Leaders in laboratory animal science: in their own words

There are a number of challenges facing young people planning their future with little but a love of animals to guide them. Pursuing a successful career in veterinary medicine can be a trying experience; there are a limited number of highly competitive academic programs, and even if one manages to enroll in such a program and complete the degree, there remains the daunting dilemma of whether to proceed directly to private practice, or whether instead to strike out on a new path and explore an alternative career in animal medicine. The eleven men and women profiled here are all respected figures from the laboratory animal science community, representing a broad cross-section of backgrounds and interests: genetics researchers, exotic species specialists, animal welfare advocates, nutritionists, facility managers, and so forth. Some worked their way through veterinary school and private practice before deciding on a radical career shift that brought them to where they are now, others started their careers in a laboratory, while others still followed a more indirect path, guided only by chance, curiosity, and a love of animals.All eleven, however, have each made their own unique contribution to the field, and Lab Animal has invited them to tell their own stories, in their own words, to illustrate some of the interesting, entertaining, and surprising turns a career in laboratory animal science can take.     

Degrees in laboratory animal science

The unique and challenging nature of work with animals requires special animal care and use training at all levels. Degree programs, certification boards, and continuing education programs ensure that those who work with animals have the knowledge and skills necessary to provide the best care possible.     

Email lists in laboratory animal science

Email lists can be invaluable for acquiring information that may not be easily accessible in the published literature. The author discusses the general format and functioning of email lists and describes six lists that can be valuable tools for education, training, and information exchange in the field of laboratory animal science.     

不同层次需求的实验动物学教学特点

实验动物学教学已成为医学教育中不可或缺的组成部分。本文从课程设置背景、课程安排、考核方法等方面总结了不同层次的实验动物学教学特点,以供广大实验动物教学工作者参考。     

Medical surveillance of allergy in laboratory animal handlers

Allergic disease is a serious occupational health concern for individuals who have contact with laboratory animals. The principal respiratory symptoms include allergic rhinitis, conjunctivitis, and asthma. Urticaria (" hives") is the most common skin manifestation. The overall prevalence of allergic disease among laboratory animal handlers is about 23%, and respiratory allergy is much more common than skin allergy. Various studies have found annual incidence rates ranging from 2% to 12%. Prevention of animal allergy depends on control of allergenic material in the work environment. Personal protective equipment such as air filtering respirators should be used in addition to the other exposure control technologies where conditions require. Pre-placement evaluation and periodic medical surveillance of workers are important pieces of the overall occupational health program. The emphasis of these medical evaluations should be on counseling and early disease detection. The article gives recommendations for the content of the medical evaluations.     

Assessment and treatment of laboratory animal allergy

Laboratory animal allergy (LAA) is a form of occupational sensitivity affecting up to one third or more of exposed workers. Symptoms involve the eyes, nose, skin, and lower respiratory tract. Asthma may develop in 20 to 30% of sensitized individuals. An occupational medical history is the primary tool if a diagnosis of LAA is suspected. The diagnosis is confirmed by demonstrating the presence of immunoglobulin E antibodies to laboratory animal allergens by skin testing or in vitro assays. If laboratory animal allergen-induced asthma is suspected, measurements of lung function are necessary for confirmation and assessing the degree of impairment. One approach to the problem is presented in this article. For individuals with LAA, avoidance of exposure is the primary treatment. For individuals who continue to work in the environment, pharmacological treatment of their symptoms may be necessary. Methods to prevent the development of LAA are also discussed.     

Environmental enrichment for laboratory rodents: animal welfare and the methods of science

Because of the difficulty of' establishing objective measures of laboratory rodents' psychological well-being, developing environmental enrichment programs that are actually beneficial to rodents destined to participate in laboratory research is particularly challenging. Many studies of effects of environmental complexity, social housing, and increases in cage size suggest that professional judgments as to the impact of diverse types of environmental enrichment on rodent welfare are not a reliable basis for evaluating the outcomes of enrichment programs for laboratory rodents. Successful enrichment programs will vary from one rodent species to another, between sexes, as well as between age classes. There is a need for objective, measurable goals for proposed environmental enrichment programs for rodents, as well a s for empirical investigations of the beneficial and detrimental consequences of proposed environmental manipulations.     

Modeling sepsis in the laboratory: merging sound science with animal well-being

Despite impressive advances in biomedical research, few noteworthy breakthroughs have been made in the treatment of sepsis during the past several decades. This stalemate is primarily due to the intricate and heterogenic nature of the systemic immune responses characterized as the sepsis syndrome. In general, such complexity must be approached with in vivo models. Several animal models have been described, suggesting that none adequately address all of the pressing needs in sepsis research. The most clinically applicable models involve a localized infection, such as surgically induced polymicrobial sepsis, that gradually propagates a systemic immune response. Because relevant models must mimic a severe and chronic syndrome, animal well-being is often a concern in sepsis research. A balance between the needs of sepsis research and animal welfare can only be achieved through knowledge of the strengths and weaknesses of and alternatives to in vivo sepsis models.     

Training in the laboratory animal science community: strategies to support adult learning

The essence of learning is change; learning is the process by which learners customize new information to make it personally meaningful and relevant. Training is the process of helping students make those changes. Research indicates that adults learn differently than children or adolescents and that adults consistently use the following six learning strategies: prior experiences; conversations; metacognition; reflection; authentic experiences; and images, pictures, or other types of visuals. Each of these learning strategies can be combined with the other strategies and often build upon each other. A recent study on how health care professionals learn indicated that the learning strategy they used most often was reflection, which supports learning before, during, and after training. Numerous examples are provided in this article describing how to integrate each of the six adult learning strategies into laboratory animal science training. While lectures and other types of direct instruction are appropriate, they are inadequate and ineffective unless they are integrated with and support adult learning strategies. Both the US Department of Agriculture regulations and the Public Health Service Policy mandate that research institutions must ensure that all personnel involved in animal care, treatment, or use are qualified to perform their duties. Applying adult learning strategies to training for the laboratory animal science community will enhance learning and improve both the science and the humane care of the animals, which is a goal our community must continuously strive to achieve.     

Diagnostic molecular microbiology in laboratory animal health monitoring and surveillance programs

Molecular microbiology provides a rapid, reliable, sensitive, and specific means of detecting pathogens in laboratory animals. The author discusses the interpretation of the results of molecular microbiological testing done in conjunction with serologic, bacteriologic, and histopathologic tests, focusing on molecular microbiology as it fits in an overall program of animal health diagnostic profiling.     

Assessing core manipulative skills in a large, first-year laboratory

Responding to the concern from our faculty that undergraduate students do not have robust laboratory skills, we designed and implemented a strategy to individually teach and assess the manipulative skills of students in first-year laboratories. Five core laboratory skills were selected for the course entitled Human Biology, a large, first-year class of students, most of whom were enrolled in Bachelor of Pharmacy and Human Movement Studies. Here, we report details for the 365 students enrolled primarily in Pharmacy and Human Movement Studies bachelor degree programs in semester 1 of 2006. We designed a specific strategy to assess five core laboratory skills: 1) accurate and precise use of a micropipette, 2) calculation of dilutions and preparation of diluted samples of saline, 3) accurate representation of data using a graph, 4) use of a light microscope, and 5) acquisition of digital data by measuring the latent period for the Achilles reflex. Graduate tutors were trained to teach and assess each student on each skill. The development of competency was tracked for all students across all five skills. Most students demonstrated proficiency on their first attempt. The development of proficiency across the core skills depended on both the skill and degree program. In semester 2 of 2006, 854 students mostly enrolled in the Bachelor of Science degree program and were similarly taught and assessed on the same five core skills. This approach was an effective teaching and assessment strategy that, when applied beyond first year, should increase the level of laboratory skills across undergraduate programs in physiology.