Applying the principles of disaster prevention to decrease adverse events in a research program

In an animal care and use program in a research setting, events that have a negative impact on animal well-being do not typically occur spontaneously and arbitrarily. It takes the convergence of multiple missteps, miscalculations and misinterpretations of conditions for a serious accident to take place. Two concepts drawn from wilderness survival training can be applied to any research animal care and use program to reduce adverse events. The first, derived from the accident matrix model, is the concept of 'problem vectors,' or conditions, behaviors and policies that increase the likelihood of an adverse event. Identifying problem vectors and diverting them before they intersect to create an adverse event can considerably improve animal well-being and reduce the number of protocol violations and reportable events. The second concept is that of doing the 'next right thing' when an adverse event does occur in an animal program. The next right thing is a response characterized by unified directed action toward fixing problems without engaging in behaviors that might worsen the situation. Adopting an institution-wide approach of diverting problem vectors and pursuing the next right thing can result in better prevention and management of adverse events.     

Does Enrichment Improve Well Being in Animals under Human Care? A Case Study of Two Harbor Seals (Phoca Vitulina)

Harbor seals in the wild live in a stimulating environment; therefore, nonhuman-animal caretakers have increasingly been using environmental enrichment to improve the well being of seals under human care. The purpose of this study was to evaluate an object-based environmental enrichment program during a four-month period on stimulating exploration and play and improving conspecific social interactions and human–animal relationships (HAR). Zoo staff conducted the environmental enrichment program as part of the animal care program. Seals were given objects haphazardly and were observed for 20 minutes, and seals’ responsiveness during training sessions before and after enrichment was assessed. Seals showed interest in objects throughout the study and interacted more times per session with objects during the later months. Seals showed preferences for objects that were suspended in the water column (e.g., rope). Seals did not show more affiliative behavior but did show some aggressive behavior during enrichment sessions in comparison with free-swimming sessions. One seal showed better responsiveness to trainers in training sessions that followed an enrichment session than in other trainings sessions. Overall, the enrichment program was successful in increasing intrinsically motivated behaviors and showed that object-based enrichment has the potential to improve HAR between seals and their trainers.     

Training strategies for animal care technicians and veterinary technical staff

An institutional training program for animal care and veterinary technicians should be planned and implemented to provide these individuals with knowledge and skills for performing their duties within a laboratory animal care and use program. The complexity in the regulatory and scientific features of the animal research environment necessitates a strong training program on diverse topics according to staff duties. Orientation training should include ethics and compliance with relevant laws, policies, and guidelines. Depending on specific staff responsibilities, training may be general or in depth on topics of species-specific biology and behavior, animal facility equipment and operations, animal health procedures, animal research policies, occupational health and safety equipment and practices, computer usage, training, and management. Staff training should be an ongoing mission for incorporating new equipment, practices, and procedures in the laboratory animal program; for providing periodic refresher training to maintain a high level of staff qualifications; and for retraining when skills or knowledge are found deficient. Large institutions often have a dedicated training staff to implement the institutional training program.     

A training primer for Institutional Officials

The laws and policies governing the care and use of animals in research in the US require institutions to establish training programs to assure that personnel are qualified for their roles in animal care and use programs. Few programs define specific training requirements for the Institutional Official (IO), one of the most important roles in an animal care program. In some cases, IOs may have little or no experience in biomedical science. In this article, the author provides an overview of the IO's role in an animal care and use program as defined by US government laws and policies for use in training IOs and chief executive officers. The author outlines the key responsibilities of the IO in an animal care program, the implications of noncompliance with federal requirements and some of the pitfalls in program design.     

The physician as a patient educator. From theory to practice.

Patient nonadherence to therapeutic regimens is a serious issue in the practice of medicine. Empiric studies done by professionals from diverse backgrounds have shown that physicians who use educational strategies can be effective in gaining the cooperation of patients to follow their recommendations. The educational model that currently is most familiar to physicians and the one they use most frequently when educating patients is pedagogy, the theoretic basis for teaching children. Andragogy, a theoretic basis for teaching adults, is now being suggested by medical educators as an alternative model. To illustrate the clinical relevance and application of the andragogic approach, studies focusing on physician behaviors associated with behavioral measures of adherence were reviewed, analyzed, and categorized according to a framework called the "ADULT" model. Physicians in a postgraduate training program who have had exposure to this framework and have incorporated it into their practices report less difficulty functioning as patient educators. The systematic use of this approach can have a positive effect on patient adherence.     

Fundamental training for individuals involved in the care and use of laboratory animals: a review and update of the 1991 NRC Core Training Module

Public trust demands that individuals who do research, testing, or teaching with animals use humane, ethical, and scientifically sound methods. Furthermore, the Animal Welfare Act and the Public Health Service Policy require research institutions to provide basic training and to ensure that anyone who cares for and/or works with laboratory animals has the appropriate training or experience relevant to their job responsibilities. Institutions accredited by the Association for Assessment and Accreditation of Laboratory Animal Care International must also provide training programs and ensure the qualifications of personnel. The primary goal of this training is to provide individuals with basic knowledge and to reinforce attitudes and behaviors that help to ensure humane animal care and use. This article provides an overview of the core training module outline and content from the 1991 report of the Institute for Laboratory Animal Research, Education and Training in the Care and Use of Laboratory Animals: A Guide for Developing Institutional Programs, as well as pertinent updates for introducing personnel to information regarding the care and use of laboratory animals. Both mandatory and suggested training topics are reviewed, including relevant regulations and standards, ethical considerations, humane methods of animal experimentation and maintenance, and other pertinent topics. Although the fundamental training course content and delivery will vary depending on the nature and complexity of an institution's animal care and use program, this basic training provides the foundation for more in-depth training programs and supports humane and ethical animal care and use.     

Training strategies for IACUC members and the institutional official

Institutions are required by federal laws and regulations to oversee and evaluate their programs, facilities, and procedures for using animals in research, teaching, and/or testing activities. These responsibilities are specifically charged to an institutional official (IO) and an institutional animal care and use committee (IACUC). Initially, the individuals tasked with these responsibilities seldom have the requisite knowledge or experience to fulfill their charges effectively. Furthermore, simply reading the regulatory requirements does not prepare the novice IO and IACUC members to effectively monitor and guide the program. As a result, many new IOs and IACUC members are managing their responsibilities with insufficient understanding of the laws, regulations, standards, and policies. Specific training strategies for inexperienced IACUC members are needed to help them understand their responsibilities for ensuring animal welfare through an effective, high-quality, and compliant animal care and use program that supports the critical research needed to improve human and animal health. Likewise, most IOs would benefit from training to help them better understand their responsibility for enhancing or maintaining the quality of the institution's animal care and use program. Education and training should begin with an orientation to the laws, regulations, standards, and policies. Continuing training and education are also important to keep abreast of the changes in the interpretation of these laws and regulations as well as the changes in veterinary science. For both the IO and the IACUC, understanding and acceptance of their authority and responsibilities are significant factors in establishing and maintaining a quality animal care and use program.     

Creating a comprehensive training documentation program

The regulations mandate that individuals involved in research animal care and use receive adequate training, but they fail to address the documentation of the training. The authors provide guidelines for training documentation and, as an example, describe the program in place at the University of Pennsylvania.     

The development of an operant conditioning training program for new world primates at the Bronx Zoo

This article describes the development of an operant conditioning training program for 17 species of New World primates at the Bronx Zoo. To apply less invasive techniques to husbandry protocols, the study introduced behaviors-hand feeding, syringe feeding, targeting, scale and crate training, and transponder reading-for formal training to 86 callitrichids and small-bodied cebids housed in 26 social groups. Individual responses to training varied greatly, but general patterns were noted among species. With the exception of lion tamarins, tamarins responded more rapidly than marmosets, Bolivian gray titi monkeys, and pale-headed saki monkeys in approaching trainers and learning behaviors. Marmosets, in comparison to most tamarins, had longer attention spans. This meant that fewer, lengthier sessions were productive whereas shorter, more frequent sessions were most successful for tamarins. Among the cebids, pale-headed saki monkeys needed relatively few sessions to perform basic and advanced behaviors whereas Bolivian gray titi monkeys were less responsive and progressed at a deliberate pace. Marked changes in the animals' behavior during daily husbandry procedures, their voluntary participation in training activities, and the disappearance of aggressive threats toward care staff indicated that training reduced stress and improved the welfare of the animals. During daily training displays, zoo visitors experienced interactive animals while learning the importance of low-stress animal husbandry.     

Serum levels of total and free IGF-I and IGFBP-3 are increased and maintained in long-term training.

The goals of this study were to determine whether the long-term training regimens experienced by competitive collegiate swimmers would result in altered levels of total and free serum insulin-like growth factor I (IGF-I) as well as IGF-binding proteins (BP) IGFBP-1 and -3. Two male (Teams 1M and 2M) and one female (Team 2F) teams were studied at the start of training, after 2 mo of training, after 4 mo (2-4 mo had the highest volume of training), after 5 mo (near the end of tapering; only for Team 1M), and several days after training was over. For Team 1M, total IGF-I concentrations were increased by 76% after 4 mo and were subsequently maintained at this level. Total IGF-I responses were more variable for Teams 2F and 2M. Free IGF-I levels were increased nearly twofold for all teams at 2 mo and were maintained or increased further with subsequent training. Only the levels of free IGF-I for Team 1M returned to pretraining values after training had ended. Training had little effect on IGFBP-1 levels. For all teams, serum IGFBP-3 was elevated by 4 mo of training (for Team 2F it was increased at 2 mo) by 30-97% and remained at these higher levels thereafter. The ratio of total IGF-I to IGFBP-3 was not increased by training in any group. These data indicate that serum levels of total and free IGF-I and total IGFBP-3 can be increased with intense training and maintained with reduced training (tapering). The findings show that changes in free IGF-I levels are not accounted for by alterations in the total IGF-I/IGFBP-3 complex or in IGFBP-3 levels and indicate that there are other important determinants of free IGF-I.     

Training strategies for research investigators and technicians

Training programs for research personnel are discussed as a key resource that must be part of an effective animal care and use program. Because of the legal responsibility to ensure that research staff are qualified to use animals, many institutions have justified the necessity for a training coordinator and/or trainers for their animal care and use programs. Effective training programs for research personnel must meet the needs of the client base (research scientists and staff) so that they are relevant, practical, and timely. To meet these objectives, it is useful to involve the scientific staff in the analysis of their learning needs. To meet a performance standard necessary for quality research, a large percentage of the institutional staff must participate in the training program. Often it is the principal investigators who set the tone for their staff members regarding the importance of receiving training. Garnering support from this client base will create a culture that encourages training and engenders a positive attitude about humane animal care and use. One effective approach is to incorporate nonanimal models as alternatives to live animals to teach humane handling techniques and methods, thereby contributing to refinement, reduction, and replacement (the 3Rs). Also discussed are the necessity of timely feedback from clients, documentation of personnel training for regulatory purposes, and the collection of training metrics, which assists in providing justification for the granting of additional fiscal support for the program. Finally, the compliance procedures and opportunities for essential refresher training are discussed and related to high performance standards, humane animal use, and quality research, all of which contribute to the 3Rs.     

Environmental enrichment for laboratory rodents and rabbits: requirements of rodents, rabbits, and research

Environmental conditions such as housing and husbandry have a major impact on the laboratory animal throughout its life and will thereby influence the outcome of animal experiments. However, housing systems for laboratory animals have often been designed on the basis of economic and ergonomic aspects. One possible way to improve the living conditions of laboratory animals is to provide opportunities for the animals to perform a species-specific behavioral repertoire. Environmental enrichment should be regarded both as an essential component of the overall animal care program and equally important as nutrition and veterinary care. The key component of an enrichment program is the animal staff, whose members must be motivated and educated. It is critically important to evaluate environmental enrichment in terms of the benefit to the animal by assessing the use of and preference for a certain enrichment, the effect on behavior and the performance of species-typical behavior, and the effect on physiological parameters. At the same time, it is necessary to evaluate the impact on scientific outcome, how the enrichment influences the scientific study, and whether and how the statistical power is affected. The result will depend on the parameter measured, the type of enrichment used, and the animal strain. In this article, goals of enrichment are defined and discussed. Animal behaviors and needs are described, along with the translation of those needs into environmental enrichment programs. Specific types of environmental enrichment are outlined with examples from the literature, and an evaluation of environmental enrichment is provided.     

Maximizing the effectiveness of environmental enrichment: Suggestions from the experimental analysis of behavior

Environmental enrichment programs provide benefits to both captive animals and the facilities that house them, but cost time and resources to design, implement, and maintain. As yet, there have been few theoretically based guidelines to assist animal care staff in establishing cost-efficient enrichment methods that both elicit the desired behavioral changes and maintain their success over time. We describe several well-studied principles from the field of experimental analysis of behavior, including intrinsic reinforcement, extrinsic reinforcement, habituation, extinction, and schedules of reinforcement that could be very useful for evaluating the short- and long-term effectiveness of enrichment. We use this theoretical framework to generate testable hypotheses and provide examples of enrichment studies relevant to our predictions. In particular, we suggest that enrichment devices that offer extrinsic reinforcement (food, social access, etc. as a result of performing behaviors) should produce greater and more prolonged changes in behavior than devices that rely on the behavior itself being reinforcing to the animal. For techniques that provide no extrinsic reinforcement, using stimuli that are novel, are more different from the environment, have been withheld or altered in some way, or are presented less frequently may help reduce habituation. For techniques that provide extrinsic reinforcement, making reinforcement more difficult to obtain and providing more or higher quality reinforcers may increase the long-term success of the enrichment program. In addition, enrichment may be more effective if animal care staff avoid continuously reinforcing behaviors after they are established, enriching immediately after feeding, and exposing animals to enrichment when reinforcement is no longer available. While the current enrichment literature supports the application of behavior analytic theory, empirical evaluation of many of our predictions is still needed.     

Environmental enrichment for laboratory rodents

Modernization of housing and husbandry techniques for rodents has minimized confounding variables. The result has been vastly improved health maintenance and reproducibility of research findings, advances that have decreased the numbers of animals needed to attain statistically significant results. Even though not all aspects of rodent manipulation have been strictly defined, as housing and handling procedures have become increasingly standardized, many animal care personnel have recognized the lack of complexity of the rodents' environment. Concern for this aspect of animal well-being has led many research facilities to provide "environmental enrichment" for rodents. Additionally, regulatory agencies in the United States and Europe have also been increasingly concerned about this issue relative to laboratory animal husbandry. However, little is known about the influence such husbandry modifications may have on biological parameters. In this article, laws and guidelines relating to rodent enrichment are reviewed, the natural behaviors of select rodent species are discussed, and an overview of widely used types of enrichment in laboratory rodent management is provided. The literature evaluating effects of rodent enrichment is reviewed both in terms of neurological development and as an experimental variable, and results of a study evaluating the effect of enrichment on immune and physiological parameters are reported. Survey data on current enrichment practices in a large multi-institutional organization are presented, and practical aspects requiring consideration when devising a rodent enrichment program are discussed.     

Owner Attachment and Problem Behaviors Related to Relinquishment and Training Techniques of Dogs

Problematic behaviors are a significant reason for relinquishment, and relinquished dogs are more likely to have problem behaviors. This study utilized standardized surveys of owners (companion animal guardians) relinquishing their dogs to shelters and dog owners visiting vaccination clinics. “Relinquishing” and “continuing” owners were asked questions in the following categories: demographic information, training methods and tools, frequencies in which their dogs engaged in problematic behaviors, and attachment to their dogs. “Relinquishers” were also asked to provide their reasons for relinquishment. The results of 129 surveys (80 relinquishing and 49 continuing) showed that relinquishers scored lower on companion animal attachment than continuing owners. Pit bull-type dogs were represented more in the relinquishing group. Relinquished dogs were no less likely to have attended training classes than continuing dogs. In both groups, owners who used punishment-based collars reported less satisfaction with their dogs' overall and leash-walking behaviors. Pit bull-type dogs were reported to be no less well behaved compared with all other breeds combined. Sixty-five percent of relinquishers reported some behavioral reason for relinquishment. Forty-eight percent of relinquishers indicated that at least 1 problem behavior was a strong influence on their decision to relinquish.     

随机进化稳定性研究进展

在过去的三十多年, 演化博弈理论及其进化稳定对策的概念不仅被广泛地应用于解释动物行为的进化, 而且也被成功地应用于分子生物学、经济学、政治学和社会学等诸多学科。然而, 在随机波动环境中演化博弈动态的随机动力学性质始终没有被清晰地认识, 并且这是一个极具挑战性的理论问题。本文简单介绍了我们最近所提出的随机进化稳定性(stochastic evolutionary stability, SES)的概念。随机进化稳定性不仅是经典进化稳定对策(evolutionarily stably strategy, ESS)概念在随机环境下的自然扩展, 而且为揭示在随机环境中动物行为的演化动态提供一个基本的理论框架。     

Institutional and IACUC responsibilities for animal care and use education and training programs

Training and instruction of personnel are important components of animal care and use programs because they help to ensure the health and welfare of the animals and the integrity of the research or testing results. Training also helps to promote the consideration of alternatives, recognition of animal pain and distress, appropriate use of pain-relieving agents, aseptic technique, pre- and post-procedural care, and personnel health and safety. While individuals who provide the care for or conduct research or testing in laboratory animals should take personal responsibility for ensuring that they have the skills to perform their duties, the institution is ultimately responsible for ensuring their competency. The institution is also responsible for providing the training or instruction that is required by federal legislation, regulations, and policies. The institutional animal care and use committee (IACUC) is responsible for ensuring, as part of their review of research activities, that the personnel are capable of performing the procedures described. The IACUC must also assess the institution's training program as part of their semiannual animal care and use program review and make recommendations regarding training to the institutional official. This article provides a comprehensive overview of the US regulatory mandates for training and personnel qualification.     

PROSTHESIS FOR CHILD AMPUTEES—The Program at University of California at Los Angeles

The Child Amputee Program has operated jointly for the past three years at the University of California at Los Angeles under the Department of Engineering and the School of Medicine. The following seven points have been evolved after three years of operation:1. Team effort for involved rehabilitation problems seems to be more effective than any other approach.2. Psychological effect on both the patient and family is much deeper than was realized.3. The optimum age for first fitting of a prosthesis is much earlier than had been generally believed—under one year, as opposed to age five or later.4. Training adequate for efficient and easy use of the prosthesis is absolutely essential and must be followed with periodic training in new skills.5. Comfort and function must be provided or a prosthesis will not be used.6. Scaled-down adult components are helpful, but do not supply all the needs of growing children. Special types of tools are needed for the many varied activities of childhood.7. At the outset of the program, disability was calculated in terms of the site of amputation. Now it is realized that the true determination of disability is above the ears.     

A training program for noninvasive semen collection in captive western lowland gorillas (Gorilla gorilla gorilla)

Staff at Omaha's Henry Doorly Zoo devised a training program for noninvasive semen collection from three male gorillas. Trained behaviors, shaped using food rewards and verbal praise, enabled the trainer to perform a cursory physical examination and collect >270 semen samples during the study period. Ejaculate volume, sperm motility, and progressive forward motion were recorded. Two of the gorillas regularly produced semen samples that were cryopreserved. Frozen semen from one gorilla was successfully used in an assisted reproductive procedure. The training program may be used as a guideline for other institutions to create similar programs. Zoo Biol 17:143–151, 1998. © 1998 Wiley-Liss, Inc.     

A student-centred,problem-based curriculum: 5 years' experience.

In 1987, the University of Sherbrooke''s school of medicine implemented a student-centred, problem-based learning (PBL) curriculum. The experience of the first 5 years is reviewed; program goals, the schedule of learning activities, the instructional format and assessment of student learning are described. The new program is more demanding of teachers and requires better faculty training in pedagogy. No new financial resources have been available. The preclinical reform has led to revision of the clerkship, where sessions on clinical reasoning are now based on the PBL philosophy. Student reactions to the program are reported. The Sherbrooke experience has demonstrated that it is both possible and feasible to shift from a traditional to a problem-based curriculum.