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TRAINING AND EDUCATION
Charles River: A Model of International Training
Marilyn Brown
I would like to thank ILAR for inviting me to speak today. I would also
like to recognize my coauthor, who is in the audience today, Sari Tuominiemi.
Unfortunately, I have to leave after my talk; Sari has agreed to sit in for me in
the panel this afternoon.
We have heard before about general principles; we have heard about the
Interagency Research Animal Committee (IRAC) principles. I think the IRAC
principles probably were taken from some of the CIOMS (Council for Interna-
tional Organizations of Medical Sciences) principles, which you have also heard
about. One of those principles is: “Because of differing legal systems and cul-
tural backgrounds there are varying approaches to the use of animals for re-
search, testing, or training in different countries. Nonetheless, their use should
be always in accord with humane practices. The diverse approaches in different
countries to the use of animals for biomedical purposes, and the lack of relevant
legislation or of formal self-regulatory mechanisms in some, point to the need
for international guiding principles elaborated as a result of international and
interdisciplinary consultations.”1 You will notice, in talking about diverse ap-
proaches, it does not say that they are deficient approaches. I think it’s important
for us to realize that there are multiple ways that we can approach something.
The Guide certainly recognizes the importance of performance standards.
We have been hearing about performance standards again and again today. The
above quote emphasizes the need for international guiding principles generated
by international interdisciplinary consultations. I consider this meeting to be one
such consultation that will get us where we want to be. I think that our goals are
really similar, regardless of our approaches—that is, the goal of high-quality
research done in the most humane way possible.
1
CIOMS International Guiding Principles for Biomedical Research Involving Animals
(1985) (www.cioms.ch/publications/guidelines).
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68 Animal Research in a Global Environment: Meeting the Challenges
Training and education are really the cornerstone of effective performance
standards. Such training is going to be based upon:
Legislation.
The needs of the institution: This includes the types of research or test-
ing that is being done as well as the resources of the institution. For instance, if
you have access to the Internet, you will have access to different types of train-
ing materials and training opportunities that you might not have otherwise.
The needs of the individuals: What types of procedures are they going
to be conducting or performing? What is their previous training and experience?
What are the cultural factors and learning styles that are involved?
The ILAR Guide for the Care and Use of Laboratory Animals discusses
training. Examples of some of the types of training resources that are available
include the Canadian Council on Animal Care (CCAC) guidelines, the 1991
ILAR report on developing training programs, and FELASA training guidelines
for various levels of individuals.2 I would like to draw your attention to the
ICLAS International Harmonization of Guidelines on Animal User Education
and Training in Laboratory Animal Care and Use. We heard previously that for
the last couple of years ICLAS has been working on harmonization guidelines.
This is one that I believe was just recently approved by the ICLAS board and
hopefully will be published so it will be available for everyone soon.3
The components of a training program should include regulation, the roles
and responsibilities for all individuals involved (and this includes the IACUC or
ethics committee), ethics and the 3Rs, experimental design and the influence of
nonexperimental variables, recognition and minimization of pain and distress,
euthanasia, principles of animal care, and study- or species-specific characteristics,
procedures, techniques, and practices. Like any good training program, there
should be some way of assessing the training, assessing competence, and then, of
course, documenting training, because, as we all know, if you don’t document it, it
didn’t happen.
As in developing any training program, you must understand your audi-
ence. This includes understanding the structure of the animal care and use
program. You need to develop an appreciation for the culture of the audience.
This includes the culture’s attitudes toward training—there are different ap-
proaches to training—and the attitudes toward animals. You also need to under-
stand the current level of knowledge and have a sense for the audience’s ability
2
Available online at www.ccac.org; Education and Training in the Care and Use of
Laboratory Animals: A Guide for Developing Institutional Programs (NRC 1991; avail-
able at www.nap.edu); FELASA Recommendations for Education and Training (www.
felasa.eu/recommendations)
3
Published online in June 2010 (www.iclas.org/Document/Ethical%20review%20-
%20training%20article%20for%20Laboratory%20Animals%20-%20Official%20DOC%
20Juin%202010.pdf).
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Charles River: A Model of International Training 69
to use or incorporate that knowledge. You need to keep your approaches flexi-
ble, but your goals firm. Your goal is to ensure the humane use of animals and
quality research.
What do I mean by structure? We have heard about this a little bit today.
For example, in the United States, the role of the veterinarian is pretty clearly
spelled out in the Animal Welfare Act and the Guide for the Care and Use of
Laboratory Animals. In addition to providing veterinary medical care, the vet-
erinarian is charged with oversight of animal husbandry, nutrition, sanitation
practices, zoonosis control, and hazard containment.
The role of the veterinarian in other countries may differ, particularly if
the level of education and experience is substantially different. Such is often the
case in non-Western countries. Western laboratory animal experts touring Chi-
nese facilities recently reported that veterinarians may have only an undergradu-
ate Bachelor of Science degree, with little concept of laboratory animal medi-
cine as we know it. But they also noted an enthusiasm and commitment to
learning, which has been referenced earlier today.
Initially, I think, veterinarians in China [and other Eastern countries]
would be well served to develop open communication and mentoring programs
with their Western colleagues—again, something that was discussed earlier. In
addition, newly created distance learning programs offer opportunities for
growth.
The role of the IACUC and ethics committee may also vary. The impor-
tance of these committees has been recognized as a global standard, and the im-
portance of animal care and use oversight has also been recognized. As such,
even if there is no regulatory requirement for such a committee, many compa-
nies will require such a committee if they have facilities in these locations. As
we heard from Dr. Landi, companies may require such a committee if they are
going to do collaborations. In fact, at the First Shanghai Animal Welfare Forum
on International Standards, held in March of 2008, several laboratory animal
experts who visited China were very impressed with the IACUCs and ethics
committees that they observed. However, as with the attending veterinarian,
there was some concern about the level of actual authority of the committee.
I think this concern can be addressed through a combination of training,
institutional commitment, and policy. I think the fact that the Guide discusses
the role of the institution in ensuring that people are appropriately qualified or
trained if they are going to be using animals adds emphasis to this responsibility
and should help ensure the IACUC’s role. Although the exact roles and respon-
sibilities of the key personnel of an animal care and use program may vary, it’s
important that the roles and expectations of all parties are well documented and
well understood.
The importance of understanding the culture of your audience cannot be
overemphasized. To develop a training program, you must understand the cul-
tural attitudes and approach to training. For example, in China, the Confucian
way of learning has been practiced for centuries. This method leads to differ-
ences in knowledge acquisition and application, and relies a great deal on read-
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70 Animal Research in a Global Environment: Meeting the Challenges
ing and memorization and practical application of what was learned. This can be
enhanced with visual learning in which there is a repetition of practical exam-
ples. The Confucian way of learning is particularly well suited for learning steps
of the process, such as learning an SOP. However, to be fully effective for
animal care and handling, this must be accomplished by well-mentored, hands-
on training.
In many Eastern cultures, the importance of saving face must also be con-
sidered when training. As in all cultures, when correction is needed, you may
criticize the way a task is done, but you have to do so diplomatically, preferably
in an impersonal way, and very carefully. You should avoid criticizing persons,
particularly in front of others. The proposal method—“How about doing it this
way instead of that way?”—is an alternative way of helping someone under-
stand a different mechanism of performing a task.
The trainer also has to be aware of a cultural reluctance to speak up if a
point is not understood or if someone thinks something is wrong. Frequent,
open-ended questions can help develop topics and help ensure that they have
been understood. Asking individuals to propose solutions to problems or events
is another way to help ensure understanding and help individuals practice the
concept of being comfortable speaking up.
It helps to determine the existing level of knowledge as well as the ability
of the individual to apply that knowledge.
Another important cultural component to consider is the general cultural
attitude toward animals. Globally, these attitudes have changed over time. In
fact, they continue to change all the time, as humans and our standards of living
have changed. In societies where providing humans with adequate sanitation and
nutrition is problematic, it is more difficult to make the case for the importance
of providing those for animals. However, the drive to modernize should not be
underestimated. Many countries actively seek to assure the public and busi-
nesses of their understanding of animal welfare, and they do understand the im-
portance of animal welfare to global reputation in the biomedical field.
Technical training is relatively straightforward and can be accomplished
by providing detailed written guidelines, which can be read and memorized in
the Confucian tradition. Competency can also be relatively easy to assess. Atti-
tudes toward animals are more difficult. It can be useful to include a culture of
caring, humane care and use of animals as part of a person’s written job respon-
sibility. It helps to raise awareness of the importance of animal welfare and
helps people understand that this is actually a duty. You will find that in many of
these countries, the fact that it’s a duty helps to raise people’s awareness and
provides some assurance of behavior. Many cultures are very sensitive to the
idea of duty. Speaking up about something that is perceived to be wrong is also
an example of something that you can say is a duty.
Repetition on the subject of gentle handling, respect, and minimizing the
potential of pain and distress and the intrinsic value of animals is also recom-
mended.
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Charles River: A Model of International Training 71
When Charles River decided to open a contract facility in China, it was
not done to try to avoid any regulations or standards but rather, as we heard ear-
lier, to meet the needs of a burgeoning research community that is responding to
the health needs of a rapidly growing country. Maintaining our key corporate
value of humane care of all animals produced and used in our facilities was al-
ways a key point. Also important was providing quality research and testing for
the biomedical research community. To do this, we used a concept of knowledge
transfer through participation in activities. This is sometimes referred to as the
transfer of tribal knowledge.
To prepare us for this, we used intensive cultural training, to help us be
most effective and sensitive to our Chinese colleagues. We had key staff from
our new Shanghai facility spend one or more three-month rotations at our site in
Montreal. These individuals were embedded in the day-to-day activities and
were involved in both hands-on experience and decision making. In addition,
key qualified individuals from Montreal have spent or are slated to spend one or
more three-month rotations in Shanghai. Some individuals are going to spend
two to three years at the site to help oversee the development of our corporate
culture for quality and animal welfare.
This knowledge transfer allows us to more easily teach attitudes. It fosters
personal connections and trusted relationships that are important in all cultures.
It allows for immediate assessment of understanding and can more readily ac-
commodate different learning styles. Although labor-intensive, we believe that
this will lead to a stronger program.
We have internal animal welfare modules that cover such topics as euthana-
sia, reporting concerns, and species-specific training, which focuses on how an
animal’s biology, physiology, anatomy, and so forth, create specific husbandry
and handling needs, and how handling affects animal welfare in that species.
In addition to this internal training, personnel from the Shanghai site have
attended regional meetings, such as the First Shanghai Animal Welfare Forum
on International Standards and AAALAC’s accreditation process, as well as
international meetings such as IACUC 101 and 201 in the US and the Charles
River Short Course. This September, there is a joint workshop in Shanghai with
CCAC and the Shanghai Animal Commissioning Agency. We also have ensured
that personnel in key leadership roles, such as the attending veterinarian, the
IACUC chair, and the operations manager, have extensive experience with pro-
grams such as those recognized by AAALAC.
As with all our animal care and use programs, there is a system of checks
and balances in place to ensure adherence to the quality and humane care we
expect. In addition to various standard regulatory audits and inspections, the
Shanghai facility is in the process of pursuing both CCAC and AAALAC ac-
creditation. Sponsors also make regular and thorough site visits. We also have a
program of internal corporate audits, which look at all aspects of the program,
including animal welfare. Of course, there is corporate review of all IACUC
semiannual reviews from all Charles River sites.
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72 Animal Research in a Global Environment: Meeting the Challenges
In summary, animal research in different countries and different cultures
may be different, but this does not mean deficient. I believe that the challenges
of animal research in a global environment can be met using training and educa-
tion. Meeting the challenges requires sensitivity and institutional com-mitment
to doing it right. High-quality research and testing and animal welfare can be
achieved at many geographic locations. Doing animal research in a different
culture does not mean doing animal research using lesser standards. Flexibility,
with a clear eye on humane care and quality research, is required.
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The FELASA Training Program
Patri Vergara
The purpose of this conference is to discuss and address challenges in
animal research in a global context. Education and training are closely linked to
quality of performance. Two important features characterize biomedical re-
search nowadays: the number of countries where research is done is continu-
ously increasing and there is a global exchange of research results and of scien-
tists. This creates two important challenges for education and training: an
increasing demand for training, especially from emerging countries, and the
need to establish globally accepted systems of accreditation. The Federation of
European Laboratory Animal Science Associations (FELASA) has been focus-
ing on (1) defining categories of personnel working with laboratory animals; (2)
defining guidelines for the education and training of each category; and (3) de-
veloping a FELASA accreditation system, to ensure that courses comply with
FELASA guidelines and are of a high standard of quality.
Personnel Categories as Defined by FELASA
FELASA has identified four categories of competence for personnel work-
ing with laboratory animals (FELASA 1995), which have been adopted by the
Council of Europe and have therefore become a standard in Europe:
Category A, persons taking care of animals;
Category B, persons carrying out animal experiments;
Category C, persons responsible for directing animal experiments; and
Category D, laboratory animal science specialists.
Categories A and D personnel are professionals devoted to laboratory ani-
mals, while personnel in Categories B and C are professionals from different
specialties who design and conduct experimental procedures with animals. The
training for Categories A and D focuses on the development of a professional
career, and the training for Categories B and C provides the training necessary
73
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74 Animal Research in a Global Environment: Meeting the Challenges
for the correct use of animals in research based on the 3Rs principles of re-
placement, reduction, and refinement.
FELASA Guidelines
The FELASA modus operandi is the establishment of working groups
with experts from the associations that compose FELASA to define the guide-
lines, taking into account the diversity in Europe, and to promote high standards
to promote good science and to fulfill the ethical demands in the use of animals
that society and the European legal system require.
From 1995 to 2000, FELASA published guidelines for the education and
training of each category of personnel (FELASA 1995, 1999, 2000). These
guidelines are easy to find on FELASA’s website (www.felasa.eu) and they
have also been translated into other languages (e.g., Spanish, www.secal.es).
Category A
The guidelines for FELASA Category A are under revision. However, ac-
cording to current discussions in the working group, the main characteristics of
this training will be three, instead of four, levels of training: A0, for new per-
sonnel taking care of the animals, this minimum training will consist of a short
course of around 20-30 hours; A1 and A2 are more advanced levels and will
require several years of training involving a combination of theoretical, practi-
cal, and hands-on training at work. A0 training will be able to be easily adopted
by developing countries while A1 and A2 programs will be designed to fulfill
the requirements of countries with a more developed animal welfare system.
Category B
This training is for animal technicians and laboratory technicians who
conduct experimental procedures with animals. In some countries novel re-
searchers (e.g., PhD students) are also included in this category.
FELASA (2000) guidelines recommend a 40-hour course with 50% of
practical training supervised by accredited personnel. The practical content can
be tailored to the trainee’s specific needs. Additional training will be necessary
if the person needs to perform new experimental procedures.
Category C
For this category, FELASA (1995) requires the trainee to have a university
degree that includes sufficient knowledge of animal biology. The specific train-
ing is acquired by way of a postgraduate course of 80 hours or equivalent. The
syllabus must include the following topics:
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The FELASA Training Program 75
biology and husbandry of laboratory animals
microbiology and disease
health hazards and safe practices in the animal house
design and conduct of animal experiments
anesthesia, analgesia, and experimental procedures
alternatives to animal use
ethical aspects and legislation
analysis of scientific literature
In some countries this training is achieved in two stages: a Category B
training course at the initiation period, followed by a complementary module
when the researcher is going to be responsible for the design of the experiments
(scientist).
A comprehensive 80-hour course is becoming the standard in the majority
of European countries. This training is provided when a postgraduate initiates
his/her research career (e.g., a PhD).
In addition, Category C training is in high demand by scientists in emerg-
ing countries. ICLAS and FELASA and other European bodies have supported
this training in several regions of the world: Southern Europe (early 1990s),
Eastern Europe (late 1990s), Latin America (late 1990s), and more recently in
Africa. In these cases the course has to have a broader perspective and be ad-
dressed to both scientists and personnel responsible for animal facilities. Experi-
ence has shown that the best results for continuity are obtained when:
local professionals are incorporated as teachers,
professionals who could take responsibility for teaching specific topics
in future editions of the course are included as students (training the trainers),
and
only partial support is provided so that local agents, the student, and
his/her institution are jointly responsible.
Quite frequently, the course is implemented with the financial support of
an international body. Around $2,000-$5,000 per course per 20 students is the
average financial support necessary to promote this training.
Category D
For this category, FELASA (1999) guidelines propose specialized post-
graduate training of two years of full-time study or equivalent part-time (includ-
ing 6 months for a research project). The background training required is a vet-
erinary or other university degree with similar competence in animal biology
and welfare knowledge.
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76 Animal Research in a Global Environment: Meeting the Challenges
This program is included as a requirement for veterinary specialists who
hold the Diploma of the European College of Laboratory Animal Medicine
(DipECLAM). ECLAM also requires further training on veterinary care.
To provide and/or obtain Category D training is a real challenge even for
the well-established European universities and it becomes almost impossible
for professionals working in emerging countries. The most common problems
are: (1) it is expensive and the training lasts a long time, (2) it requires contact
with high-level facilities and professionals who are often not available in the
country, and (3) it is preferable that the trainee stays in his/her job/country
while receiving the training. Therefore, improving access to specialized train-
ing for professionals who are responsible for the growing number of animal
facilities around the world must be a goal both for international bodies (e.g.,
IACLAM, ICLAS, and FELASA) and for the private companies that employ
this type of personnel.
Possible solutions are (1) to create an international fund for training,
supported by IACLAM, ICLAS, and others and also by private companies; (2)
to arrange the existing programs (mainly in Europe and North America) in a
modular way or to facilitate online distance learning; and (3) to develop tutor
supervision of hands-on training. All these measures will facilitate access to
high-quality training for professionals from emerging countries. The fact that
the trainee can apply the acquired knowledge in an immediate way will sig-
nificantly increase the quality of science globally.
FELASA Accreditation
Accreditation systems have demonstrated that they are an important fac-
tor in improving standards. For this reason FELASA established an accredita-
tion system of teaching and training in laboratory animal science. The guide-
lines to fulfill FELASA accreditation have been published (FELASA 2002)
and an Accreditation Board was established in 2003; details and application
forms can be found at FELASA’s website. This accreditation system is not
limited to training based in Europe.
Conclusions
The current globalization of animal research is an excellent opportunity,
but we need (1) to establish financial support systems for both training pro-
grams and personnel, (2) to promote training in countries with emerging de-
mand, (3) to support the continuing education of professionals worldwide, and
(4) to use existing international professional organizations (e.g., FELASA,
IACLAM, ICLAS) to provide accreditation and validation of the training.
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The FELASA Training Program 77
References
FELASA [Federation of European Laboratory Animal Science Associations]. 1995.
FELASA recommendations on the education and training of persons working with
laboratory animals: Categories A and C. Report of the FELASA Working Group
on Education accepted by the FELASA Board of Management. Lab Anim 29:121-
131.
FELASA. 1999. FELASA guidelines for education of specialists in laboratory animal
science (Category D). Report of the FELASA Working Group on Education of
Specialists (Category D) accepted by the FELASA Board of Management. Lab
Anim 33:1-15.
FELASA. 2000. FELASA recommendations for the education and training of persons
carrying out animal experiments (Category B). Report of the FELASA Working
Group on Education of Persons carrying out Animal Experiments (Category B) ac-
cepted by the FELASA Board of Management. Lab Anim 34:229-235.
FELASA. 2002. FELASA recommendations for the accreditation of laboratory animal
science education and training. Report of the FELASA Working Group on Ac-
creditation of Laboratory Animal Science Education and Training accepted by the
FELASA Board of Management. Lab Anim 36:373-377.
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