Federal law now requires that institutions provide training for anyone caring for or using laboratory animals. This volume provides the guidelines and resources needed to coordinate a quality training program, as well as to meet all legal requirements.

A core module for all personnel takes no more than four hours to present. Most staff then proceed to one or more additional skills-development modules including the species-specific module that can be customized to any species in use at the institution, the pain management module, and the surgery module.

The volume provides content information for required topics--from ethics to record keeping--and lists sources of additional publications, audiovisual programs, and computerized teaching aids.

Included are:

1. Ready-to-use teaching outlines, with detailed instructions for presenting material.
2. Practical guidelines on logistics, covering scheduling, budgeting, and more.
3. Guidelines on how to design training for adults and how to work with investigators who may resist taking training courses.

This practical guidebook will be necessary for research institutions, particularly for staff members responsible for training coordination.

Contents

• COMMITTEE ON EDUCATIONAL PROGRAMS IN LABORATORY ANIMAL SCIENCE
• INSTITUTE OF LABORATORY ANIMAL RESOURCES COUNCIL
• COMMISSION ON LIFE SCIENCES
• Preface
• I. Introduction
  • 1. Introduction
  • 2. How to Use this Guide
• II. Course Modules
  • 1. Core Module
    • Introduction
    • Outline for the Core Module
  • 2. Species-Specific Module
    • Introduction
    • Outline for the Species-Specific Module
  • 3. Pain-Management Module
    • Introduction
    • Outline for the Pain-Management Module
  • 4. Surgery Module
    • Introduction
    • Outline for the Surgery Module
• III. Content Outlines
  • Introduction
  • 1. Laws, Regulations, and Policies That Impact on the Care and Use of Animals
    • 1.1 Federal Regulations and Policies Affecting the Care and Use of Animals in Research, Testing, and Education
    • 1.2 Selected Requirements of AWRs and PHS Policy
    • 1.3 State and Local Regulations Affecting the Care and Use of Animals in Research, Testing, and Education (if applicable)
    • 1.4 Institutional Policies Affecting the Care and Use of Animals in Research, Testing, and Education
    • References
  • 2. Ethical and Scientific Issues
    • 2.1 Definitions
    • 2.2 Conceptual Framework for Ethical Decisions (Robb, 1989)
    • 2.3 Arguments Used by those Advocating the Humane Use of Animals for Human Purposes (Caplan, 1984)
    • 2.4 Arguments Used by Animal-Rights Advocates (Singer, 1975; Regan, 1983)
    • 2.5 The Role of Laws, Regulations, and Policies
    • 2.6 Suggested Ethical Principles (See U.S. Government Principles for the Utilization and Care of Vertebrate Animals Used in Testing, Research, and Training; )
    • References
  • 3. Alternatives
    • 3.1 Definitions
    • 3.2 Rationale for Considering Alternatives
    • 3.3 Nonanimal Research Methods and Models
    • 3.4 Factors Influencing Model Selection
    • 3.5 Utilization of Services
    • References
  • 4. Responsibilities of the Institution, the Animal Care and Use Committee, and the Research and Veterinary Staffs
    • 4.1 Responsibilities of the Institution
    • 4.2 Responsibilities of the Institutional Animal Care and Use Committee(IACUC)
    • 4.3 Responsibilities of the Investigator (The term investigator is used broadly to designate those people responsible for the scientific aspects of projects that use animals in research, testing, or teaching)
    • 4.4 Responsibilities of the Attending Veterinarian (see 9 CFR 2.33)
    • References
  • 5. Pain and Distress
    • 5.1 Definitions
    • 5.2 Categories of Pain (AVMA, 1986)
    • 5.3 Pain Perception
    • 5.4 Assessment of Pain (AVMA, 1986)
    • 5.5 Stress (NRC, in press)
    • 5.6 Distress (NRC, in press)
    • 5.7 Ethical Obligations
    • 5.8 Legal Obligations (Overseen by the Institutional Animal Care and Use Committee)
    • 5.9 Adequate Veterinary Care
    • References
  • 6. Anesthetics, Tranquilizers, Analgescis, and Neuromuscular Blocking Agents
    • 6.1 General Anesthetics (Lumb and Jones, 1984)
    • 6.2 Tranquilizers and Sedatives (Gleed, 1987)
    • 6.4 Neuromuscular Blocking Agents (Paralytics or Immobilizing Agents)
    • 6.5 Factors Modifying the Effects of Tranquilizers, Analgesics, and Neuromuscular Blocking Agents
    • 6.6 Safety Precautions
    • 6.7 Recordkeeping Requirements
    • 6.8 Functions of the Attending Veterinarian in Pain Management
    • References
  • 7. Survival Surgery and Postsurgical Care
    • 7.1 Definitions
    • 7.2 Legal Requirements (9 CFR 2.31; PHS, 1986)
    • 7.3 Preparation for Surgery
    • 7.4 Anesthesia (see section )
    • 7.5 Surgical Complications
    • 7.6 Incisions
    • 7.7 Postsurgical Care
    • 7.8 Equipment: Type needed to properly support surgical procedures is dependent on a number of variables, including the species of animal used, the nature of the procedure, and the anesthetic agent used
    • 7.9 Recordkeeping
    • References
  • 8. Euthanasia
    • 8.1 Definition
    • 8.2 Legal Requirements
    • 8.3 Ethical and Humane Considerations
    • 8.4 Human Considerations
    • 8.5 Criteria for Selection of Method of Euthanasia
    • 8.7 Physical Methods
    • References
  • 9. Husbandry, Care, and the Importance of the Environment
    • 9.1 Legal Requirements for Husbandry and Care
    • 9.2 Importance of Proper Husbandry and a Stable Environment
    • 9.3 Environmental Variables that can be Controlled
    • 9.4 Dealing with Emergencies (e.g., power failure, flooding, air-handlingfailure, heating or cooling failure, fire)
    • Reference
  • 10. Species-Specific Overview
    • Outline
    • 10.1 Factors Associated with Selection of Animals
    • 10.2 Procurement of Animals
    • 10.3 Caging
    • 10.4 Environmental Enrichment
    • 10.5 Food
    • 10.6 Water
    • 10.7 Handling and Restraint
    • 10.8 Identification and Records
    • 10.9 Animal Health
    • 10.10 Zoonoses (Describe Signs and Symptoms in Animals and Humans)
    • 10.11 Specific Techniques: Hands-on Training in Techniques Such as Blood Withdrawal, Injections, Specimen Collection, Measurement of Vital Signs, and Euthanasia
    • References
• IV. Resources
  • 1. Sources of Information
    • Animal Welfare Information Center
    • National Library of Medicine
    • Institute of Laboratory Animal Resources
    • Foundation for Biomedical Research
    • Center for Alternatives
    • Center for Animals and Public Policy
  • 2. Selected Bibliography
    • Laws, Policies, and Guidelines
    • Ethics, Animal Welfare, and the Use of Animals in Biomedical Research, Education, and Testing
    • Alternatives
    • Institutional Animal Care and Use Committees
    • Recognition and Alleviation of Pain and Distress
    • Surgery
    • Euthanasia
    • Biology, Husbandry, and Care
    • Genetics and Nomenclature
    • Nutrition
    • Occupational Hazards and Laboratory Safety
    • Pathology and Therapy
    • Design of Educational Courses
  • 3. Audiovisual Materials
• V. How to Develop, Deliver, and Evaluate an Educational Program
  • 1. How to Approach the Task of Education
    • Educational Goals
    • Setting Objectives
    • Selecting Methods
    • Overcoming Resistance to Change
    • Conclusions
  • 2. How to Plan and Implement a Training Course
    • Identifying the Target Audience
    • Allocating a Budget/Funding
    • Determining Goals and Objectives
    • Scheduling the Course
    • Reserving Facilities
    • Identifying and Contacting Lecturers
    • Obtaining and Reviewing Audiovisual Materials
    • Assembling Reference Materials
    • Publicizing the Course
    • References
  • 3. Evaluation
    • Evaluating the Institutional Program
    • Evaluating the Course
    • Reference
    • [Tables]
• Appendixes
  • I Principles for the Utilization and Care of Vertebrate Animals Used in Testing, Research, and Training
  • II The Animal Welfare Information Center
  • III Sample Objectives or Self-Assessment Statements

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.

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.

The National Academy of Sciences is a private, nonprofit, self-perpetuating society of distinguished scholars engaged in scientific and engineering research, dedicated to the furtherance of science and technology and to their use for the general welfare. Upon the authority of the charter granted to it by the Congress in 1863, the Academy has a mandate that requires it to advise the federal government on scientific and technical matters. Dr. Frank Press is president of the National Academy of Sciences.

The National Academy of Engineering was established in 1964, under the charter of the National Academy of Sciences, as a parallel organization of outstanding engineers. It is autonomous in its administration and in the selection of its members, sharing with the National Academy of Sciences the responsibility for advising the federal government. The National Academy of Engineering also sponsors engineering programs aimed at meeting national needs, encourages education and research, and recognizes the superior achievements of engineers. Dr. Robert M. White is president of the National Academy of Engineering.

The Institute of Medicine was established in 1970 by the National Academy of Sciences to secure the services of eminent members of appropriate professions in the examination of policy matters pertaining to the health of the public. The Institute acts under the responsibility given to the National Academy of Sciences by its congressional charter to be an adviser to the federal government and upon its own initiative to identify issues of medical care, research, and education. Dr. Samuel O. Thier is president of the Institute of Medicine.

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.