  
• USDA Animal and Plant Health Inspection Animal
  Care Policy Manual. http//www.aphis.usda.gov/ac/
  polman.pdf.html.

74
Core materials for IACUC training

• Health Research Extension Act of 1985 (P.L.
  99-158), November 20, 1985-Animals in Research.
  http//grants1.nih.gov/grants/olaw/references/hrea
  1985.htm.
• Interagency Research Animal Committees. U.S.
  Government Principles for the Utilization and
  Care of Vertebrate Animals Used in Testing,
  Research, and Training (Office of Science and
  Technology Policy, Washington, DC, 1985).
• Federation of Animal Science Societies. Guide for
  the Care and Use of Agriculture Animals in
  Agricultural Research and Teaching (Savoy, IL,
  1999).

75
Core materials for IACUC training

• Beaver, B.V. et al. 2000 Report of the AVMA Panel
  on Euthanasia. J. Am. Vet. Med. Assoc. 218,
  669-696 (2001).
• Institute of Laboratory Animal Resources,
  National Research Council. Occupational Health
  and Safety in the Care and Use of Research
  Animals (National Academy Press, Washington, DC,
  1997).
• ARENA/OLAW Institutional Animal Care and Use
  Committee Guidebook, 2nd edn (2002).

76
Thanks!

• Molly Greene
• Mary Lou James

77
Other resources

• AAALAC International
• www.aaalac.org
• The Connection (Winter/Spring 2002 Seeds for a
  Successful Program IACUC Training)
• American Association for Laboratory Animal
  Science
• www.aalas.org
• Animal and Plant Health Inspection Service
  Animal Care
• http//www.aphis.usda.gov/ac
• Animal Welfare Information Center
• www.nal.usda.gov/awic
• Information Resources for Institutional Animal
  Care and Use Committees
• 1985 1999, AWIC Resource Series No. 7,
• http//www.nal.usda.gov/awic/pubs/IACUC/iacuc.htm
• CompMed
• E-mail listserv_at_listservaalas.org

78
Other resources

• IACUC-Forum
• IACUC-Forum, a closed listserv where issues
  relating to laboratory animal research may be
  discussed privately among members of the
  listserv. Visit www.iacuc.org for details.
• IACUC Talk
• http//www.scaw.com/forum.html
• IACUC.ORG
• www.iacuc.org
• IACUC Resource Page
• www.labanimal.com/iacuc/iacuc.htm
• OLAW conferences
• http//grants.nih.gov/grants/olaw/worshop.htm
• OLAWs IACUC Guidebook
• http//grants.nih.gov/grants/olaw/iacuc_guidebook/
  iacuc_guidebook.htm
• OLAWs PHS Policy Tutorial

79
Other resources

• PRIMR / ARENA annual meeting
• Public Responsibility in Medicine and Research
  (PRIMR) and Applied Research Ethics National
  Association (ARENA) annual IACUC meeting. Visit
  http//www.primr.org/conferences.html
• Protocol Review
• A monthly column n Lab Animal magazine edited by
  Jerald Silverman, www.labanimal.com
• Articles
• IACUC Training From New-Member Orientation to
  Continuing Education. Lab Animal 31 26, 2002
• The IACUC Handbook
• April 2000, Jerald Silverman, Mark A. Suckow,
  Sreekant Murthy, CRC Press. 59.95. Visit
  www.crcpress.com to order.
• ResearchTraining.org, www.researchtraining.org

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81
Agenda

• Characteristics of ag programs
• The Three Tier approach
• Ag specific training
• Examples of training materials
• Case Studies

82
Characteristics of ag programs

• Most Land Grant Universities some Pharma
• Veterinary schools, animal science depts
• Experimental stations remote, isolated
• Autonomous, independent
• Highly skilled technicians and herdsmen
• Most have been around a long time
• Students

83
The training approach

• The Three Tier approach
• 1 Overview
• Laws and regs and institutional
  responsibilities
• 2 Species specific training
• 3 Hands On training
• Another tier?
• Ag specific training needs

84
The objective of Tier 1 overview of Laws and
Regs

• Provide a basic understanding
• That many laws and regulations exist wrt to
  research animals.
• That some of them apply to research agricultural
  animals.
• That an appropriate Animal Care and Use Program
  is important!

85
The objective of Tier 1 overview of Laws and
Regs

• To do
• Let them know that training is required
  (regardless of level of expertise).
• Set the stage for an environment of compliance.
• Let them know why compliance is important.

86
The Regs! Animal Welfare Act

• 9CFR
• USDA/APHIS
• History Pepper the Dalmatian!
• Does not cover rats mice (bred for research)
  or farm animals used for food or fiber
• Does cover farm animals used for teaching or for
  biomedical research
• Institutional responsibilities

87
Overview the Regs!

• Public Health Service Policy
• Make sure herdsmen understand that
• the Policy applies to any research institution
  receiving funding from NIH
• the Policy applies to all vertebrate animals.

88
Overview the regs!

• AAALAC
• Not regulatory but voluntary
• Covers all animals in a Program
• But what the heck is a Program???

89
The overview The program of animal care and
use

• Provide information on exactly what a Program
  is!
• Institutional Policies
• Stress the importance of Institutional Oversight
  for animal care and use!
• Animal Environment, Housing
• Most Ag folks know about this

90
The overview The program of animal care and use

• Veterinary Care
• Tell them about the roles and responsibilities of
  the AV!
• Discuss the importance of teamwork
• Physical Plant
• May or may not apply

91
The overview the GuidesWhat are the standards?
92
Tier 2 Species specific training
93
Tier 2 Species specific training

• Swine
• Dairy
• Beef
• Sheep and Goats
• Poultry

94
Tier 2 species modules content

• Breeds
• Classification (species, genus)
• Nomenclature (freemartin)
• Uses in research
• Main biological characteristics
• Behavior
• General husbandry
• Space requirements

• Procurement
• On Arrival examination
• Technician responsibilities
• Nutrition
• Basic handling and restraint
• Identification
• Animal Health/Common Diseases
• Euthanasia

95
Tier 2 species modules the trainer

• Identified most qualified technician/herdsman
  per species.
• Asked him/her to develop the module.
• Provided presentation skills.
• That technician became the trainer for that
  particular species.
• Trainer presentation skills and efforts were
  recognized by supervision and reflected on
  performance management.

96
Tier 3Hands On training
97
Tier 3 Hands On training

• Herd health SOPs
• Dehorning
• Piglet processing
• Foot Trimming (all species)
• Castration
• Euthanasia (captive bolt)

• Heat check for dairy
• Artificial insemination
• Routine health treatments
• Mastitis
• Hypocalcemia
• Anemia

98
Tier 3 Hands On training

• Aseptic technique
• Surgical principles
• Specific surgical procedures
• Rumen cannulation
• Abomasal cannulation
• Vascular access

• Research techniques
• Handling and restraint
• Bleeding and injection techniques
• Anesthesia and analgesia

99
Ag specific training!!!

• Zoonoses and biosafety
• Recognition of pain and distress in ag animals
• Ag animal environmental enrichment
• Necropsy room safety

100
Readily available trainingFASS Training

• Federation of Animal Science Societies
  (www.fass.org)
• Beef Cattle
• Dairy Cattle
• Swine Training
• Horse Training
• Ag Guide

101
Available video tapes

• National Institute Animal Agriculture (NIAA)
• Swine Handling and Transport
• Cattle Handling and Transport
• Understanding Dairy Cattle Behavior to Improve
  Handling and Transport

102
Lots of other sources of training material

• AAALAS
• National Practitioner Organizations
• AABP, AASV, AADP.
• National Producer Organizations
• National Cattlemans Beef Association

• Temple Grandin (www.grandin.com)
• American Farm Bureau
• AVMA
• AWIC
• Land Grant University agricultural program
  websites

103
Case study 1

• Large Land Grant University, USA
• Mandatory inadequate veterinary care
• Problem an inadequate understanding of
• the role of the veterinarian in research,
• the regulations and how they are applied to
  agricultural research
• and what constitutes an animal care and use
  program
• Solution (in part) Tier 1 training

104
Case study 2

• Large Land Grant University, USA
• Mandatory lack of or inadequate personnel
  training
• Problem long term very experienced herdsmen who
  do not understand the need for training
• Solution
• Tier 1 training
• Tier 2 training
• Herdsman as the trainer

105
Case study 3

• Land Grant University, USA
• Mandatory inappropriate euthanasia (swine,
  cattle)
• Problem lack of understanding of appropriate
  euthanasia techniques
• Solution
• Tier 3 SOP discussion and hands on training for
  euthanasia techniques (electrocution, carbon
  dioxide, captive bolt..)

106
Questions?
107
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108
Industrys unique challenges

• Slides prepared by
• Michael Ballinger, DVM, DACLAM
• Director, Global Animal Resources, Amgen
• President, Council on Accreditation, AAALAC
  International

109
What is industry

• Vendors
• Contract Research Organizations (CRO)
• Biotech companies
• Pharmaceutical/vaccine companies
• The challenges vary with various industry sectors

110
Industry environment/challenges

• Generally risk averse.
• Business model includes regulatory compliance
  (FDA, EPA, OECD, ISO, DOD).
• Business model includes accreditation, (AAALAC
  International).
• Cost/benefit ratio analysis evaluated for
  programs.
• Must have business case for education training.

111
Business case for training

• Is it mandated by law or regulation?
• Will it protect the companys resources?
• Will it make us more competitive?
• Will it improve the data?
• How important is it for the company to project
  competence?
• How important is it to convey that animal welfare
  is important?

112
Training by job category

• IACUC member training.
• Animal care staff training.
• Research science staff training.
• Personnel at risk for research hazards.
• Awareness/training of the companies rank and
  file.

113
IACUC training

• Animal Welfare Act compliance sells need.
• 1996 Guide provides specific expectation.
• Support for regular travel to IACUC conferences
  is generally available.
• Many organizations now bring the trainers in
  to maximize return on investment.

114
Animal care staff training

• Well defined training programs are common.
• Documentation often excellent, especially if
  GLP.
• AALAS certification often endorsed and
  financially supported.
• May be requirement for advancement.
• ILAM CMAR support is common.

115
Training for science staff

• Business case not as obvious.
• Qualified versus Trained.
• Who is ultimately responsible for qualification
  of research staff?
• What cost center should support it?
• IACUC may demand demonstration of proficiency
  but should they require training?

116
Environmental health and safety training

• Strong business case for adequate occupational
  health safety resources.
• Strong business case for hazard abatement.
• Formal courses readily available.
• Combining animal use training with other
  required training (i.e. EHS) will increase
  efficiency and may increase effectiveness.

117
GLP versus non-GLP

• GLP animal users take training very seriously,
  but focus is not animal welfare.
• Well-documented.
• Humane issues not always a key component.
• FDA assumes adequate animal care/welfare.
• USDA focus on welfare, not on study design.
• Mandate and oversight comes from GLP compliance
  (QA) organization, not IACUC.

118
Research and non-GLP

• Company culture may hinder new demands for
  mandated training and especially needless
  documentation.
• Perhaps an over reaction to GLPs dont apply
  here.
• Procedural training with humane focus evolved
  long after GLPs in most companies.

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Industry examples of approaches

• Risk-based prioritization for hands-on training
  and/or proficiency demonstration.
• Concentrate on recognizing pain/distress and
  reporting problems.
• Track proficiencies in a central training
  record.
• Internal awareness programs for rank and file
  culture of care (Aventis, Charles River).
• Integrated Needs-Based Training ProgramsAttend
  Seminar tomorrow 800 am!!

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