LAS Pro March-April 2021

March/April 2021

Forging Ahead

LAS Pros share innovations driven by COVID-19.

Harnessing Technology to Meet Training Demands Leaking Drinking Valves? Ideas for Stopping the Drips Tech Tips Focus on Enrichment Ideas for Rats and NHPs

FINALLY,

disinfection can be

SAFE AND EFFECTIVE Responsibly Disinfect Avoid animal and staff exposure to harsh chemicals.

Sustainable Protocols Responsible and noncorrosive disinfection protecting the environment and your equipment.

Disinfection Compliance Eliminate pathogens while decreasing product usage and time with a practical one-application protocol.

Exclusively available at

Peroxigard.com

March/April 2021 Vol. 9 Issue 2

INSIDE THIS ISSUE...

10

What's Happening?

12

Swift Adjustments

16

Polishing Pandemic Processes

20

Training Reimagined

Checking in with authors from LAS Pro's July-August 2020 issue.

11

A global pandemic challenges disaster plans and pushes program-wide modifications.

IACUC managers and directors find ways to excel in a new normal.

Four training related articles provide program innovations driven by COVID-19.

20

22 March/April 2021

Forging Ahead

LAS Pros share innovations driven by COVID-19.

Harnessing Technology to Meet Training Demands Leaking Drinking Valves? Ideas for Stopping the Drips Tech Tips Focus on Enrichment Ideas for Rats and NHPs

2 Laboratory Animal Science Professional March 2021

On the cover: Dr. Toi Collins is a Senior Laboratory Animal Resident at The Ohio State University.

What can

Research Ready

do for your vivarium?

Research-Ready means having clean, single-use cages and pre-filled water delivered directly to your vivarium; cages that are pre-bedded, pre-enriched, and irradiated upon arrival. It means reducing repetitive non-ergonomic tasks such as cage processing. It means having peace of mind knowing you’ll receive consistent products with guaranteed quality.

Research-Ready means your vivarium can focus on what’s important: the science.

www.innovive.com | (866) 432-2437

Less Washing, More Science

32

41

46

DEPARTMENTS 5 Publisher’s Note

42 Tech Tips

6 PROfiles

52 Across the Pond

8 Letter to the Editor

54 AALAS Foundation

32 Inside the IACUC

55 Crossword

34 What's Your Solution

56 Ad Index

Pandemic lessons

Meet Henok Tekie

All I need to know

Keeping staff engaged

Training video innovations and drippy drinking valves

41 DIY

Ice blocks

4 Laboratory Animal Science Professional March 2021

Insights on techniques and tactics

LAS education in the UK

Virtual outreach options

LATG puzzle

PUBLISHER’S NOTE Staff Publisher Ann Turner Associate Publisher Chris Lyons

Pandemic Lessons

Managing Editor John Farrar Associate Editor Liz Rozanski Ad Sales John Farrar

It’s been a year since the usual rhythm of our days was turned inside out, upside down, and backward.

This issue of LAS Pro once again focuses on COVID19’s effects on the LAS world. Several articles highlight how we have adapted, adjusted, and persevered in the face of unprecedented challenges. I am so thankful for all of you finding a way to get things done! Whether it was adjusting a training protocol, finding a new way to host an inspection, or supporting your community, you are all

to be commended.

Speaking of perseverance, around the country, our families, friends, and neighbors are anxiously awaiting their “shots.” Like many others, I spent several days refreshing a browser hoping to access our local vaccination scheduling site at just the right time. I’ve never worked so hard to get a shot in my life. On Wednesday, February, 10 at 3:30 PM I received my first COVID vaccination, and other than a sore arm for two days, had no reactions. I was scheduled for my second shot on March 4 before leaving the vaccination site. I am so grateful to the biomedical research community that has delivered the vaccines.

Gratitude is one of the many lessons the pandemic taught. Gratitude for science, scientists, researchers, and laboratory animal science professionals.

Gratitude for healthcare workers and teachers. Gratitude for all essential frontline personnel. Navigating the last year has not been easy, our resilience has been tested, our flexibility stretched, and our sense of humor tried.

Recently I was tested, stretched, and tried in a way many of you understand.

Like other parents, grandparents, and caregivers, I experienced navigating a six year old child through virtual school. It was just a week, but with each day I helped my grandson, I was grateful for that opportunity and the insight it provided. Teachers have a difficult job providing a virtual learning environment, and the frustration of parents with virtual school has been documented. However, I was not mindful of the impact of virtual school on the kids, especially those who had never been in school. I now have new COVID heroes—kids who are learning virtually!

At some point, we will all look back, and know that we rose to the occasion.

We did our part and kept moving forward. Be sure to take with you the gratitude and insights, both professional and personal, we have learned and know that your work contributed to the solutions the pandemic required.

Design/Production Zara Garza

Editorial Advisory Board Leslie Birke Louisiana State Univ Andrew Burich Benaroya Research Institute Bob Dauchy Tulane Univ School of Medicine David DeOrnellis Champions Oncology Penny Devlin Pennsylvania State Univ College of Med Sonia Doss Duke Univ Medical Center Kelly Ethun Emory University Glenn Jackson Cornell University Richard Marble Alpha Genesis Inc Elizabeth Nunamaker Univ of Florida Sara Oglesby Abbvie Karuna Patil Seattle Children's Research Institute Amy Pierce Tulane Univ School of Medicine Stacy Pritt UT Southwestern Medical Center Robin Tucker Georgetown Univ

Mission Statement Laboratory Animal Science Professional (LAS Pro) is the official magazine for American Association for Laboratory Animal Science members. LAS Pro provides a wide range of useful resources and knowledge to the association’s 14,000 laboratory animal science professionals who are involved in advancing responsible laboratory animal care and use to benefit people and animals. All signed articles, including, committee reports, news, and commentary, reflect the individual views of the authors and are not official views of AALAS. Authorization to photocopy portions for personal or internal use is granted by the American Association for Laboratory Animal Science. Photocopying for purposes of resale or outside distribution is prohibited unless written approval is obtained from the AALAS Director of Communications.

Copyright 2021 by the American Association for Laboratory Animal Science.

Laboratory Animal Science Professional (USPS 010-730) is published bimonthly by the American Association for Laboratory Animal Science, 9190 Crestwyn Hills Drive, Memphis, TN 38125. Periodicals Postage paid at Memphis, TN 38101 and additional mailing offices.

POSTMASTER: Send address changes to AALAS, 9190 Crestwyn Hills Drive, Memphis, TN 38125-8538.

Ann Turner

Publisher Executive Director American Association for Laboratory Animal Science

American Association for Laboratory Animal Science 9190 Crestwyn Hills Drive Memphis, TN 38125-8538 Phone: 901-754-8620 Fax: 901-753-0046 E-mail: info@aalas.org Web: www.aalas.org

March 2021 Laboratory Animal Science Professional 5

5

minutes with...

Henok Tekie, BS, RALAT

12

PRO-files in LAS Facility/Employer: The University of Colorado, Office of Lab Animal Resources Job Title: Training Technician How did you get in this field? I majored in animal science, where I focused

on increasing productivity in farm animals. When I began to learn about animal use beyond as a food source, I was astonished to learn about their contribution to biomedical research. I decided I wanted to be part of the biomedical research community and do my part to improve human and animal health. I joined the animal resource team in OLAR as an animal care tech. I admired the training program and was excited when I got the opportunity to be a part of it when a new training technician position was posted.

Who were your mentors? As part of the husbandry team, all my senior

technicians were mentors, and they shared their experiences. After I joined the training program, the training program manager, Lorraine, was my mentor.

She believed in me, shared her experiences, accepted new ideas, and provided constructive feedback and support.

1

What are your current interests in animal science? I would love to increase my knowledge in all aspects of laboratory animal science and learn how to design technology-based training programs. To achieve my goals, I am using the AALAS Learning Library's educational materials and have enrolled in a degree program at CU Denver. I hope to get a master’s degree in Learning Design and Technology.

Where do you see yourself in 5 years? In 5 years, I see myself being part

of biomedical research and contributing by designing technology-based training programs that would facilitate training. I also would like to complete 5 certificate courses from AALAS and graduate with my master’s degree from CU Denver.

Getting Personal What companion animals do you have?

At present, I do not have a companion animal, but I used to have dogs and cats. I hope that at some point I could have a dog. I’d like a German Shepherd.

Best binge-watching TV series?

Lately, I am not watching TV series, not because I do not like them, but I might not have the time to keep up with all the episodes. I am more into movies for now and enjoy watching Hollywood movies. I like all the genres except horror.

What is the last book you read?

Laws of Human Nature by Robert Greene

Where is your favorite vacation spot?

Dahlak Islands, Eritrea

What is your favorite dessert?

Baklava

2

What is your favorite part of your job? Solving problems and making simple solutions out of complex procedures with visual aids or videos is part of what I enjoy doing.

What advice do you have for others just beginning their animal science career? I would like them to know that there are diverse career opportunities

in animal science. To be in the field one way or another positively affects human lives. What you could do is not limited to just a few career paths. There are opportunities in the animal production sector, nutrition, agribusiness, extension agent, food inspector, research universities, and biomedical research. You can work as an animal care specialist providing proper care for research animals that will contribute to saving human lives.

3

What is the most rewarding aspect of your career? Since I graduated,

I have worked as an animal production expert, extension agent, animal care technician, and in my current role, as a training technician. As a production expert, I worked on a project that involved sustainable backyard chicken farming; it was rewarding to see the local farmers increase their production. As an animal care tech, knowing humane care of research animals provides accurate experimental results, which helps save human lives, is rewarding. As a training technician, creating simple solutions for complex procedures with visual aids and videos is rewarding. This makes me feel that my career is full of rewards.

What has been the most challenging aspect of your career? When I

4

worked as an extension agent, I would introduce farmers to new methods or new technology to improve production. The most challenging part of that role was the farmers had longstanding habits and techniques. It was challenging to convince them to embrace improvements that differed from what they believed in and had been doing for decades.

6 Laboratory Animal Science Professional March 2021

5

DEAR EDITOR

Letters to the Editor

All I Need to Know Dear LAS Pro Editors,

My name is Nancy Rossi and I’m an Animal Research Facility Supervisor at Rutgers. I created the following tips based on Robert Fulghum’s essay, “All I Really Need to Know I Learned in Kindergarten.”

Mr. Fulghum said, “All I really need to know about how to live and what to do and how to be I learned in kindergarten. Wisdom was not at the top of the graduate-school mountain, but there in the sandpile at Sunday school.”

With the ongoing COVID-19 pandemic and the impacts we all deal with at work and home, it has been a fun and gentle way to remind colleagues that we are all in this together.

Share everything: especially hand sanitizer, PPE, and animals.

Play fair: play at home if you are sick or may have been exposed.

Don’t hit people: stay 6 feet apart so you don’t touch others.

Put things back where you found them: resources are limited, make it easier for the next person.

Clean up your own mess: cleanliness prevents the spread; cover your mouth when you cough.

Don’t take things that aren’t yours: especially masks and mice; make sacrifices when necessary.

Say you’re sorry when you hurt somebody: it’s a stressful time so take a deep breath and count to 10 when upset or angry; practice compassion, put aside differences, and support each other.

Wash your hands before you eat: and after you touch anything.

Flush: but do not use too much toilet paper.

Warm cookies and milk are good for you: so is enrichment for the research animals.

Live a balanced life—learn some and think some and draw and paint and sing and dance and play and work every day some: pretend every day is Halloween and always wear a mask with a smile behind.

Take a nap every afternoon: relax when you are feeling email or Zoom fatigue.

When you go out in the world, watch out for traffic, hold hands, and stick together: don’t physically hold hands, instead support each other, give air hugs, and embrace the virtual world.

Wonder. Remember the little seed in the Styrofoam cup: The roots go down and the plant goes up and nobody really knows how or why, but we are all like that: including viruses which can grow and spread very quickly if we are not careful; take time to learn new things and share your knowledge.

Goldfish and hamsters and white mice and even the little seed in the Styrofoam cup they all die. So do we: cherish the time you had with the family and friends you lost; appreciate and remember the research animals who gave their lives to find a vaccine and a cure.

And then remember the Dick and Jane books and the first word you learned—the biggest word of all—look: look ahead to the future and anticipate better times ahead; we are all heroes!

Thank you!

Nancy Rossi, BS, RLATG Animal Research Facility Supervisor Comparative Medicine Resources Nelson Biological Laboratories Rutgers, The State University of New Jersey

8 Laboratory Animal Science Professional March 2021

FEATURE

COVID-19 Updates

Checking In

LAS Pro checks in with authors from the July-August 2020 COVID-19 issue.

By Liz Rozanski, BA

L

ast year’s July/August issue of LAS Pro provided AALAS members an opportunity to share how the pandemic impacted their work and home lives. As we pass the one-year mark for COVID-19 reaching the US, LAS Pro staff reached out to article contributors from last summer to see how they were doing.

Making Lemonade

Misha Dunbar is a Senior Staff Veterinarian at UT Southwestern Medical Center and was the July PROfile interview.

In July, Dunbar shared she was proud of the flexibility staff and leadership exhibited during the initial months of the pandemic. She explained that months later, their department has managed to continue business as usual, and the animal census is has returned to pre-COVID numbers. She added that many investigators who had put their studies on hold in the beginning have started resuming research while still following the university's phasing plan, which limits capacity to 50% on campus tentatively through May. Dunbar noted that now that campus-wide vaccination has also been offered, they have become quite busy.

“Over time, we have had staff on all levels out due to COVID exposures, which has created some departmental scheduling challenges, but we have also been able to fill previously open positions with new hires and even recently expanded by opening a new vivarium building,” Dunbar said.

She added, “With the lemons we have all been dealt, we have definitely been churning out some lemonade!”

Updates from Oklahoma

In July, Todd Jackson shared news from Oklahoma State University in Stillwater. Since then, Jackson has taken a role with Penn State, but he reached out to his former contacts and provided updates to his articles regarding the Oklahoma Animal Disease Diagnostic Lab and the Payne County Animal Response Team.

“As of September 3, the Oklahoma Animal Disease Diagnostic Lab (OADDL) stopped processing human samples for COVID-19 PCR testing. Throughout the pandemic, OADDL processed a total of 111,093 samples. During the more than 5-month span of human COVID-19 testing, OADDL maintained its full animal testing caseload, and test turn-around times were unaffected,” Jackson shared.

10 Laboratory Animal Science Professional March 2021

He was also able to confirm that the Payne County Animal Response Team have not needed to shelter any animals from owners affected by COVID-19 so far.

“I think when this all started back in the spring, we thought we would be careful for a few months, and by the end of the year, this would all be gone. Unfortunately, that is very far from the truth. This year has presented the whole world with several new challenges, both personally and professionally.”

Keep on Trucking

Jackie Iadicicco wrote a Letter to the Editor for the July issue and shared her experiences as a new training coordinator at NCSU College of Veterinary Medicine.

Like many, Iadicicco shared that the past year has presented very real challenges.

“I think when this all started back in the spring, we thought we would be careful for a few months, and by the end of the year, this would all be gone. Unfortunately, that is very far from the truth. This year has presented the whole world with several new challenges, both personally and professionally,” Iadicicco said. She added that they have all kept on “trucking” as best as they can.

“Fortunately, over the last few months, our department has gained two additional staff members, and they have learned to roll with the punches very well. Looking ahead, I hope we all keep it up!” she said.

Iadicicco noted that, of course, it is frustrating to have to keep practicing social distancing, but she keeps her eye on the prize: the day when everyone can safely travel again and when gatherings with family and friends are welcomed and safe.

Equipping Michigan’s Frontline Workers

“Thanks for following up with us!” was F. Claire Hankenson’s reply to our request for an update. Hankenson is Director and Attending Veterinarian in Campus Animal Resources at Michigan State University. NBC’s the Today Show featured the Michigan State team for devising a new use for vaporized hydrogen peroxide foggers.

“Following all of our pilot studies highlighted in the earlier issue of LAS Pro, MSU was granted FDA Emergency Use Authorization to decontaminate N95 masks on July 24, 2020. We are the first and only public academic institution to have been granted this EUA to date.”

Hankenson said.

She noted that after several months of developing the tracking forms and processes necessary to comply with the FDA Letter of Authorization, they have begun decontaminating masks for health partners within the state of Michigan.

“MSU is thrilled to be able to offer this service to our front line essential medical workers as we continue to cooperate on protective measures against COVID-19 in 2021,” she added.

Channeling Apollo 13 Energy

Stacy A. LeBlanc is Research Department Administrator in the Department of Veterinary Medicine and Surgery (DVMS) at UT MD Anderson Cancer Center. She shared her NASA-esque approach in a Letter to the Editor back in July. The 50th anniversary of the Apollo 13 mission and their famous problem-solving ingenuity has continued to inspire LeBlanc’s team.

“We continue our APOLLO13ING. Our staff are consistently the most complaint with our institution’s COVID safety procedures and guidelines. I credit this to our staff ’s commitment to our animals—that commitment to outstanding animal care obviously translates to outstanding care of our co-workers and ultimately our cancer patients!” LeBlanc said.

She noted that it’s been business as usual throughout the pandemic. With the research community encouraged to work remotely as much as possible, researchers have come to appreciate the animal care staff ’s role more deeply in their projects.

“I’ve been told by several researchers that their research could never have survived without DVMS,” LeBlanc added.

As expected, these AALAS members and LAS Pro contributors demonstrate that the LAS community has risen to the challenges presented by COVID-19 and have adjusted, adapted, and innovated as they continue to make a difference in their communities.

Liz Rozanski, BA, is Communications Manager at AALAS in Memphis, TN.

March 2021 Laboratory Animal Science Professional 11

FEATURE

COVID-19 Updates

Is Your Disaster Plan Ready for Post-pandemic Normal?

By Jennifer Brooks, MBA; Sharron Kirchain, DVM, MBA, DACLAM; Renee Thompson, BS, LATG; Gerard Cronin, BS, MBA; Jarrod Nichol, MBA, CLSSBB; and Patricia Holly, BS

A

s disaster plans failed miserably for some world governments and industry, when deployed against the COVID-19 pandemic, it appears that some industries adapted far better than others. If you started 2020 and were fortunate enough to have thought of everything in your disaster plan to prepare for a global pandemic, then your first quarter of 2020 was probably a breeze! For those of us that had plans that only revolved around natural disasters and utility outages, we found out quickly that we needed to make swift adjustments. Amassing perishable feed and supplies, just like the public did with toilet paper, does not compute when decisions about cutting down rodent populations have to be made to follow stay-at-home guidelines or staffing absences due to COVID-19.

Disaster Plan Impacts and Effectiveness

We surveyed lab animal institutions across North America to determine effectiveness and impacts on disaster plans.

Over 91% of respondents (n = 32) indicated their disaster plan would require modifications to address a pandemic situation. While our survey was focused on disaster plans, we were also interested in the human components that are not usually addressed in disaster plans. Survey topics included: corrective actions, budgets, feed, supplies, vendor access, the working environment, plus staffing schedules, policies and training. As our organization is geared towards sharing data for continuous improvement, the Vivarium Operational Excellence Network (VOEN) developed the survey specifically about this situation with the intent of sharing results of the survey for learning purposes. Briefly, we were able to identify trends which emerged from diverse organizations that implemented various disaster plan alterations and assessed human impacts that have sometimes been overlooked as an element of disaster planning.

Staffing and staff-related issues were a reoccurring theme at most locations. The sharing of information allows others to improve their disaster plans and use the data to effectively navigate novel disaster situations in the future. This article will speak to disaster planning adjustments made at different types of facilities – university, pharma, hospital, and supply chain/ vendor.

12 Laboratory Animal Science Professional March 2021

Improvements with an Eye on Post-pandemic Normal

The goal is to help improve your disaster plan and ensure it is ready for the post-pandemic normal.

Regarding pandemic response, 75% of respondents indicated their disaster plans did not effectively cover the COVID-19 pandemic, and faced numerous challenges: • 93% provided staff with additional allowances for flexible scheduling.

• 81% ordered above normal levels of feed.

• 19% ordered from alternative vendors to ensure supplies.

• 56% added work from home duties to staff schedules.

Twenty-five percent of respondents stated their disaster plan did effectively cover the COVID-19 pandemic. AALAS website1 statistics revealed a similar pattern, with approximately 25% of those publications having a pandemic response section. Most disaster plans cited the flu pandemic.

Institutions responded to the COVID-19 pandemic crisis uniquely, according to their own disaster plans and organizational leadership direction. Survey respondents (n = 16 institutions) had animal facilities with 3 to 100 people working in them, with organization totals ranging from 3 to 50,000 employees.

UMN Research Animal Resources (RAR) Epidemic/Pandemic Plan Threat Level

Triggers

Plan

Green

CDC declares epidemic/threat likely to impact Minnesota (i.e. first case in US)

- Cancel all in-person training classes and facility tours (no new vivarium access requests processed) - Detailed assessment by leadership of all critical supplies and staffing - Begin conserving Personal Protective Equipment (PPE) and other critical supplies - Order extra feed, bedding and PPE to last ~2 months; store in warehouse

Yellow

Staffing* at less than 70%, or as guided

by University leadership

- No new animal orders/standing orders processed. Exceptions may be permitted with permission by the RAR Director. Research involving the current epidemic/pandemic will be prioritized.

- No new animal transfers, imports or exports. Exceptions may be permitted with permission by the RAR Director. Research involving the current epidemic/pandemic will be prioritized.

Orange

Staffing* at less than 50% or as guided

by University leadership

- Pls to flag most critical rat and mouse cages as "priority save".

- No census will be taken. All billing discrepancies will be handled after the epidemic/pandemic situation is considered no longer a threat by the CDC. - Euthanize rodents requiring treatment unless research staff can perform treatments.

Red

Staffing* at less than 25%, or not able to procure feed, or as guided by University leadership

- No breeding of any rodents strains, including transgenic lines. Males will be euthanized if not included in the "priority save" cages - Targeted euthanasia of rats and mice, for non-priority save animals; Researchers would need to flag their highest priority (number of cages permitted will be based on staffing and ability to maintain animal welfare) of cages to avoid complete loss of colony.

Figure 1. The University of Minnesota Threat Level Matrix outlines staffing levels that can indicate a change to expectations within their animal care facility. A visual guide with an indicator would allow all staff to know what to expect inside the facility.

Work During a Pandemic

Typical disaster plans included detailed plans for mitigation, preparedness, response, and recovery. Most organizations reported their disaster plans would be updated with changes to or guidance around: • What work can be done during a disaster/pandemic.

• Sickness monitoring and evaluating staff health.

• Staffing and animal management.

Figure 2. Most employers extended benefits and assured employees that time off would be covered, whether for sick or quarantine reasons.

Institutions took swift action toward essential animal care work during decreased staffing levels due to government stay at home orders. Prioritizing action plans based on daily changes proved to be challenging.

Threat Level Matrix

We were able to identify trends which emerged from diverse organizations that implemented various disaster plan alterations and assessed human impacts that have sometimes been overlooked as an element of disaster planning.

Staffing and staff-related issues were a reoccurring theme at most locations. The sharing of information allows others to improve their disaster plans and use the data to effectively navigate novel disaster situations in the future.

Less than half of respondents reported that modifications would be required to their disaster plans based on issues with feed, supplies, sick policies, PPE policies, and communication.

The AALAS ACE Community came together during this time and shared ideas and plans. In particular, the University of Minnesota shared a Threat Level Matrix2 with the ACE community. Link provided in references. Their Threat Level Matrix was used to plan and prioritize work at their institution. Colorful visual management tools provide effective communication. Such a tool aids researchers to know, understand, and predict next steps based on staffing levels (Figure 1).

Managing Staff and Sickness

A majority of disaster plans lacked sufficient health monitoring and sickness of staff. With guidance from federal, state, and local governments, some institutions were faced with new personal protective equipment (PPE), temperature monitoring, and documentation requirements. Challenges were also encountered in navigating situations where no human resource policies existed.

Paid time off (PTO) arrangements for staff underwent many iterations during the onset of the pandemic, with many respondents providing additional PTO to staff who may not have had adequate earned leave time according to organizational policies.

March 2021 Laboratory Animal Science Professional 13

Sick Time

Figure 2 shows that most employers extended benefits and assured employees that time off would be covered, whether for sick or quarantine reasons.

Shift management was another critical component during the pandemic surge. Split shifts were commonly used to control the spread and prevent widespread illness/ quarantine of an entire workforce. Dividing teams into two and not overlapping them was key, with variation in hours, days of service, and supervision.

Split shift communication was also a new challenge to solve. Many organizations took advantage of free scheduling software (such as Microsoft Teams) to unify teams, provide virtual meeting options, schedule work in advance, and make last minute changes or updates.

Split Shift Scenarios

Scenario #1: In this scenario, the staff is split into Team A and Team B. In this shift system, Team A and B would not overlap, but both teams would end their working shift with a deep clean. The calendar week is split and each team deep clean between shift changes on Wednesday and Sunday.

Scenario #2: In this alternative scenario, Team A and Team B would work a full week, then do a deep clean of the facility.

The next team would come in and the other team would be off work for the week.

Shift Communication Microsoft Teams has an app called Shifts that can be used to post team member duties, schedules, and task details.

Lessons Learned: Key Pandemic Disaster Plan Elements Cryopreservation: When faced with staffing shortages, research model cryopreservation can be completed with sperm (faster) or embryo harvests.

Internal Communications: Flexibility around internal guidelines was required with the fast-changing news and updates.

Frequent, open, and relevant communications helped to maintain workforce trust.

Vendor Communication: Early and frequent communications helped some organizations manage supply issues without facing interruptions. Vendor relationships play a significant role in planning for and recovering from disasters.

Interdepartmental Flexibility: A key to successful management during the onset of the pandemic for some locations was the ability to utilize staff across departments to accomplish prioritized animal care duties.

14 Laboratory Animal Science Professional March 2021

Displaying Floor Plans: Using a visual management tool of floor plans that indicate staffing allowed in each space for social distancing would be helpful for staff by providing guidance at a glance. Single central locations create congregations, so many into promote social distancing, some institutions posted the duplicate information in multiple locations.

Ultimately, a crisis is never a good time to try implementing continuous improvement strategies, but the information and insights gained after the crisis is stabilized can be used to sustain and improve future operations through a Lean thinking culture.

Acknowledgments: Vivarium Operational Excellence Network.

Accessed 12 January 2021. https://www.voenetwork.com

About the VOEN: The Vivarium Operational Excellence Network is a consortium of animal care institutions and companies committed to quality clinical and veterinary research driven by operational excellence. We are a members-run organization that responds to the evolving learning needs of its members. Learning spans the organizational spectrum from front-line technicians through Webinars, videos and Lean Belt certification to leadership skills gained from our Leadership Academy events and offerings. We also look to industry for insights into the best ways to improve operations as well as ways to build a problem-solving culture. https://www. voenetwork.com/ Jennifer Brooks, MBA, is Operations Process Improvement Leader at Envigo in Indianapolis, IN.

Sharron Kirchain, DVM, MBA, DACLAM, is Senior Director for Comparative Medicine North America at Takeda Pharmaceuticals USA, in Arlington, MA. Renee Thompson, BS, LATG, is Business & Special Services Manager at Brigham and Women’s Hospital, Center for Comparative Medicine in Boston, MA.

Gerald Cronin, BS, MBA, is Kaizen Promotion Officer for the Center for Comparative Medicine at Massachusetts General Hospital in Charlestown, MA.

Jarrod Nichol, MBA, CLSSBB, is Continuous Improvement Program Manager at McGill University in Montreal, Quebec, CA.

Patricia Holly, BS, is the Continuous Improvement Coordinator at Massachusetts General Hospital in Charlestown, MA. REFERENCES 1. AALAS. [Internet]. 2021. IACUC Resources – Disaster Preparedness [Cited 22 January 2021]. Available at: https://www. aalas.org/iacuc/iacuc_resources/disaster-preparedness 2. University of Minnesota. [Internet]. 2021. University of Minnesota Research Animal Resources Endemic-Pandemic Plan [Cited 22 January 2021]. Available at: https://drive.google.com/ file/d/1bRIPL5XYx_WHlrcJMRWCLFjRoUyKpjDd/view

FEATURE

COVID-19 Updates

Separating Fact from Fiction Tips on choosing the right disinfectants.

By Matthew Buccioni, HBSc

T

he COVID-19 pandemic has shown health information, along with misinformation, spreads at a pace unlike anything we’ve seen before. While this access to information, enabled by technology, has its benefits, it can be hard to sift through the noise and figure out whether what we’re hearing is fact or fiction. Disinfection is not immune from this trend – more and more products are popping up seemingly by the week, offering to provide a “miracle cure” in the fight against infection. Arming yourself with an understanding of the key attributes to look for in a disinfectant will help you cut through marketing claims and choose the right product for your facility.

Not Just a Numbers Game

Many disinfectants try to dazzle consumers with a long list of organisms on the product’s label. When choosing an effective disinfectant, quality is more important than quantity. Rather than a long list of claims, look for a product with claims against a broad spectrum of pathogens that are relevant to your facility, which may include organisms on facility-specific bioexclusion lists, or those specific to the animal models being housed. Hard-to-kill viruses, bacteria, and fungi should be represented.

Do Your Research

Early on during the pandemic, there was a frantic rush to find disinfectants that were effective against SARS-CoV-2, the virus that causes COVID-19. In response, a wave of new products emerged, claiming to be effective. To help guide your product selection, the EPA, which regulates surface disinfectants, published a list of products that meet their criteria to be used against the virus. Marketing claims aside, the disinfectant should appear on List N in order to be considered effective against the virus that causes COVID-19.

You also may have come across antimicrobial coatings or other products that claim to be effective against pathogens on surfaces for extended periods of time, in some cases up to several days. It is important to review the product information in detail to understand if they have label claims indicating that they kill pathogens, as disinfectants do. Otherwise, they may simply only limit the ability of a pathogen to reproduce or prevent the growth of bacteria or fungi.

Without kill claims, these products may help provide an extra layer of protection against infection but cannot replace regular disinfection with an EPA-registered disinfectant.

Cleaning: A Necessary Evil

Another factor to keep in mind is whether the product is a one-step cleaner-disinfectant, or just a disinfectant. One-step products are formulated with surfactants, allowing them to work well in the presence of soil residues commonly found in housing areas, cages, and elsewhere – these products have been tested using a soil challenge. Many products formulated with isopropyl alcohol, sodium hypochlorite or chlorine dioxide require surfaces to be pre-cleaned with a separate

detergent product to be effective, which also increases the time it takes to clean and disinfect. Cleaning also matters when thinking about some of the newer technologies on the scene, from the long-acting surface coatings mentioned above to other solutions such as UV light. Cleaning and disinfection go hand in hand: without a cleaning step to remove dirt and debris, pathogens can be shielded from the disinfectant and evade being killed. As much as most of us would love a ‘silver bullet’ to take cleaning (e.g., manual labor) out of the equation, any new technology will need to be accompanied by a cleaning step to be fully effective.

Safety Matters

Modern disinfectant technologies have come a remarkably long way in being highly effective against pathogens, while non-irritating to people and animals. However, it’s important to understand how to evaluate disinfectant safety claims, rather than accept them at face value. The product's Safety Data Sheet (SDS) is the best resource to consult – specifically, Section 2 contains key information on any physical or health hazards to be aware of. An important thing to understand when reading an SDS is whether it refers to the product as you receive it (e.g., undiluted concentrate, tablets) or the in-use solution that will actually be applied to surfaces. For example, if you buy a dilutable concentrate, you will need to understand safety precautions for handling the full-strength concentrate, as well as the diluted solution.

Some new products are being touted as “chemical-free,” such as electrolyzed water and ozone-based products, which use water and electricity to create disinfectant solutions on demand. These claims are misleading at best, as the activated solutions use chemicals to kill pathogens just as other disinfectants do. As an example, electrolyzed water, once activated, forms a hypochlorous acid solution, which acts similarly to other chlorine-based products. Regardless of how the product is being advertised, reviewing the SDS of the solutions being used can help ensure that your animals and team are kept out of harm’s way.

Knowledge Is Power

This tidal wave of information related to preventing infections is here to stay, even as we eventually come out of the pandemic. Understanding the product’s efficacy, cleaning ability, and safety profile can help safeguard your facility from the myths and misconceptions around cleaning and disinfection. Be confident when choosing a product that will keep infection at bay, while keeping your animals, team, and research safe.

Matthew Buccioni, HBSc, is an Infection Prevention and Biosecurity Specialist at Virox Technologies in Oakville, Ontario, Canada.

March 2021 Laboratory Animal Science Professional 15

FEATURE

COVID-19 Updates

Update: Sharing COVID-19 Impacts on IACUCs IACUC managers and directors from around the country share updates on their experiences, ideas, and processes during the ongoing pandemic.

A

t the request of LAS Pro, the authors from the JulyAugust 2020 issue reconnected to discuss IACUC operations nearly one year after COVID-19 was declared a pandemic. Everyone’s institutions and departments were settling into a new normal, aided by clarifications from regulatory agencies and the willingness of researchers, IACUC members, and veterinary staff to continue to modify processes and procedures.

In a continued effort to document how COVID-19 impacted IACUCs across the country, each author identified a topic that impacted them significantly during the pandemic. These 4 IACUC leaders now share how they have excelled during these difficult times to support employee morale, animal welfare, regulatory compliance, and AAALAC accreditation.

A Virtual Holiday Party for IACUC Staff Kathryn Cavanaugh, BS, CPIA

At the University of Texas Southwestern Medical Center, our IACUC Office developed creative ways to keep staff engaged while they work remotely. One such challenge came with the winter holiday party. It is an event employees look forward to annually, and we wanted to deliver a celebratory endcap to a trying year.

One person was elected as the event’s planning chair. The planning chair asked the department managers to submit staff accomplishments and highlights to be featured in a PowerPoint presentation. This presentation was paired with festive music and shown at the beginning of the party. Accomplishments such as new certifications, published articles, webinars and poster presentations, and department expansion were 16 Laboratory Animal Science Professional March 2021

highlighted. The staff enjoyed the presentation so much, it is now posted on our department website for other campus personnel to view!

Two activities were selected for the virtual event: The Match Game and Trivia. The head of the department agreed to be the Match Game contestant since department’s staff knows them. Like the classic gameshow, the Match Game contestant was asked a winter-themed question, such as “What winter Olympic sport would you choose to compete in?” and the staff guessed what the answer would be. Following Match Game, we divided into teams for the annual trivia showdown. The virtual “breakout rooms” feature in Microsoft Teams or Zoom allowed for team play. This was the fourth consecutive year playing trivia at the holiday party, and it was a familiar tradition in this year’s unconventional virtual gathering.

One well-received idea was the addition of DoorDash.

Each staff person received a DoorDash gift card for the event.

Since everyone was spread out over the Dallas-Fort Worth metropolitan area, this allowed staff an efficient way to obtain their food for the event safely. Using a DoorDash gift card may be something we incorporate into future events, including some that involve IACUC committee members.

Kathryn Cavanaugh, BS, CPIA, is an IACUC Manager at UT Southwestern Medical Center in Dallas, TX.

Continued Refinements for IACUC Inspections Christina Nascimento, MS, CPIA

To continue conducting inspections during the pandemic, the Brigham & Women’s Hospital IACUC staff designed a method of conducting IACUC semi-annual inspections and Post-Approval Monitoring (PAM) visits to achieve social distancing and ensure compliance to our institution’s pandemic guidelines. The goal was to avoid having to request an exemption from OLAW to extend the due dates for semi-annual inspections while still maintaining high-quality inspections and PAM visits.

The staff created an online Pre-Inspection Questionnaire to help achieve these goals. The online form allows researchers to submit frequently requested documents and answers to the IACUC’s standard questions in advance. The online form enables inspectors to visit labs on-site without lab members present.

Using the REDCap online platform, the Pre-Inspection Questionnaire link is emailed to all labs the week before their inspection date. Additionally, a copy of the institution’s Pre-Inspection Checklist, already in use for labs to prepare for inspections, is provided. The survey includes questions usually asked during semi-annual inspections/PAM visits, with dynamic functionality that presented more questions depending on what activities were being performed by the lab (surgery, behavioral studies, etc). The questionnaire also allows the researchers to upload images of controlled substances, training records, and other documents. Before the inspection, IACUC staff/inspectors review the information provided in the questionnaire and compare it to the approved protocol.

When the in-person inspection occurs, only the two IACUC members need to be present, which reduces the number of people in the lab space. Lab members also place pertinent records, supplies, and equipment in clear view for inspectors to review. Controlled substances are left locked in the narcotics

safe, but inspectors have images of the vials and expiration dates, and access to the usage logs to properly inspect the drugs used on animals. Any findings or questions resulting from review of the space or questionnaire are sent to the lab electronically as follow-up after the inspection, as per our standard practices.

The IACUC staff will continue to evaluate this surprisingly successful tool post-pandemic and present the data and findings in an upcoming 2021 PRIM&R session. This project has provided the Brigham & Women’s Hospital IACUC a unique opportunity to improve the inspection and PAM program that may be used even beyond the pandemic.

Christina Nascimento, MS, CPIA is an IACUC Manager at Brigham & Women’s Hospital in Boston, MA.

Preparations for a Virtual AAALAC Site Visit Michelle Aparicio, BS, CPIA

The Northwell Health Feinstein Institutes for Medical Research Animal Research Program reaccreditation site visit is scheduled for March 2021. Our site visit preparation strategy had to be slightly modified for the current COVID-19 work environment. We all know the accreditation process includes a comprehensive onsite assessment by AAALAC evaluators and plenty of internal preparation. But times have changed. With travel restrictions, evolving Centers for Disease Control and Prevention (CDC) guidance, and state/local restrictions, planning for a site visit has become more challenging.

We have been evaluating our institution’s preparedness and ability to operationalize a site visit effectively. We informed AAALAC in advance of specific requests about the site visit (e.g., specific dates that would be inconvenient, entry requirements, site visitor expertise, etc.). Once we received information about our site visitors, we engaged them in advance to determine their specific needs and expectations.

Technology has been front and center in effective and efficient continuity of business. We have been using video meeting applications such as Microsoft Teams to convene meetings, so we are prepared to accommodate the site visit’s virtual portions. In consult with our site visitors, except for the Introduction and Program Review and facility tours, the site visit will be fully virtual. I have tested our systems with all participants, including the site visitors, to ensure everyone can participate without incident. The agenda was planned with the site visitors ensuring it provided flexibility for the unforeseen.

Everyone who will be participating has been notified of their time commitment expectations, including scheduling via Microsoft Teams Outlook invites. I worked with IT to establish an approved solution, OneDrive, for exchanging files securely with external users, as needed.

March 2021 Laboratory Animal Science Professional 17

Instead of regular in-person refreshers, we held virtual training sessions via Microsoft Teams in the months leading up to our site visit. While we provide ongoing regular training and communication about the animal research program, we developed a Q&A document including some key information that was pre-distributed in support of the virtual training sessions. Key stakeholders who are moderating the sessions and fielding questions include the Attending Veterinarian, IACUC Director, Safety Officers, and Medical Professionals from Employee Health Services.

We have been evaluating our institution’s preparedness and ability to operationalize a site visit effectively in preparation. We informed AAALAC in advance of specific requests about the site visit (e.g., specific dates that would be inconvenient, entry requirements, site visitor expertise, etc.). Once we received information about our site visitors, we engaged them in advance to determine their specific needs and expectations.

Regular rounds of our animal facilities and post-approval monitoring by the AV and IACUC Specialist continue. We developed a researcher laboratory and vivarium space inspection checklist for PIs/lab managers to use as a guide not only for AAALAC but continuous quality assurance and quality improvement. The expectation is this will result in more engaged and better prepared investigators.

We continue to work closely with our institution’s administration and animal program leadership to identify and address all potential issues of interest in support of the program and site visit. The bottom line for us, ongoing evaluation of our program, ensuring we employ effective and efficient processes to get the job done, and always looking for opportunities to improve and provide customer-centric service in support of research.

Michelle Aparicio, BS, CPIA, is a Director in the Animal Welfare Office IACUC & IBC at The Feinstein Institutes for Medical Research, Northwell Health System in Manhasset, NY.

Lessons Learned from a Virtual AAALAC Site Visit Alyse DiStefano, BS, LATG

The City of Hope held its AAALAC site visit in December 2020 during the COVID-19 surge in Los Angeles County.

Aside from the facility tours, all sessions were conducted virtually via Zoom. The two site visitors were stationed onsite in a large conference room with laptops provided by the institution. Each laptop streamed video and the conference room sound system pro18 Laboratory Animal Science Professional March 2021

vided audio. One support person was onsite daily to set up the laptops, connect the laptops to the Zoom sessions, and assist with any computer or audio/visual issues. All attendees were kept in the waiting room until the session began.

There were a few benefits of a virtual site visit. We saw record attendance of institutional leadership and IACUC members at the virtual introduction and exit briefings, which we primarily attributed to video conference meetings being more convenient than in-person meetings. The sessions also tended to be more efficient, finishing ahead of schedule.

Based on our experience, below are some areas for other institutions to consider when planning a virtual site visit: • Allow extra time each day for site visitors to go through any COVID screening measures in place at your institution.

• Plan for any additional security/access issues for visitors to ensure a smooth process when visitors arrive.

• Have one person available to set up equipment and assist with any potential technical issues.

• Consider any PPE requirements and impacts to hearing site visitors or other session attendees.

• Ask site visitors in advance whether they prefer to use their device for virtual sessions and document review or if they would like to have the institution provide a device. If site visitors use their devices, consider in advance issues that might arise related to IT security, Wi-Fi access, etc.

• Have the program description and any guidance materials available to meeting attendees (e.g., attach to the calendar invitation).

• Plan a video conference dry run to handle any potential issues in advance.

• Have contact information readily available for IACUC members and other critical session attendees so they can be contacted in case of technical issues. Likewise, provide technical support contact information to IACUC members and other critical session attendees so they can reach out if they experience issues.

• Remind session attendees of general meeting etiquette, such as muting when not speaking, using video as much as possible, appropriate chat feature use, etc.

• To avoid attendees speaking over one another, consider identifying one person who can be responsible for directing questions to the appropriate attendee or establish rules for what should be done when an attendee wants to field a question.

• The video conference host should ensure all attendees are using their full name and rename attendees, as needed.

• Communicate in advance to attendees that the schedule may be flexible and there may be last-minute changes.

Alyse DiStefano, BS, LATG, is a Director in Laboratory Research Protections at Beckman Research Institute of City of Hope in Duarte, CA.

Rodent dosing, refined.

Our flexible gavage tubes have a soft tip to minimize trauma, and they are disposable to eliminate cross contamination and the hassle of cleaning. Available in a range of sizes for mice, rats and other rodents.

REQUEST FREE SAMPLES www.instechlabs.com/sample-request

*Shown actual size.

March 2021 Laboratory Animal Science Professional 19 Instech Laboratories, Inc. Plymouth Meeting, PA USA

FEATURE

COVID-19 Training Innovations

Staff Training in the Time of COVID-19

By Kelly LaRue Brackett, PhD

A

t The Jackson Laboratory ( JAX), an independent, non-profit biomedical research institution, completion of the Laboratory Animal Science (LAS) course qualifies animal care trainees for promotion to technician. Since our employees are hourly, the training must be conducted while at work. The academic course content is like the ALAT certification but highly focused on the mouse model and the specifics of the organization.

When SARS-CoV-2 began its spread through the United States in early March of 2020, most organizations turned their attention to preserving core functions and postponed all extraneous activities, training programs included. Trainers inevitably turned to virtual learning as a quick way to keep courses running. My program, like many of yours, did not have online learning already in place, so I threw content onto a digital space, provided students the link, and said a prayer. My haphazard last-ditch attempt to keep my course going was not effective for my learners. So, I was forced to postpone.

I soon found myself in July, with no hope for a return to normal training in sight; my only choice was to adapt. In this article, I outline my course adaptation process and discuss student success. I examined three major course factors in the following order: 1. Audience,

2. Content, and

3. Organizational Framework.

Audience

Employees’ learning needs, abilities, and lives should be considered first, and every employee group will be different. Most of my employee-students floundered in the online learning environment. My abrupt digital dump of course materials did not help, but I believe it was also due in part to many employees’ lack of exposure to high school or collegiate-level courses involving online learning.

The pandemic was also affecting employees’ learning capacities during the work week. Not only were there underlying emotional and mental stressors during this unprecedented event, but employees were working odd schedules with extended shifts to accommodate for lower density on campus and their children’s diverse schooling schedules. I had to be mindful of their long days and that they needed to spend their days off monitoring their children’s remote learning. I have found that most parents will choose to prioritize their child’s education over their own.

20 Laboratory Animal Science Professional March 2021

Finally, course postponement was affecting employees’ promotion eligibility, and therefore impacting their livelihoods. It was my responsibility to restart the course as soon as possible.

To avoid possible learning inequities due to content distribution methods, I needed create a familiar and comfortable environment for all. Thus, in-person learning was the only choice for my audience. I also had to make sure the course schedule was equitable for all employees. Instead of accommodating all types of schedules and doing the same lecture three or four days in a row with multiple course sections, I came up with the novel idea to change employee-students’ schedules to accommodate the training.

Content

I contemplate several factors when designing a curriculum, instruction length, spacing, and learning styles. A teaching concept called cognitive load outlines the limits of how much a human brain can absorb at any one time. Lectures that are more than an hour are exhausting for the student. With every word uttered, a learner’s brain needs to receive the information, process it, decide if it is important, and integrate it with their previous knowledge. Reducing the number of concepts introduced is the most difficult but most valuable choice a lecturer can make. Students will absorb more information about a topic if not bombarded with a dozen other concepts in the same period.

Additionally, spaced learning is ideal for integration and retention. Giving students a night or two to sleep on the day’s topic before moving on will help them remember. Finally, learning is multi-modal. All 5 senses contribute to the ability of the brain to absorb and recall. A class is generally more successful when content is presented in multiple ways, appealing to various senses and learning styles.

I painstakingly evaluated each course topic to determine if it was critical and/or important. Through this exercise, I was able to simplify the course curriculum to the necessities. I knew that employees would be relatively familiar with the information due to the nature of their work, so I believed I could keep the space between classes short, with robust in-class practice through hands-on activities and discussion.

Organizational Frameworks

Organizations (their culture, values, logistics, and budgets) ultimately set the range of possibilities for training adaptations.

Trainers should be amenable and adjust trainings to fit within those boundaries. Some training adaptations may be impossible or unfeasible for your organization’s frameworks, especially with new COVID guidelines. However, any idea that is not impossible or unfeasible should be on the table for discussion with organizational leaders. Do not be boxed in by organizational frameworks while you are brainstorming; consider them last as a gut check for your proposed adaptations.

Reducing the number of concepts introduced is the most difficult but most valuable choice a lecturer can make.

The most significant logistical change to my courses during the pandemic was classroom capacity. In previous classes, I graduated 70 employees at a time. Now with restrictions, I was allowed a maximum of 20 per course. I embraced the smaller class size and decided to run the courses once per month instead of 3 times per year.

Results

After integrating all these thoughts, I created a course format that would run once per month with daily 3-hour classes. It would conclude in two weeks and require employees to change their work schedules. Armed with confidence and justification for my ideas, I proposed the novel course structure to management, and they agreed to try it.

As 2020 ended, three courses were complete, and 45 employees passed the course and were eligible for promotion.

Courses per year

3

12

Students per course

70

20

Average quiz scores

77.9

81.1

Pass rate

90.1

93.5

Table 1. Laboratory Animal Science course format adaptations to COVID pandemic in 2020.

Most employees welcomed the intensive format and found that the accommodations they had to make for the required schedule change were a fair trade to complete the course quickly. While employees need reminders, they have been very diligent with physical distancing and surface disinfection in training spaces. Absences are inevitable, so absent employees were given a choice to make up the work or pick up where they left off during the next course (which was less than a month away). Much to my surprise, course performance, grades, and pass rate has improved (see Table 1)! Whatever the reason may be, it would be a disservice to our employees to go back to the way it was. This once temporary course format is now here to stay.

Conclusion

Each training program is unique. You will likely arrive at different conclusions when considering each of these three factors, but now you have a guide to begin your creative process. Companies that have been adaptable to the pandemic and seized new opportunities have flourished. You and your training programs can achieve the same story.

Kelly LaRue Brackett, PhD, is a Scientific Advisor and educator at The Jackson Laboratory in Bar Harbor, ME. She can be reached at kelly.brackett@jax.org.

March 2021 Laboratory Animal Science Professional 21

FEATURE

COVID-19 Training Innovations

Of Mice and Masks: Animal Training During a Pandemic

By Renée Hlavka Lock, BS, RVT, LATG, SRA

S

pring 2020 has become a permanent marker in American minds. Toilet paper was like gold, IKEA desks were selling for three times their value, and bread yeast couldn’t be found at a single grocery vendor. Even now, parents have become the under-valued teachers, delivery drivers are sacred, and medical professionals are frontline warriors. We are still living in unprecedented times - but wait, Jill needs mouse training!

Safe, Effective, Socially Distanced Training

As the rapid development of the COVID-19 vaccine has shown, biomedical research is essential. Among the things that must continue to ensure quality research may proceed, are upholding the same standards of animal welfare, and including providing quality training. How does one offer training for hands-on work with animals during a pandemic, where room capacities are reduced and social distancing is required? When you can only train one person, maybe two, at a time, in a field where there is a constant influx of new personnel? How do we implement training that is still effective and thoughtful yet safe for everyone? As trainers for animal users in the field, now what?

When the stay-at-home order went into place in California, hundreds of City of Hope employees were instructed to work from home until further notice. Research was halted unless deemed essential, all in-person training was postponed, and meetings were conducted only virtually. One of my immediate priorities became brainstorming how we could conduct hands-on training in this new environment. Before the pandemic, I had already envisioned expanding our training program to an alternative online platform. However, now it was no longer a vision but a need. We decided to use the online learning platform, Canvas.™ Originally developed as an academic online learning source, advantages of this program include various classroom styles. The instructor can design and develop their course without any external aid. And, it was already being used at City of Hope for other departments.

Hybrid Training Courses

I developed IACUC Animal User Training – Mouse Track, a hybrid course, including online and hands-on training. Because our users are predominantly working with mice, this was the only species that warranted the urgent need. The course contains required modules for Handling, Restraint, Biomethodology, and Anesthesia and Aseptic Technique. Each module includes several components that must be completed – viewing 22 Laboratory Animal Science Professional March 2021

the module outline, watching the corresponding video, and completing a quiz. All three of the items must be completed before a trainee may attend the in-person session for each module.

The Transition to Online Instruction Options

As animal user trainers, we know how important hands-on training is, especially for novice users. It was critical that we find a way to continue the hands-on interactions as soon as it was deemed safe and necessary. We had to overcome potential obstacles, including ensuring there would be enough PPE for students and adapting to the additional requirements such as eye protection, limited student capacity, social distancing, and increased trainer time commitment. Pre-pandemic, each course could accommodate up to 6 students. One 2-hour session was taught each week, totaling a maximum of 24 students trained per month. With this routine, we already had classes booked out for 3 months. Unsure of how long the new guidelines would last and anticipating that I would only be able to instruct 1-2 students at a time, I had to find a way to still train the same number of students without significantly impacting the wait time. So, with my trusty iPhone and a tripod, I headed into our training room on-site to record the online instruction for both modules. Each video, one for Handling, Restraint, Biomethodology, and one for Anesthesia and Aseptic Techniques, lasts just under 1.25 hours. The video covers all the content that I would normally cover during the 2-hour in-person class.

Once the student has completed all the online prerequisites, they can then sign up for an in-person session on the course calendar in Canvas™. Each in-person session lasts up to 1-hour and covers all the hands-on components for each module. During the in-person session, the instructor will also review some of the video lecture content and ask questions to gauge knowledge retention. Each in-person session can accommodate two students at a time. Students have stations set up about 8-ft from each other, and all personnel present

Figure 1. Students have stations set up about 8-ft from each other, and all personnel present must wear a face mask and eye protection.

must wear a face mask and eye protection (Figure 1). While students can maintain the 6-ft social distancing requirement between them, it is understood that this distance may not always be maintained between the instructor and the student.

Increasing Students Trained

Training has been conducted successfully in this manner since June 2020. While maintaining social distance and wearing eye protection during class has been an adjustment, the changes made have resulted in many benefits to the students and the animals. Because I can train up to 8 people per week instead of the previous 6, we can now train a maximum of 32 students per month (up from 24 students pre-pandemic). This adds a substantial amount of availability, thus reducing the waitlist.

Also, because of the reduced student to instructor ratio, it is easier for me to engage with the students and have a better idea if they are receiving and understanding the information they are learning.

I have found that the class format is more of a dialogue as opposed to a one-sided lecture. Students have also expressed they are more comfortable in the smaller setting because they are less intimidated and feel more comfortable asking questions, especially inexperienced users or those for whom English is not their first language. For those that do have experience, I can treat the session more like a proficiency assessment instead of a beginner’s training. Experienced individuals have also shown more engagement during the session because I can

tailor the training to their experience level.

Finally, because I believe the students are receiving more thorough training and demonstrating understanding, the animals ultimately benefit, as well. Even though I, as the trainer, must commit an additional 2 hours a week to training, the benefits to the students and the animals outweigh the small impact on my time.

I had a supervisor who always said, “Human convenience does not outweigh animal welfare.”

I always apply that when approaching my work.

Conclusion

We will soon be approaching one year since the COVID-19 pandemic unfolded in the United States. The unanticipated challenges we faced have led to so many changes in the way we operate. However, even if we get permission to return to our old ways of training, I do not believe we will because the new routine has provided many benefits. As we head into 2021, of course, there are things we long to experience again; hugs from our loved ones, crowded holiday dinners, rowdy nights at the Lakers game, but I could get used to Target™ curbside pick-up.

Renée Hlavka Lock, BS, RVT, LATG, SRA, is a Senior Research Compliance and Training Specialist in Laboratory Research Protections at City of Hope in Duarte, CA. March 2021 Laboratory Animal Science Professional 23

FEATURE

COVID-19 Training Innovations

Redesigning a Training Program to Maintain Social Distancing in the Age of COVID-19

By Monika Huss, DVM, MS, DACLAM; Eden Alamaw, DVM; Ben Franco, DVM; and Cholawat Pacharinsak, DVM, PhD, DACVAA

T

he onset of the COVID-19 pandemic and the public health response needed to minimize the disease spread necessitated changes to the instructional approach used for Stanford’s Veterinary Service Center (VSC) facility orientations and hands-on biomethodology training workshops. In concordance with Santa Clara County’s shelter-inplace order placed on March 17, 2020, VSC facility orientations and training workshops were canceled indefinitely. On June 1, 2020, Stanford University moved to Stage 1 of the Research Recovery Plan (Stanford University’s staged approach that allows for a gradual resumption of research). Stage 1 allowed our training team to plan for the resumption of in-person training workshops and facility orientations that would require social distancing and the new technology use.

Resuming In-Person Instruction

Aspects of facility orientations and hands-on biomethodology training cannot be replaced with online resources, so we had to quickly adapt and modify the methods used for these in-person trainings. We felt that we could not expect researchers to practice how to perform an aseptic rodent surgical, anesthesia, handling, or basic biomethodology procedure remotely from their computers. However, it was also no longer possible to have 6 to 8 attendees and 3 instructors crowded around 2-ft × 4-ft training tables to view and practice the various techniques or to have a facility orientation group of 6 researchers at a time. Therefore, we worked to implement new health and safety measures and technological approaches to how we taught, utilized space, time, and resources before in-person instruction resumed on June 22, 2020. To implement revised health and safety measures, we followed the guidance provided by Stanford’s Environmental Health and Safety for social distancing and PPE. We implemented specific health protection measures for the safety of attendees and instructors participating in our trainings. To enter a VSC facility, all personnel are required to wear a face covering, complete a SARS-COVID training module, self-report their health status (the presence or absence of any physical symptoms of COVID-19), and get a cleared health status in Stanford’s Health Check online reporting application. When in-person training resumed in June of 2020, COVID-19 surveillance testing was offered (but not required) weekly for on-site personnel. Starting January 4, 2021, all 24 Laboratory Animal Science Professional March 2021

on-site personnel are required to also participate in a weekly COVID-19 surveillance testing program and the results will be linked to the Health Check online reporting application.

For social distancing, workshop and orientation trainings are now limited to 2 to 3 attendees per session. During facility orientation tours, attendees are instructed to maintain 6-ft social distancing, and the tour remains in the larger facility corridors during the discussions. Before entering the workshop training room, attendees must disinfect hands with hand sanitizer and don disposable head bonnets, gowns, and gloves.

During training workshops, attendees and the instructor are at individual tables surrounded with plexiglass shielding all at a 6-ft distance (the training room is 250 sq ft, and the door remains open to the hallway throughout the training).

After the training workshops, a thorough sanitation of the room and reusable materials is performed. All equipment, surfaces, and door handles are wiped down with Virkon or 70% ethanol. All reusable surgical materials are disinfected by soaking in chlorohexidine soap for 20-min, scrubbed with a brush, and rinsed in tap water before setting out to dry. All other workshop supplies are a 1-time use or disinfected after each use. Additionally, a minimum 30-min gap is scheduled between training sessions. These additional health safety measures ensure that personnel coming for training in the facility are working in an environment operating within the guidance of the CDC and Santa Clara County’s Health Department’s recommendations for minimizing the risk of exposure to COVID-19.

Figure 1: Two cameras project the instructor’s demonstrations on a large monitor. Each attendee has their own workstation, 6-ft apart and shielded with plexiglass. During instructor training demonstrations, attendees turn their stools to face the monitor and remain at their station location.

1. Large monitor used to demonstrate techniques.

2. Cameras: Canon EOS Rebel SL3 (2-a) and Canon Rebel T7i DSLR (2-b). We use both cameras when we need to switch between the angles and magnification view. Software: Open Broadcaster software (Version 26.0.2; OBS Studio Contributors: https://obsproject.com/). Microphone and speakers: Blue Yeti microphone (2-3) and Winbridge Portable PA Speaker.

3. Plexiglass shielding surrounds the attendee’s and instructor’s table.

4. Yellow tape marks the 6-ft social distancing requirement.

New technology and delivery methods need to be used to effectively teach workshops and facility orientations in the socially distanced environment. Fortunately, many VSC facility orientations and workshops already used a flipped classroom method where attendees must first complete asynchronous background learning ahead of in-person classroom time.

As a pre-requisite for in-person training registration, it is

New technology and delivery methods need to be used to effectively teach workshops and facility orientations in the socially distanced environment. required that attendees complete an online training course and pass a quiz covering the content. This prepares attendees to actively apply the material and demonstrated techniques during in-person training sessions, facilitating a more effective and shortened in-person training time. The VSC put a

significant financial investment into new technology for the training room to enable instructor demonstrations while at a social distance. Our IT team helped to purchase and set up 2 different cameras (a Canon EOS Rebel SL3 and Canon Rebel T7i DSLR) to capture different angles and magnify instructor demonstrations in real-time. This footage is projected using Open Broadcaster software onto a large flat-screen monitor at the center of the training room. Attendees turn their stools to face the monitor during the trainer demonstrations. A Blue Yeti microphone and Winbridge Portable PA speaker help project the instructor’s voice throughout the room (Figure 1).

Without implementing this new technology in the training room, it would have been difficult to effectively demonstrate techniques to attendees from a distance.

Attendee Assessment and Feedback

Each attendee can practice the techniques demonstrated during break-out hands-on practice sessions held throughout the workshop. Workshop attendee competency is assessed during 1-on-1 observations made by the instructors from the opposite side of the plexiglass barriers. Attendees must March 2021 Laboratory Animal Science Professional 25

demonstrate satisfactory competency before gaining certification in the workshop training course.

An anonymous survey is administered to the attendees on iPads following the conclusion of the hands-on workshops to gather feedback regarding the revised instructional design.

Questions are scored on a 1-5 Likert scale (1=Poor and 5=Excellent) or are an open-ended question that can be answered with text. In initial workshops, attendees reported difficulty with viewing the instructor demonstrations on the large monitor stating that the magnification was not always sufficient, or the focus was not optimized. After adjusting the field view, automatic focus, and adding the second camera, attendees’ difficulties with viewing demonstrated techniques resolved.

Since implementing this new training design, the overall average evaluation of the workshops, including the technology used, was 4.98 out of 5 from 67 total attendee responses. This indicates that overall, attendees feel as though they are getting a valuable and effective training experience in the redesigned training environment.

Conclusion

There is irreplaceable value of in-person training which was complicated by COVID-19. Disadvantages to the training program’s redesign are that fewer attendees can attend; thus,

more workshops and facility orientations need to be scheduled. Additionally, as training resumed, researchers had to wait longer to register for needed training and a large waitlist formed while training was paused. Primary advantages to the redesign are that it allowed for safe and effective training while maintaining the required social distancing. Also, because of the smaller class sizes, more 1-on-1 and personal instruction is possible, and attendees can better progress through the training based on their skillset and speed. The continued evolution of the COVID-19 pandemic means that there will not be a rapid return to our previously used training methods, and we must adapt this new normal in training.

Monika Huss, DVM, MS, DACLAM, is a Clinical Assistant Professor in the Department of Comparative Medicine at Stanford University in Stanford, CA.

Eden Alamaw, DVM, is a post-doctoral scholar in the Department of Comparative Medicine at Stanford University in Stanford, CA. Ben Franco, DVM, a Research Associate for the Department of Comparative Medicine at Stanford University in Stanford, CA.

Cholawat Pacharinsak, DVM, PhD, DACVAA, is an Assistant Professor and the Director of Veterinary Anesthesia, Pain Management and Surgery at Stanford University in Stanford, CA.

It’s time to consider Braintree Scientific for your Zebrafish research.

Micro-Renathane® Implantation Tubing

Zebrafish Micro-Injection & Transplantation Kit

Naturally flexible and

Four molds per kit: one each for:

antithrombogenic elastomer Easily workable; tips can be rounded to a smooth glasslike finish, and material is easily bonded allowing for the secure placement of fixtures Available in a wide range of diameters

injecting many embryos, larval injections, increasing speed of micro-injections, and blastomere transplantation Width and design of the molds enable embryos to self-align

Fish Fin Punch Pincher Stainless steel puncher has a

sloped edge which provides a cut rather than a punch Relieves stress on user’s wrist as it requires a very gentle pressure to cut a hole Autoclavable

MICRO-RENATHANE’S SOFT AND FLEXIBLE PROPERTIES CAN BE UTILIZED FOR GAVAGING

Request your Braintree Scientific catalog today!

26 Laboratory Animal Science Professional March 2021

Tel.: 781-917-9526 Fax: 978-244-8917 Email: info@braintreesci.com

braintreesci.com

March 2021 Laboratory Animal Science Professional 27

FEATURE

COVID-19 Training Innovations

Strengthening a Hands-on Scientist Training Program in Uncertain Times

By Susan Rosati, MSEd, CVT, LATG; Britannia Robinson, BS, RLATG; Leah Schmidt, BS, RLATG; and Dorothy Getz, AS, RLAT

O

ver the past several months, we have faced unanticipated challenges. We adjusted our ways of living, working, and communicating. Businesses have closed, schools have gone virtual, and, sometimes, research efforts have been put on hold. As these situations arose, the University of Pennsylvania made efforts to expand online learning opportunities for scientists. Online virtual training sessions were developed, existing online training courses enhanced, seminar series scheduled, and industry-related webinars were communicated to the scientific community.

Soon after implementing an online resources plan, we created a 3-part process to begin to satisfy the need for hands-on training. This program was presented to the IACUC Training Subcommittee and approved for implementation. Trainees would fall into 1 of 3 categories. After completing a training needs assessment, we would determine if trainees: 1. qualify for potential exemption from hands-on training, 2. fit into the virtual learning pool, or 3. require face to face hands-on training.

We will explore category criteria, assessment strategies, group numbers, how we safely rolled out in-person training, and the reopening plan phase to phase transitions. We also showcase how we stayed organized and current with the demand for training. In these uncertain times, we not only maintained our scientist hands-on training program but opted to strengthen, improve, and grow the program while focusing on personnel and community safety.

Determining Trainees’ Learning Category

A survey was created in Microsoft Forms for new Penn mouse and rat users, and new biomedical graduate studies students to help our training team assess who needed training and what type of training was necessary.

The survey ensured that all in-person hands-on training complied with university and state recommended occupancy guidelines. The survey’s feedback allowed us to tailor training to the needs of the user based on experience. Based on their results, a person may have been offered an exemption, virtual training, or required to complete the in-person hands-on training. Before COVID-19, we did not have a survey process.

Anyone needing hands-on training would be prompted to register for a scheduled hands-on session. If someone felt they qualified for an exemption or had a special circumstance regarding their training, they would email the training team directly, and decisions would be made on a case-by-case basis.

28 Laboratory Animal Science Professional March 2021

Figure 1. The chart includes those who requested the IACUC required species-specific hands-on mouse training between May and September 2020.

Hands-on Mouse Training

The chart above includes those who requested the IACUC required species-specific hands-on mouse training between May and September 2020. Students were directed to complete the training needs survey. As results were received, new mouse users were scheduled in the appropriate group. In late August, sessions were posted in our learning management system.

Those who enrolled were contacted and asked to complete the survey. This allowed us to reduce in-person class sizes and decrease wait time due to smaller class sizes. Some trainees did not fill out the survey, some did not respond to the offer of virtual training, and some chose in-person over virtual due to lagging mouse use (Figure 1).

Figure 2. Once these observations were assessed, mouse users were marked as “completed” in the learning management system.

Virtual Training to Satisfy Requirement for Hands-on Training

Using Articulate Rise software to create and BlueJeans Video Conferencing to present the trainings, we provided fully virtual training sessions featuring all techniques covered in the hands-on training. Articulate Rise allowed us to include numerous media types, like pictures and videos, in our trainings.

BlueJeans provided the ability to draw on the screen during trainings to bring attention to specific areas of concern or other important information. In addition to the virtual training, we required users to demonstrate proficiency via video or live virtual demonstration to complete their training. We utilized BlueJeans and Zoom for live observations and programs like Dropbox to view prerecorded videos. Once these observations were assessed, the mouse user was marked as “completed” in our learning management system (Figure 2).

Species-specific Hands-on Training

In many cases, hands-on training is necessary. During this time, many new students and new staff members need training.

Although blended learning and virtual learning are valuable and effective, for some situations a hands-on experience is best.

When it was determined trainees needed hands-on training, we limited class size, requested health screening, practiced social distancing, decreased gathering time, and avoided sharing class materials. This ensured we continued to follow university and state recommended guidelines.

Classroom Space Adjustments for Safety

A maximum of 4 learners per class plus one instructor was allowed, and surfaces were sanitized before and after each class

session. Social distancing was maintained as much as possible, supplies were placed out for one-time use and packaged in a bundle per student. Reusable supplies were thoroughly cleaned and disinfected after training sessions (Figures 3 A - B).

Additional Training Opportunities

We continued to offer and provide additional training support to staff and researchers by: • inviting Penn staff to ongoing seminars from AALAS and vendors, • creating and inviting researchers to Office of Animal Welfare/Institutional Animal Care and Use Committee/University Laboratory Animal Resources seminars, • meeting virtually or over the phone with researchers who train their lab members and provide training guidance.

We continued documentation procedures for reciprocities with local collaborators. We also continued updating and creating new courses highlighting important information regarding species and research practices, and COVID-19 procedures.

Exemption from Species-specific Hands-on Training

If the trainees qualified for an exemption, they were asked to provide a CV and any previous training documentation related to the species in question. If the training staff believed, based on the individual’s documented experience, that they qualified for an exemption, they would be given credit in our learning management system as hands-on exempt which is equivalent to the hands-on training.

March 2021 Laboratory Animal Science Professional 29

A

B

Figure 3 A-B. Social distancing room set-up (A) and supplies (B) used for in-person training sessions.

Conclusion

We had a brief period in which we did not conduct training.

During that time, we put efforts towards creating a training plan that would be safe for trainees and training staff. As we reviewed options, it became something much larger than accommodating trainees and trainers during a pandemic. It became an opportunity to grow, change our perspective, and reevaluate our program. What can we do differently? What can we do better? How can we continue to provide exceptional service under these new social distancing conditions, remote learning, and working?

What resulted was a stronger University of Pennsylvania ULAR scientist training program, still focused on exceptional educational delivery for the biomedical research community but more current with educational technology. Moving forward, even once all hands-on training is appropriate and permissible, we intend to keep the exemption process and option for virtual learning for those who qualify. This was an efficient program addition, customizing the learners’ needs while maintaining compliance with IACUC requirements.

We also plan to keep our current video demonstration assessment process for virtual trainings, face to face demonstration during live sessions, and credential checks for exemptions.

However, we are exploring additional assessment and measuring techniques to ensure new training paradigm effectiveness,

30 Laboratory Animal Science Professional March 2021

such as implementing additional follow up training assessments either in person or virtually for learners to demonstrate techniques post-training.

Overall, the most significant message we can relay is to focus on being open-minded and forward-thinking, as you never know how something will work until you give it a try!

Acknowledgments: We would like to thank Dr. Gaertner, Dr. Duran-Struuck, ULAR staff, the Penn Office of Animal Welfare, and the Penn research community for their support.

Susan Rosati, MSEd, CVT, LATG, is the Assistant Director of Training Operations at the University of Pennsylvania (University Laboratory Animal Resources) in Philadelphia, PA. Britannia Robinson, BS, RLATG, is the Manager of Training Development at the University of Pennsylvania ( University Laboratory Animal Resources) in Philadelphia, PA.

Leah Schmidt, BS, RLATG, is a Senior Research Training Specialist at the University of Pennsylvania (University Laboratory Animal Resources) in Philadelphia, PA. Dorothy Getz, AS, RLAT, is a Research Training Specialist at the University of Pennsylvania (University Laboratory Animal Resources) in Philadelphia, PA.

72 AALAS NATIONAL MEETING nd

KANSAS CITY, MO OCTOBER 17 - 21, 2021

AALAS Heads to Kansas City!

Each fall since 1950, the American Association for Laboratory Animal Science has held its annual National Meeting. Attendees come together to enjoy the workshops, lectures, poster sessions, and exhibits.

Exhibitors have an opportunity to interact with AALAS members from the academic community, research institutions, government organizations, and commercial companies. The AALAS National Meeting is the largest gathering in the world of professionals concerned with the production, care, and use of laboratory animals.

Abstract and topic submissions open in January.

Visit aalas.org/national-meeting for details!

March 2021 Laboratory Animal Science Professional 31

Inside the IACUC By the time you are reading this column, you will know that a lot has been written and said about the COVID-19 pandemic and its impact on laboratory animal research. Part of the pandemic response involved employees working remotely wherever and whenever possible. Veterinary and some animal care staff accomplished this through rotating schedules. IACUC staff, however, started working exclusively remotely from the beginning (around midMarch in 2020).

Many IACUCs had implemented some remote work or work from home (WFH) plans before the pandemic, but the arrival of COVID-19 kicked WFH into high gear.

IACUC staff were concerned the most about the required semi-annual IACUC inspections. For some IACUCs, performing post-approval monitoring (PAM) was also a challenge. With the flexibilities (and in some instances, waivers) given to institutions across the United States by the USDA and OLAW, the vast majority of IACUC staff were able to effectively work remotely. IACUC staffs managed others who conducted the inspections, delayed inspections until it was safe, and conducted virtual PAMS. But, what about employee engagement for staff who suddenly found themselves working remotely and not going into the office for months? How exactly do you engage remote workers? Since several institutions are updating their WFH policies to expand the number of WFH employees and the time spent working remotely, this will become an increasingly important question beyond the pandemic.

That is the topic of this “Inside the IACUC” article. I am fortunate to have several creative employees at UT Southwestern Medical Center, and their creativity became even more apparent when challenged with the task of employee engagement in a virtual environment.

Overall, I think my team did a great job keeping up engagement and morale when we suddenly found ourselves working remotely. Prior to writing this article, Kathryn and I briefly shared our experiences with IACUC professionals through a webinar sponsored by Public Responsibility in Medicine & Research (PRIM&R). In the piece for this issue, Kathryn takes a deeper dive into our virtual engagement activities, which I hope you enjoy as much as we did!

Stacy Pritt, DVM, MS, MBA, CPIA, CHRC, DACAW

Keeping IACUC Staff Engaged and Connected in a Remote Work Setting

By Kathryn Cavanaugh, BS, CPIA and Brittney Hubbard, MS, RLAT

T

he threat of COVID-19 has caused institutions across the country to transition to a remote working environment.

Without a shared physical workspace, novel methods for employee engagement and recognition need to be explored. To address these challenges, the IACUC Office at UT Southwestern developed and implemented several unique engagement strategies.

At the start of each weekly virtual staff meeting, an icebreaker question is posed to the team. Icebreaker questions cover conversational topics such as “describe your ideal breakfast” and are submitted by members of the department. These topics allocate time each week for social communication, mimic what may have arisen more organically in an in-person office setting and facilitate every staff member's immediate participation in the meeting.

Before the remote work setting, UTSW’s IACUC Office held two social events per year for the department. Virtual events were planned every other month to continue positive office comradery. For example, a local llama farm Zoom tour was planned to surprise the staff. As we were chatting along during the staff meeting, a llama suddenly entered the chat! The rest of the meeting was spent meeting the llamas (with clever names such as “Como T. Llama”) and learning about their traits and behaviors from the farm manager, who even mentioned the important role llamas might play in COVID-19 research. The joy was palpable even through a computer monitor!

An important strategy when planning these activities is to diversify the types of events offered. For instance, the UTSW IACUC Office contains known plant lovers, so an event has been planned to specifical-

32 Laboratory Animal Science Professional March 2021

ly appeal to those interests for maximum enjoyment and engagement. To help with this event, the IACUC Chair and self-proclaimed ‘Plant Whisperer’ has agreed to host a virtual tutorial on plant potting and care.

In addition to these real-time social events, a newsletter titled The Office Buzz debuted in June 2020 to connect office members working remotely. The newsletter offers both work-related information on upcoming webinars and articles of interest while also sharing personal stories from each team member on recent travels, favorite recipes, and ideas for fun family events while social distancing. The office has recently introduced rotating editors to spread around the creativity and effort. What began as a single issue has blossomed into an interactive and creative environment to share professional and personal updates that staff look forward to each month.

Existing institutional resources may be used to leverage engagement strategies. For instance, UTSW holds an annual art competition, called On My Own Time, with a Department Entry category. A creative idea pitched by a staff member led to the IACUC Office creating a collage piece entitled “Around the Watercooler,” featuring participants’ personalized coffee cup drawings. The piece won first prize in its category and was recognized by the awarding committee for

UTSW holds an annual art competition, called On My Own Time, with a department entry category. The IACUC Office created a collage piece entitled “Around the Watercooler,” featuring participants’ personalized coffee cup drawings.

Need an idea for a safe activity? Host a distanced hang out in the park event. Get friends together and have them bring a blanket, hammock, or chair for some outdoor fun.

its “awesome variety and creative way to stay connected.” The IACUC department head mailed congratulatory blue ribbons to each participant to recognize their contributions to the successful project. Recognizing staff for their accomplishments is another important aspect to keeping engagement high and fostering continued pride.

To ensure employees continue to be recognized in their independent setting, the IACUC Office assembled an Employee Recognition Task Force to brainstorm ideas on how to recognize one another remotely. When a recognition strategy was selected, the rest of the department was surveyed for feedback.

Employees had an active say in how their managers and peers would recognize their efforts. With the department’s buy-in expressed through the survey, a “Shout Outs” page was created within Microsoft Teams. Department members may post kudos, sentiments of gratitude for another member’s support on a task, or congratulatory messages to recognize professional accomplishments.

Another recognition strategy the office developed was to transition the annual in-person Employee Recognition Luncheon into a virtual coffee meeting where employees who reached milestone years of service were awarded pins and certificates on camera. Each staff member then made a toast to

these honored employees (one of which was celebrating their 20th year of service!), expressing how they positively contribute to the institution’s department and mission.

In addition to recognizing staff ’s current efforts, it is also important to foster continued education and professional growth. When a new staff member was on-boarded to the IACUC Office during the remote work period, the department head held a virtual 6-part lecture series on lab animal science's history and the required skills of an IACUC Administrator. This lecture series was opened to the rest of the staff as a means for continuing education. Another staff member in the office is preparing to take their CPIA exam in the coming months. To aid in their preparation, a CPIA “Trivia Night” is being developed to provide a dynamic study opportunity and demonstrate the department’s support of their efforts to become certified. Staff are also encouraged to attend virtual webinars and conferences, with de-brief sessions scheduled afterward to discuss the topics and ideas presented at such meetings. Providing professional development opportunities helps employees stay motivated to grow within their careers and shows the department’s desire to invest in their employees.

Employee engagement and recognition strategies can be molded to fit the interests and size of any office. When developing such methods, encouraging participation and feedback from employees can help produce meaningful results. While continuing to adapt to working remotely, ensuring employees can be recognized and engage with each other will boost morale within the new virtual workplace.

Kathryn Cavanaugh, BS, CPIA, is an IACUC Manager at UT Southwestern Medical Center in Dallas, TX.

Brittney Hubbard, MS, RLAT, is a Regulatory Analyst in the IACUC Office at UT Southwestern Medical Center in Dallas, TX.

March 2021 Laboratory Animal Science Professional 33

WHAT'S YOUR SOLUTION?

Training Videos – A Good Idea Anytime, Especially during Pandemics

By Lorraine Bell

W

hen I became a Training Program Manager more than 20 years ago, I knew I wanted to implement more visual learning.

That meant redoing training documents and some SOPs to include photographs. That worked, but I wanted to make training videos. There just was not enough time to work on them. A few years ago, I received permission to create a position that could focus on making videos. Initially, I pictured starting slowly, maybe completing 4 or 5 videos a year. We got lucky when one of our animal care staff applied. Not only were we hiring someone who was an excellent photographer (based upon work he submitted with his resume), but he already understood our processes and procedures.

Getting Started: Initial Topics

In the first year, we focused on completing training videos for animal care and cage wash staff. Topics covered included: • How to collect clean cage supplies and how to break them down for processing.

• How to change cages and how to change cage racks.

• How to collect PCR swab samples from the racks for disease screening.

We quickly learned the videos should be short and easily referenced. People will watch a longer video, but they will not go back to a lengthy video to look for an answer if they have a question.

Each short video can take 3 days to 1 month to complete, depending upon whether scene reshoots are required. Having a detailed outline of what the video will cover is a necessity before filming.

The new Training Technician, Henok Tekie, created 23 training videos in the first full year of video production (read more about Henok in the PROfile on page 8)! We hoped to create even more last year when COVID-19 forced a shutdown.

Sample of equipment used to video training pieces.

34 Laboratory Animal Science Professional March 2021

COVID-19 Impacts

COVID-19 forced more training to remote learning formats, including all the facility access training for new research staff.

As soon as we could resume filming, Henok made facility access training a priority. We now have a series of 10 short videos covering all topics previously demonstrated in-person.

The videos include: • • • •

How to don and doff PPE. How to operate the ATS stations.

Where to find supplies.

How to open and return cages to their rack, etc.

Most videos are less than 3 minutes, and the instruction page tells the researcher the duration of each video. There is nothing worse than starting a video and discovering it is 30 minutes long, and you have 20 minutes to spare. At the end of each video, a quiz opens. The quizzes are created in Microsoft Forms. There are typically 2 to 4 questions to verify the viewer understands the information. Questions focus on what people incorrectly do when they are working in the facility. One example is: “When returning a cage to the rack, how will you know it is properly seated?”

Equipment Used

To create the videos, Henok uses a Canon XF100 HD camcorder. It takes quality video in a variety of settings at an

TM

affordable price. Other options are available depending on personal preference and budget. Adobe Premiere Pro is used to edit the video. The software is relatively inexpensive (a budget consideration) and is easy to use. The internet has “how-to” videos and write-ups about using the software. For equipment considerations, Henok submits an annual wish-list complete with pricing. We purchase what we can. We have added lighting, a tripod, a wireless microphone, a carry bag, and a cart over time.

Conclusion

Although we did not start making our training videos because of COVID-19, the pandemic has reshuffled priorities. Now that the access training videos are completed, the new focus is to finish training videos for all the “Refresher Training of the Month” topics that required in-person training (e.g., species care training for large animals and safety training topics).

Training videos have allowed us to continue operations through the COVID-19 restrictions. Moving past COVID-19, our staff will have continual access to training videos if they want a refresher or are not certain about a particular task.

Lorraine Bell is the Training Program Manager at the Anschutz Medical Campus at the University of Colorado, Denver in Aurora, CO.

STERAMIST

®

POWERED BY

BINARY IONIZATION TECHNOLOGY®

TOMIMIST.COM 800.525.1698

GAME-CHANGING FACILITY DISINFECTION AND DECONTAMINATION WITH STERAMIST® TECHNOLOGY QUICK APPLICATION HELPS INCREASE ROOM TURNOVER RATE NON-CORROSIVE SOLUTION WITH SUPERIOR MATERIAL COMPATIBILITY REACHES TIGHT SPACES WITH SUBMICRON-SIZED PARTICLES UP TO 3 MICRONS

DISCOVER HOW THE INNOVATION OF STERAMIST® CAN ENHANCE YOUR FACILITY DISINFECTION TODAY March 2021 Laboratory Animal Science Professional 35

WHAT'S YOUR SOLUTION?

A

Drip, Drop…Drip, Drop – How Do I Make It Stop?

By Lisa Webb, BS, LATG

W

hether you are an animal care/husbandry technician, facility manager, or veterinarian, everyone bemoans a leaky drinking valve (often referred to as a lixit). Leaking drinking valves and flooded cages are a fairly common problem when using automatic watering systems (or auto-water). I have experienced this problem many times with various species, including rodents. That being said, do not despair; there are a few things you can do to limit the occurrence of leaks and flooded cages.

Do Your Homework

Certain manufacturers and drinking valve designs are more prone to flooding than others. When purchasing equipment, do your homework—survey current users to find the equipment that will work best with your current water system while meeting your watering needs. Things to consider to help reduce flooding are the type of bedding used, level or amount of bedding in the cage, type of enrichment provided, water pressure, and drinking valve cleaning procedures.

Drinking valve manufacturers can provide documentation and recommended guidelines for care and use of valves including bedding guidelines.

Choosing Bedding

Most people using individually ventilated cages (IVC) and/ or auto-water cages use corn cob bedding because it has good moisture absorption, dries well in properly ventilated caging

B

Figure 1 A-B. Safe Harbor Mouse Retreat™ (A), image provided courtesy of Bio-Serv. Mouse House (B), image provided courtesy of Tecniplast.

36 Laboratory Animal Science Professional March 2021

Figure 2. Anatomy of a drinking valve, image provided courtesy of Avidity Science.

(which extends cage life), and lays flat in the cage bottom (thus occupying less space as compared to other bedding options such as wood shavings or cotton/cellulose type bedding).

Wood shavings and fluffy bedding materials can be more prone to accidentally activating sensitive drinking valves if the mice push the bedding around them. In contrast, when bedding mouse cages with cob, you only need ~1/4 - 1/2 in of bedding in a cage bottom. This is enough for adequate moisture absorption but still well below the drinking valves level. The size of bedding particles can also make a difference.

For example, corn cob bedding for rodents is commonly used as 1/8 or 1/4 in pieces. Either size is fine for static caging, but the larger 1/4 in size is usually better for use with auto-water cages. The pieces are bigger and heavier than the 1/8 in cob which is small enough for mice to stuff into the drinking valves, causing a flood.

Enrichment Impacts

Enrichment type and location provided can also be sources of flooding. Enrichment devices should always be placed in the front of the cage away from the drinking valves so that the mice do not push the device (like a hut) against the drinking valves stem which might activate water flow. When placed in the front, the feeder's shape usually prevents it from being pushed against the drinking valves stem. If nesting enrichment is provided, you will have to monitor how much is placed in the cage and what the mice do with it to determine if the nesting enrichment is appropriate or needs replacement with something different. For example, crinkled paper enrichment material (i.e., Enviro-Dri™) is compact when placed in the cage but expands in size and takes up more cage space as the mice utilize it in their nesting behaviors. If too much is placed in the cage, the cage space will quickly be taken over by the paper. The nesting material may engage the drinking valve, wicking water into the cage. If this happens, you should reduce the amount placed in the cage or switch over to a hut or other paper material to provide nesting enrichment in a different form. On the flip side, enrichment selection can be beneficial when frequent flooding is a problem. Placing a reusable device with an elevated flat surface such as a plastic mouse house or

retreat provides a dry place for the mice to sit until the flood is corrected (Figure 1A-B). This often prevents animal mortality due to hypothermia and/or drowning. While it will not solve the flooding problem, it can help prevent animal loss (especially pups and weanlings) while figuring out what is causing the flooding issue.

Water Pressure

Drinking valves for rodents should provide easily activated water access, but this can also make them sensitive to water pressure changes. Water pressure should be low enough so that water does not shower the mouse when activated but should be high enough to apply steady pressure on the drinking valve stem to keep the seal tight and closed when not intentionally activated. Auto-water systems should be always maintained within the manufacturer’s pre-determined range, including during any manual or automated flushing cycles. A larger amount of water is released during flushing cycles than during normal operation. Sometimes, this can cause an overall system

When purchasing equipment, do your homework—survey current users to find the equipment that will work best with your current water system while meeting your watering needs. Things to consider to help reduce flooding are the type of bedding used, level or amount of bedding in the cage, type of enrichment provided, water pressure, and drinking valve cleaning procedures. depressurization and slight leaking of sensitive drinking valves across a room and/or the entire facility. To help reduce the chance of temporary depressurization, you may increase your normal operational pressure to the higher end of the normal range to account for the routine drop in pressure from flushing. You can also schedule automatic flushes in smaller sections or areas to reduce the overall system's water demand during March 2021 Laboratory Animal Science Professional 37

the flush. You should also limit the duration of the flush to the minimum time necessary to adequately maintain water quality in your supply lines (no need to waste precious RO water). Staggering your automatic flush cycles may increase the time needed to flush the entire system, but this procedure can be beneficial in that it will reduce the RO system’s need to simultaneously make suitable drinking water and meet the flushing demands.

Keep It Clean

Lastly, the frequency and method of drinking valve cleaning and sanitation is important. If drinking valves are not cleaned adequately and/or often enough, they can accumulate debris around the valve stem and O-rings, making them more prone to leaking (Figure 2). If you have quick-disconnect detachable drinking valves, they can be easily replaced at cage change, just like you would with a water bottle. You can then send them to cage wash for soaking/washing like other caging equipment. If your drinking valves are fixed or not easily detachable, they should be manually cleaned, wiped, and flushed at every cage change, as well as during full rack sanitation every 4-6 mo. At that time, the drinking valves are removed, soaked, and processed through cage wash (but not autoclaved unless

manufacturer approved). The O-rings of auto-water systems deteriorate over time and use, so you should keep track of how long they are in use compared to the manufacturer's suggested life expectancy. The O-rings should be replaced at the suggested frequency or more often if you suspect flooding issues are from cracked or deteriorating O-rings.

Conclusion

While there are several procedures we as caregivers can use to limit or eliminate the chances of mice accidentally activating a drinking valve, in the end, we are still dealing with intelligent animals that are unpredictable and will find a way to “play” with a drinking valve if they so desire. In these cases, the enrichment program should be reviewed and revised as needed to provide enrichment that promotes animals’ physical and mental well-being, meeting their natural behavioral needs (i.e., enrichment rotation, chewing vs. nesting enrichment, enrichment combinations, other environmental stressors, etc.).

Lisa Webb, BS, LATG, is an Education & Training Representative in the Division of Laboratory Animal Resources at Duke University School of Medicine in Durham, NC.

Customer-focused, quality driven solutions!

Handling projects both great and small is our speciality.

Facility Management Research Support Animal Care

Customized Training IACUC Administration Data Management

Providing scientific staffing solutions to an ever growing list of clients.

Your Project, Our People, One Priority!

Priority One Services Call today and speak with a project consultant! 703-971-5505 | PriorityOneServices.com

38 Laboratory Animal Science Professional March 2021

Analgesia Made Easy

Get Up To 3 Days of Post-Procedural Pain Relief With 1 Pharmaceutical-Grade Dose.

Ethiqa XR® is the first and only pharmaceutical grade extended-release buprenorphine that’s FDA-affirmed to control post-procedural pain for laboratory mice and rats up to 72 hours with just one injection.

Order Now

WARNING: ABUSE POTENTIAL, LIFE-THREATENING RESPIRATORY DEPRESSION, and ACCIDENTAL EXPOSURE Abuse Potential This formulation contains buprenorphine, a high-concentration (1.3 mg/mL) opioid agonist and Schedule III controlled substance with an abuse potential similar to other Schedule III opioids. The high concentration may be a particular target for human abuse.

Buprenorphine has opioid properties that in humans may lead to dependence of the morphine type. Abuse of buprenorphine may lead to low or moderate physical dependence or high psychological dependence. The risk of abuse by humans should be considered when storing, administering, and disposing of Ethiqa XR. Persons at increased risk for opioid abuse include those with a personal or family history of substance abuse (including drug or alcohol abuse or addiction) or mental illness (suicidal depression). Because of human safety risks, this drug should be used only with veterinary supervision.

Do not dispense Ethiqa XR. Life-Threatening Respiratory Depression The concentration of buprenorphine in Ethiqa XR is 1.3 mg/mL. Respiratory depression, including fatal cases, may occur with abuse of Ethiqa XR. Ethiqa XR has additive CNS depressant effects when used with alcohol, other opioids, or illicit drugs that cause central nervous system depression. Because of the potential for adverse reactions associated with accidental injection, Ethiqa XR should only be administered by a veterinarian or laboratory staff trained in the handling of potent opioids.

Important Safety Information for Rats and Mice For Rats and Mice: Only administer Ethiqa XR by subcutaneous injection. Ethiqa XR is not intended for intravenous, intra-arterial, intrathecal, intramuscular, or intra-peritoneal injection. Do not use on mice or rats with pre-existing respiratory deficiencies.

Do not keep rats on wood chip-type bedding after administration of Ethiqa XR. Use caution with concomitant administration of Ethiqa XR with drugs that cause respiratory depression.

For Humans: Ethiqa XR should only be administered by a veterinarian or laboratory staff trained in the handling of potent opioids. Protective clothing is recommended to avoid direct contact with human skin or mucus membranes which could result in absorption of buprenorphine and adverse reactions.

Not for use in humans.

For more information, consult the Prescribing Information including the boxed warning located on the next page. ethiqaxr.com 833-EthiqaXR (833-384-4729) © 2021 Fidelis Pharmaceuticals, LLC February 2021 FID-ETH-024

All Rights Reserved

March 2021 Laboratory Animal Science Professional 39

Opioid Analgesic For subcutaneous use in mice and rats only.

CAUTION: Federal law restricts this drug to use by or on the order of a licensed veterinarian.

LEGAL STATUS--In order to be legally marketed, a new animal drug intended for a minor species must be Approved, Conditionally Approved, or Indexed by the Food and Drug Administration. THIS PRODUCT IS INDEXED--MIF # 900-014.

Extra-label use is prohibited.

This product is not to be used in animals intended for use as food for humans or food-producing animals.

WARNING: ABUSE POTENTIAL, LIFE-THREATENING RESPIRATORY DEPRESSION, and ACCIDENTAL EXPOSURE Abuse Potential Ethiqa XR contains buprenorphine, a high concentration (1.3 mg/mL) opioid agonist and Schedule III controlled substance with an abuse potential similar to other Schedule III opioids. The high concentration of Ethiqa XR may be a particular target for human abuse. Buprenorphine has opioid properties that in humans may lead to dependence of the morphine type. Abuse of buprenorphine may lead to low or moderate physical dependence or high psychological dependence. The risk of abuse by humans should be considered when storing, administering, and disposing of Ethiqa XR. Persons at increased risk for opioid abuse include those with a personal or family history of substance abuse (including drug or alcohol abuse or addiction) or mental illness (suicidal depression).

Because of human safety risks, this drug should be used only with veterinary supervision. Do not dispense Ethiqa XR. Life-Threatening Respiratory Depression The concentration of buprenorphine in Ethiqa XR is 1.3 mg/mL. Respiratory depression, including fatal cases, may occur with abuse of Ethiqa XR. Ethiqa XR has additive CNS depressant effects when used with alcohol, other opioids, or illicit drugs that cause central nervous system depression.

Because of the potential for adverse reactions associated with accidental injection, Ethiqa XR should only be administered by a veterinarian or laboratory staff trained in the handling of potent opioids.

DESCRIPTION Ethiqa XR is an injectable suspension of extended-release buprenorphine. Buprenorphine hydrochloride, an opioid analgesic, is the active ingredient in Ethiqa XR. Lipid-bound buprenorphine hydrochloride is suspended in medium chain fatty acid triglyceride (MCT) oil. Lipids encapsulate the buprenorphine limiting diffusion which provides for larger doses and prolonged action.1,2 Ethiqa XR has a slightly yellow to white opaque appearance. Each mL contains approximately 1.3 mg buprenorphine hydrochloride. The sterile product contains cholesterol, glyceryl tristearate, and buprenorphine hydrochloride suspended in MCT oil.

Buprenorphine Formula C29H41NO4

INDICATIONS Ethiqa XR is indicated for the control of post-procedural pain in mice and rats.

MOUSE DOSAGE AND ADMINISTRATION Wear protective clothing when administering Ethiqa XR (see Human Safety Warnings).

Shake the vial briefly before each use to ensure uniform suspension. If stored refrigerated, bring to room temperature before use.

Use aseptic techniques to withdraw the dose into a disposable 0.5 or 1 mL syringe. A 20 to 23 gauge needle should be used for injections due to the viscosity of the drug suspension.

The dosage of Ethiqa XR is a single subcutaneous injection of 0.05 mL per 20 gram mouse (3.25 mg/kg body weight).

Therapeutic drug concentrations are maintained for 72 hours after the initial dose. If needed, a single repeat dose may be administered 72 hours after the initial dose.

Secure the mouse in a scruff-of-the-neck hold. Insert the needle into the dorsal subcutaneous space created by the scruff hold.

Inject the entire dose into the dorsal subcutaneous space. An oily sheen may be observed in the dorsal fur of the mouse after injection due to leakage of the oil-based drug suspension from the injection site. The oily sheen may last for 4 to 5 days postinjection. Leakage from the injection site can be minimized by slowly injecting Ethiqa XR into the subcutaneous space. The mouse can be returned to its cage immediately after receiving Ethiqa XR. Do not return any unused drug suspension from the syringe back into the vial.

Once the vial is broached, Ethiqa XR can be stored at 15° to 25°C (59° – 77°F) or refrigerated for 28 days. DO NOT FREEZE. RAT DOSAGE AND ADMINISTRATION Wear protective clothing when administering Ethiqa XR (see Human Safety Warnings).

Shake the vial briefly before each use to ensure uniform suspension. If stored refrigerated, bring to room temperature before use.

Use aseptic techniques to withdraw the dose into a disposable 0.5 or 1 mL syringe. A 20 to 23 gauge needle should be used for injections due to the viscosity of the drug suspension.

The dosage of Ethiqa XR is a single subcutaneous injection of 0.1 mL per 200 gram rat (0.65 mg/kg body weight). Therapeutic drug concentrations are maintained for 72 hours after the initial dose. If needed, a single repeat dose may be administered 72 hours after the initial dose.

Secure the rat in a passive restraint tube or by holding with a heavy glove with one person to secure the rat and a second person to administer the drug. Insert the needle in the dorsal subcutaneous space. Inject the entire dose into the dorsal subcutaneous space. An oily sheen may be observed in the dorsal fur after injection due to leakage of the oil-based drug suspension from the injection site. The oily sheen may last for 4 to 5 days post-injection. Leakage from the injection site can be minimized by slowly injecting Ethiqa XR into the subcutaneous space. The rat can be returned to its cage immediately after receiving Ethiqa XR. See CONTRAINDICATIONS and Rat PRECAUTIONS for additional information on bedding.

Do not return any unused drug suspension from the syringe back into the vial.

Once the vial is broached, Ethiqa XR can be stored at 15° to 25°C (59° – 77°F) or refrigerated for 28 days. DO NOT FREEZE. CONTRAINDICATIONS Only administer Ethiqa XR by subcutaneous injection. Ethiqa XR is not intended for intravenous, intra-arterial, intrathecal, intramuscular, or intra-peritoneal injection.

Do not use on mice or rats with pre-existing respiratory deficiencies.

Do not keep rats on wood chip-type bedding after administration of Ethiqa XR. HUMAN SAFETY WARNINGS Not for use in humans. Keep out of the reach of children.

Human User Safety while handling Ethiqa XR: Two trained staff for administration: Ethiqa XR should only be handled and administered by a veterinarian, veterinary technician, or laboratory staff trained in the handling of potent opioids. To prevent human adverse reactions or abuse, at least 2 trained administrators should be present during injection of Ethiqa XR. Protective covering: To prevent direct contact of Ethiqa XR with human skin or mucous membranes when handling the suspension, protective clothing is recommended.

Mucous membrane or eye contact during administration: Direct contact of Ethiqa XR with the eyes, oral or other mucous membranes of humans could result in absorption of buprenorphine and the potential for adverse reactions. If accidental eye, oral or other mucous membrane contact is made during administration, flush the area with water and contact a physician.

Skin contact during administration: If human skin is accidentally exposed to Ethiqa XR, wash the exposed area with soap and water and contact a physician. Accidental exposure could result in absorption of buprenorphine and the potential for adverse reactions.

Drug Abuse, Addiction, and Diversion of Opioids: Controlled Substance: Ethiqa XR contains buprenorphine, a mu opioid partial agonist and Schedule III controlled substance with an abuse potential similar to other Schedule III opioids. Ethiqa XR can be abused and is subject to misuse, abuse, addiction,

40 Laboratory Animal Science Professional March 2021

and criminal diversion. Ethiqa XR should be handled appropriately to minimize the risk of diversion, including restriction of access, the use of accounting procedures, and proper disposal methods, as appropriate to the laboratory setting and as required by law.

Abuse: Abuse of Ethiqa XR poses a hazard of overdose and death. This risk is increased with concurrent abuse of alcohol and other substances including other opioids and benzodiazepines. Buprenorphine has been diverted for non-medical use into illicit channels of distribution. All people handling opioids require careful monitoring for signs of abuse. Drug abuse is the intentional non-therapeutic use of a prescription drug for its rewarding psychological or physiological effects. Abuse of opioids can occur in the absence of true addiction.

Storage and Discard: Ethiqa XR is a Class III opioid. Store in a locked, substantially constructed cabinet according to DEA and local controlled substance guidelines. Discard broached vials after 28 days. Any unused or expired vials must be destroyed by a DEA registered reverse distributor; for further information, call 1-833-384-4729.

Physician information: Ethiqa XR injectable suspension is a mu-opioid partial agonist (1.3 mg buprenorphine/mL). In the case of an emergency, provide the physician with the package insert. Naloxone may not be effective in reversing respiratory depression produced by buprenorphine. The onset of naloxone effect may be delayed by 30 minutes or more. Doxapram hydrochloride has also been used as a respiratory stimulant.

PRECAUTIONS Mice The safety of Ethiqa XR has not been evaluated in pregnant, lactating, neonatal, or immune-compromised mice. As with other opioids, buprenorphine may cause sedation, decreased blood pressure, decreased heart rate, decreased gastrointestinal mobility, and respiratory depression. Use caution with concomitant administration of Ethiqa XR with drugs that cause respiratory depression. The use of paper or soft bedding for up to 3 days following administration of Ethiqa XR should be considered.

Normal mice may exhibit an obtunded response to stimuli up to 4 hours after receiving Ethiqa XR. Buprenorphine is excreted in the feces (see Clinical Pharmacology section below). Coprophagy may lead to ingestion of buprenorphine or its metabolites by mice treated with Ethiqa XR and untreated cage mates.

Rats The safety of Ethiqa XR has not been evaluated in pregnant, lactating, neonatal, or immune-compromised rats. As with other opioids, buprenorphine may cause sedation, decreased blood pressure, decreased heart rate, decreased gastrointestinal mobility, and respiratory depression. Use caution with concomitant administration of Ethiqa XR with drugs that cause respiratory depression.

Rats may exhibit signs of nausea including pica up to 3 days post-treatment. Rats should be maintained on paper or soft bedding to avoid ingestion of wood chip-type bedding after administration of Ethiqa XR. Pica involving wood chip-type bedding can be lethal in rats.

Buprenorphine is excreted in the feces (see Clinical Pharmacology section below). Coprophagy may lead to ingestion of buprenorphine or its metabolites by rats treated with Ethiqa XR and untreated cage mates.

ADVERSE REACTIONS Mice No adverse reactions were observed in 20 to 25 gram young adult male and female mice after a single subcutaneous injection of Ethiqa XR at a dose 5 times the indicated dose. Laboratory parameters evaluated in the study included hematology and clinical chemistry; histopathology was also performed. In a second study, adult male and female mice received Ethiqa XR subcutaneously at 5 times the indicated dose for three doses at four day intervals. A surgical procedure was performed on the study mice prior to receiving each of the three doses of Ethiqa XR. Mortality was seen in two male mice after the third surgical procedure and dose of Ethiqa XR (total dose of 49 mg buprenorphine/ kg body weight in 8 days).

Weight loss has been observed in mice treated post-procedurally with Ethiqa XR. Rats Adverse reactions were evaluated in 180 to 200 gram young adult male and female rats after a single injection of Ethiqa XR. A surgical procedure was performed on the rats prior to administration of a single dose at the intended dose of 0.65 mg/kg or a single dose of 2, 6 or 10-fold excess dose. Adverse reactions also were evaluated in male and female rats administered 2, 6 and 10 times the intended dose for three doses at four day intervals. A surgical procedure was performed on the rats prior to administration of the first of three doses. Laboratory parameters evaluated in the study included hematology, clinical chemistry, urinalysis, histopathology, and bodyweight.

Signs of nausea were observed at all dose levels within 24 hours of the dose. Signs included self-licking, self-gnawing and efforts to eat wood-chip bedding.

Mortality was seen in 1 of 36 rats exposed to wood chip bedding. Necropsy revealed the stomach and esophagus were compacted with bedding, the bladder was abnormally distended and the urine contained blood.

Mortality was seen in 3 of 222 rats treated with Ethiqa XR due to technical complications with serial bleeding of the jugular vein.

For technical assistance, or to report an adverse drug reaction, please call Fidelis Pharmaceuticals LLC at 1-833-384-4729.

For additional information about adverse drug experience reporting for animal drugs, contact FDA at 1-888-FDA-VETS or http:// www.fda.gov/AnimalVeterinary/SafetyHealth.

CLINICAL PHARMACOLOGY3 Buprenorphine can act as an agonist and antagonist at different classes of opioid receptors. Agonism at the mu opioid receptor and, in some cases, antagonism at the kappa or delta opioid receptors are possible underlying mechanisms for the ceiling effect and bell-shaped dose-response curve of buprenorphine. Studies with knockout mice have shown that the antinociceptive effect of buprenorphine, which is mediated primarily by the mu opioid receptor, is attenuated by the ability of the drug to activate the opioid receptor like (ORL-1) receptor. The drug can be described as a ‘full’ and a ‘partial’ agonist at the same receptor depending on the specific assay. There appears to be no ceiling effect for analgesia, but there is a ceiling effect for respiratory depression.

Pharmacokinetic studies with bolus injections of buprenorphine in mice and rats provide similar models. After bolus intravenous administration, plasma levels decline tri-exponentially. The drug is n-deakylated in the liver to norbuprenorphine (NBN), an active metabolite. Studies have shown that glucuronide metabolites of buprenorphine and NBN are also metabolically active, and can approximate or exceed the concentration of the parent drug. Un-metabolized drug excreted in the urine and feces one week after injection was 1.9 and 22.4% of the dose, respectively, and 92% of the dose was accounted for in one week.3 Mice Pharmacokinetic parameters of Ethiqa XR were studied in 6-8 week old male and female Balb/c mice following a single subcutaneous injection of 3.25 mg/kg bodyweight. Clinically significant blood levels were observed up to 72 hours after subcutaneous injection.

Rats Pharmacokinetic parameters of Ethiqa XR were studied in 8 week old male and female Fischer rats following a single subcutaneous injection of 0.65 mg/kg bodyweight. Clinically significant blood levels were observed up to 72 hours after subcutaneous injection.

HOW SUPPLIED Ethiqa XR is supplied in a multi-use glass vial containing 3.0 mL of injectable drug suspension.

Ethiqa XR

3 mL vial

NDC 86084-100-30

U.S. Patent No. 8,461,173 STORAGE INFORMATION Store between 15° and 25°C (59° – 77°F) or refrigerated. DO NOT FREEZE. If stored refrigerated, bring to room temperature before use. Once broached, the multi-dose vial should be discarded after 28 days.

REFERENCES 1. Mishra et al., Drug Delivery and Transl. Res, 2:238-253; 2012.

2. Bethune et al., The role of drug-lipid interactions on the disposition of liposome-formulated opioid analgesics in vitro and in vivo. Anesth Analg. 93(4):928-33; 2001.

3. Guarnieri et al., Lab Animal, 41(11): 337-343; 2012.

Manufactured for: Fidelis Pharmaceuticals LLC CCIT Incubator 675 US Highway One, Suite B113 North Brunswick, NJ 08902 833-384-4729 www.EthiqaXR.com Fidelis Pharmaceuticals® and EthiqaXR® are registered trademarks of Fidelis Pharmaceuticals LLC, a Delaware Corporation.

February 2020

ENRICHMENT ITEM

TOYS, TREATS, AND TIPS

DIY: Ice Produce Blocks

By Kelsey Lambert, BS, LATG

T

his great cool-down snack is ideal for group or singly housed swine or nonhuman primates (particularly in larger pen-style housing). This item can be customized for canines as well by modifying the liquid used and/or produce. All dietary items should be approved by your veterinarian for the intended species and individual before use.

Ingredients (Figure 1A):

• Coconut Oil (virgin is best) • Liquid (we use a mixture of Gatorade Zero and water, but you can use any combination of water and juices or other flavoring as appropriate) • Produce (for this picture we used cucumber and apple) Figure 1A

Figure 1B

Supplies (Figure 1B): • • • •

Figure 2

Aluminum bread pan Food cutting knife Cutting gloves Cutting board

Figure 3

Directions:

1. Coat the bread tin in a thin layer of coconut oil to allow frozen product to slip out easily from pan when ready.

2. Cut produce into appropriately sized pieces (for the individual(s) you intend to provide to).

3. Place into the bread tin (Figure 1B).

4. Optional: a. Fill ~1/3 of the bread tin with Gatorade Zero (or other flavored liquid, if desired) (Figure 2). b. Instead of Gatorade Zero, you could drizzle a small amount of honey, syrup, etc.

5. Add water to bread tin until ~1cm from the top (or lower, if preferred) (Figure 3).

6. Freeze overnight.

7. Remove tin before feeding to animal(s) (Figure 4).

Figure 4

March 2021 Laboratory Animal Science Professional 41

TECH TIPS

Insights in husbandry, enrichment, and new techniques and tactics

Is More Really Better? A Reevaluation of PPE Practices in a Barrier Rodent Facility

By Toi A. Collins, DVM; Elizabeth Brooks, BS, RLAT, Valerie Bergdall DVM, DACLAM; and Carrie L. Freed, MLAS, DVM, DACLAM

T

he Biomedical Research Tower (BRT) is the largest rodent barrier facility at The Ohio State University, with 14,974 sq ft of rodent housing space. The animal vivarium is organized into isolated suites, each containing 2 or 4 animal rooms, equating to 42 total housing rooms (Figure 1). Housing for rodents includes microisolator caging on individually ventilated rack systems with all rodent cage manipulations occurring within a biosafety cabinet. All mice receive irradiated rodent chow and reverse osmosis water, and a majority of the housing rooms require sterile caging. Health status (1-4) and PPE requirements are posted on each specific animal room door, with personnel expected to work from the most restricted to least restricted rooms based on room health status (Figure 2).

Before this study, personnel protective equipment (PPE) guidelines required a set of PPE (isolation gown, bonnet, facemask, and gloves) to be donned at the suite level and removed before exit, regardless of movement in the facility and specifically the health status of the next housing room.

Constantly donning and doffing PPE can be time-consuming for staff and is also wasteful, as most of the PPE materials cannot be recycled. Considering the use of microisolator cages and barrier practices, the decision was made to re-evaluate our PPE policies to reduce staff time donning and doffing PPE, minimize waste, and minimize PPE expenses. Proposed new PPE guidelines would allow 1 set of PPE to be worn throughout the vivarium as long as there was strict adherence to room order based on posted health status. The purpose of this study was to identify the impacts of policy change regarding PPE use on animal care staff and resource allocation over a 2-wk period.

Figure 1. The animal vivarium is organized into isolated suites, each containing 2 procedure rooms and 2 or 4 animal rooms, equating to 42 total housing rooms. Each animal suite is accessed via controlled card swipe.

Figure 2. Health status and PPE requirements are posted at the entry to each animal housing room within the suite.

42 Laboratory Animal Science Professional March 2021

Materials and Methods

Study design required individuals to track PPE changes for a 2-wk period allowing us to quantify this policy’s impact on animal care staff. For initial data collection, university laboratory animal resource (ULAR) staff supporting either medicine (n of 5) or husbandry (n of 8) volunteered to track daily PPE

Leaving suite but still within the vivarium

Leaving suite and exiting vivarium

Monday

10/7

4

Tuesday

10/8

2

Wednesday

10/9

Thursday

10/10

2

Friday

10/11

2

Saturday

10/12

Sunday

10/13

1

2

Figure 3. Pocket-sized PPE tracking cards.

changes for a 2-wk period using pocket-sized tracking cards developed in-house (Figure 3).

PPE tracking criteria were classified into 2 categories: leaving the suite but remaining within the vivarium and leaving the suite and exiting the vivarium (Figure 1). Examples of leaving the suite but remaining within the vivarium included traveling to cage wash to pick up supplies and entering a different suite, while examples of leaving the suite and exiting the vivarium included traveling to the break room, locker room, or time clock room and leaving at the end of the day. Raw data was collected from the tracking cards to determine average PPE changes per person per day, according to the current PPE guidelines. This raw tracking card data was extrapolated to represent all staff for the BRT vivarium, which in total equates to 5 medicine and 26 husbandry technicians.

Following the implementation of the new PPE guidelines, we assumed that a new set of PPE would only be needed an average of 3 × per day for all staff in the BRT (start of shift, after break, and following lunch). Cost savings were calculated by comparing the extrapolated data before the change in PPE guidelines and applying the same assumptions to all staff following the change in PPE guidelines. The cost of 1 set of PPE (isolation gown, bonnet, facemask, and gloves) at the time of cost analysis was $1.93.

Average PPE Changes/Person/Day PPE Policy

Husbandry

Medicine

Old PPE Policy (Gross Data)

5.7 (n=8)

4.9 (n=5)

New PPE Guideline*

3

3

Figure 4. Average PPE changes/person/day. *Average PPE changes per day following the new PPE guideline is based on stated assumptions that anticipated use of PPE would decrease to 3 sets of PPE/day/person following the new guidelines.

Average PPE Changes/Person/Day PPE Policy

Husbandry

Medicine

Total Staff

26

5

Old PPE Policy (Gross Data)

$301.08

$48.25

New PPE Policy (Assumptions)

$150.54

$28.95

Estimated Cost Savings Per Day

$150.54

$19.30

Figure 5. Average PPE changes per day for staff extrapolated to determine estimated cost savings using assumptions under the new PPE policy. Total cost of one set of PPE: $1.93.

Conclusion

On average, each medicine tech (n=5) used 5 sets of PPE per day, while each husbandry tech (n=8) used 6 sets per day when following the old PPE guidelines. Proposed changes would allow donning one set of PPE and wearing that throughout the vivarium, including the corridor. All staff were reminded of the expectations for movement in the facility, working from highest health status to lower health status, and continued compliance with pre-established room entry orders was key.

On average, anticipated use would decrease to 3 sets per day across all staff in the facility under the new PPE guidelines (Figure 4).

When extrapolating this data to apply to the entire staff (5 medicine technicians and 26 husbandry staff ), an estimated cost savings of $150.54/day would be seen for husbandry, and $19.30/day would be seen for medicine technicians (Figure

Figure 6. New PPE policy signage used to communicate change in PPE guidelines to the research community.

5). The price of 1 set of PPE since the start of the COVID-19 pandemic has increased significantly since this study making the calculations likely more financially conservative than the actual cost savings represented here.

Reevaluation of PPE practices allowed us to reduce staff time donning/doffing PPE, minimize PPE expenses, support green initiatives by reducing waste, and considering current PPE shortages, has allowed us to improve supply efficiency.

The new PPE guideline was implemented for both researchers and ULAR staff working in the BRT facility. Communication to the research community occurred via email and posted March 2021 Laboratory Animal Science Professional 43

signage (Figure 6) throughout the BRT facility. All staff were reminded to continue moving from most restricted to least restricted areas to reaffirm expectations for the rodent colony's biosecurity. Given a strict barrier, requiring the use of biosafety cabinets, and clearly identified room health status, we were confident that this change would not have any negative consequences on animal biosecurity and negligible impact on allergen exposure in the corridor. Ongoing animal health monitoring is through dirty bedding sentinels and exhaust air dust sampling quarterly. No disease outbreaks have been detected in any quarterly testing after the switch in PPE guidelines, lending support to our initial thoughts on biosecurity impacts.

The COVID-19 pandemic led to severe PPE shortages and significant increases in PPE prices, specifically PPE items such as isolation gowns. For that reason, additional changes to PPE practices and gown use specifically were put into place to increase supply efficiency and conserve PPE. Gowns are now reused throughout the week so we could not collect data that would accurately reflect only the initial changes in PPE guidance. In total, the revised guidelines have allowed us to maintain an adequate supply of PPE for our staff and

researchers and allowed us to budget for PPE given the significant increase in prices. This further supports the need to consider periodic reevaluation of PPE usage guidelines, especially during pandemics such as COVID-19 or other causes of PPE shortages.

A special thank you to the ULAR facility staff that participated in the tracking process.

Toi Collins, DVM, is the Senior Laboratory Animal Resident at The Ohio State University in Columbus, OH.

Elizabeth Brooks, BS, RLAT, is the ULAR Staff Trainer and Hazard Liaison at The Ohio State University in Columbus, OH.

Valerie Bergdall, DVM, DACLAM, is the Attending Veterinarian and ULAR Director at The Ohio State University in Columbus, OH. Carrie L. Freed, MLAS, DVM, DACLAM, is the ULAR Director of Operations-Logistics at The Ohio State University in Columbus, OH.

CONCEPTION ■ INTERPRETATION ■ PRODUCTION ■ SATISFACTION

Primate Chairs by PLAS■LABS® PLAS■LABS’ has been the leading manufacturer of primate chairs for over 50 years! All of our chairs have been developed, tested, and refined in some of the world’s leading research facilities.

Features include:

Rodent Restrainers

■ All chair surfaces are tooled and highly polished to prevent chafing and body lesions.

■ All restrainer plates are adjustable both horizontally and vertically.

■ No tools need to adjust the chairs.

■ Adjustable primate collar locking device to accommodate your collar.

■ When using the pole & collar technique: Custom units are available.

■ Complete transparency. No hidden corners.

■ Operators have complete access and visibility to the primate.

Rabbit Restrainers

■ “Neutral” plastic waste pan does no interact with urine or fecies.

■ Fast acting chairs. Safer for primate and handlers.

■ Upper food bar for rewarding primate.

PLAS■LABS

®

www.PLAS-LABS.com PLI@PLAS-LABS.com

44 Laboratory Animal Science Professional March 2021

Illuminated Injection Cones

TECH TIPS

Insights in husbandry, enrichment, and new techniques and tactics

DIY: Creating a Rat Play Cage

By Janelle Monnas AAS, RLATG, CMAR

T

o provide extra enrichment for our training rats (Sprague Dawley; CRL: SD), our team discussed the idea of developing a rat play cage. Animals are housed in the Comparative Bioscience Center at The Rockefeller University, an AAALAC-accredited facility. All enrichment enhancements were approved by the Institutional Animal Care and Use Committee.

Selecting the Toys: Trial and Error

The staff made a list of enrichment items currently used in our facility. Items identified were cage length cat hammocks, hanging tires, wooden perches, and wood hanging bridges. These items were gathered and put to the test (Figure 1).

Materials

After observing the rats use the prototype play cage, a list of materials was created to construct a final version. We selected the Finch 9-Cage Housing Unit that can be purchased from Alternative Design Manufacturing & Supply. INC. (Siloam Springs, AR).

The “Basic Pet Made in the USA” stainless steel pet bowls were purchased from Basic Pet on Amazon.com for a watering feature. Also, the Screw-Top Bottle, the Sure Lock Bottle Holder and Screw Tops are available from Ancare (Bellmore, NY).

The enrichment items in the cage come from a variety of vendors. The perches and PVC tunnels required construction in house (Figure 2).

• TireBiters with Chain (Otto Environmental, Greenfield WI) • Naturals Rope Ladder Bird Toy 62807, Large (Prevu Hendryx on Amazon.com) • 6” Birch Wood for Perches, Wood Enrichment Products

(BioServ, Flemington, NJ) • Medium Wood Gnawing Blocks, certified (Bio-Serv, Flemington, NJ) • Enviro-dri ® (Shepherd Specialty Products, Milford, NJ) • Techboard (Shepherd Specialty Products, Milford, NJ) • Bio-Tunnels for Rats - Sterile (Bio-Serv, Flemington, NJ) • Standard-Wall PVC Pipe Fitting for Water, Straight Connector, 8 Socket-Connect Female, White 8 ft × 4.5 in PVC tunnels cut to size and sanded in house. (McMaster-Carr, Princeton, NJ)

Play Cage in Use

When designing the play cage, one goal was to promote climbing. The wooden perches were set in an escalating pattern leading to the wooden hanging bridge. This allows the rats to stretch vertically. This vertical stretching is something not offered in the standard housing cage. The hanging tires were selected because of their dual function. Feed enrichment items can be hidden in the tires, and the rats must stretch to forage through them.

When the training rats were single-housed in the new play cage, several were timid and preferred to stay hidden in the tunnel. However, when paired within the play cage, we observed an exponential increase in curiosity with each other and their new environment. Behaviors observed were affiliative (cuddling, social grooming, etc.) and cage exploration (Fig-

SomnoFlo INTRODUCING

®

Low-Flow Electronic Vaporizer

Kent_Ad_Somno_LasPro_3_5.indd 1 46 Laboratory Animal Science Professional March 2021

Figure 1. A variety of enrichment items already used were gathered and placed in a prototype play cage.

ure 3). Response to the play cage varied with individual rat personalities. The care staff was able to introduce two singly housed rats in a play cage successfully.

Playtime is Over

Initial attempts were made to entice the rats to use a PVC tube as a means of transportation to return them to their home cages. However, opening the cage and giving the rats time to climb out onto the counter on their own worked best (Figure 4). The rat is picked up by placing one hand under the rat’s chest and the other hand supporting its legs and rump. The rat is then transferred to their clean home cage.

Sanitizing

After trial and error testing an assortment of toys and implementing the “ideal” cage, a weekly rotation was established for the rats to enjoy this space. Because this is a new setup, only one rat play cage is in rotation. After 7 d in the play cage, the rats are returned to their home cage, and the cage and all

accessories are sent to cage wash for sanitizing.

The tech board can be tossed in the rat room garbage can and the water bottle disassembled before being sent to cage wash.

The items in the cage do not have to be removed during the sanitizing process. Removing the tech board and leaving the cage items eliminates a few steps in the sanitizing process before reaching the cage wash team.

Sanitization of the cage and accessories was performed with the use of a mechanical washer (Better Built, Northwest Systems, Inc., Delta, British Columbia) that provided an 82º C final rinse water and used a combination of a cleaning compound (ENVIRO-KLEEN 900S, Quip Laboratories, Wilmington, DE) and an acid detergent (Acidulate 28, Quip Laboratories, Wilmington, DE) during the wash cycle.

Clean cage turnaround time is 24 h or less. One step in a quick turnaround is good communication between our husbandry and cage wash teams. The cage is reassembled, and a 7-d service in/out label is added.

Features: Provides high precision and accuracy with flow rates as low as 50mL/min Operates using ambient air or compressed gas Requires no annual certification Fills directly from the anesthetic bottle

kentscientific.com/somnoflo 888.572.8887 | 860.626.1172

1/18/21 9:47 AM March 2021 Laboratory Animal Science Professional 47

Figure 2. Perches and the PVC tunnels required construction in house.

Play cage items come from a variety of vendors.

Figure 3. This set of paired rats was more curious in the play cage than single rats, who were timid.

Lessons Learned

Although the hammocks were anticipated to be a big hit, this group of rats did not favor them. The rats seemed intimidated by the hammock because it blanketed the inside like a canopy.

We plan to test hammocks that would fit in one corner of the cage at mid-height as opposed to the large blanketing hammock at the top of the play cage.

When designing the play cage, we wanted to promote climbing the cage walls, and the wooden perches were set in an escalating pattern leading to the wooden hanging bridge.

This provides rats the opportunity to stretch out vertically, something not offered in our standard housing cage. The hanging tires were chosen because of their dual function. Staff can hide feed enrichment items inside them, and the rats must stretch to forage through them. Smaller hammocks could be purchased and placed in the cage corners for another option.

Additionally, three ascending wood perches provided a path to a hanging bridge and were the right combination instead of single wooden perches staggered throughout the play cage.

The play cage has been valuable to the rats and the humans providing their care as it allows for enrichment for both groups. Humans find it to be a workplace stress-relieving activity. Most importantly, it has accustomed and desensitized training rats to human handling, which is extremely important in fulfilling their roles.

Acknowledgments: This project was supported by both our veterinarians and the IACUC as part of our ongoing improvement for enriching the lives of the animals in our care.

Janelle Monnas, AAS, RLATG, CMAR, is a Supervisor in the Comparative Bioscience Center at The Rockefeller University in New York, NY.

48 Laboratory Animal Science Professional March 2021

Figure 4. Rats climb out of the play cage and are then carried to their home cages.

A S E IT N U XC CHA AALA E AALAS C AALAS CO ITY OMM UNITY XCHA MMUN MUNITY E ANGE TY EX G LAS C AS COMM M ANGE NITY E NITY EXCH MMUN O E MUNI N A U H O O G M A A C M C C N H O X M A E L S S E C C C U H A A A O G X Y L S S E M C A N T C I A A A X M A Y L L S GE CH CO AA AA E A TY E MUN ALA UNIT AA MUNI ITY EX TY EXCHAN EXCHANG CHANGE NGE GE A GE AALAS ALAS COM AS COMM N M E N U O G A M N C H I X C LAS NITY COM E A AAL MUN HAN ITY E XCHA CHAN A U G S E C M N A E TY EX M N A X U O Y G L E A M T E M I C N A O M A S EX CH NG UN HA UNITY AALA E AALAS C AALAS CO ITY EX IT OMM UNITY XCHA ANGE Y EXC OMM G LAS C AS COMM MMUN OMMUNIT MMUNITY E NITY EXCH ANGE MMUN E N A H O O G A A C C C N H X A E L S S E C C C U H A A O G X Y LA L S S E M C A N T C I A A A X M A Y L L S GE CH CO AA AA E A TY E MUN ALA UNIT A MUNI ITY EX TY EXCHAN EXCHANG CHANGE GE A GE AALAS ALAS COM AS COMM N ANGE M E N U O G A M N C H I X XC AN LAS NITY COM E A AAL MUN ITY E XCHA CHA A U G S E M N A E M N A U O Y G L A NITY E NITY EXCH M T E M I C N A O M A S EX CH NG UN HA MU AALA E AALAS C AALAS CO ITY EX OMM UNITY XCHA ANGE Y EXC COM G LAS C AS COMM MMUN OMMUNIT MMUNITY E NITY EXCH ANGE MMUN E N A H O O G A A C C C N H X A E L S S E C C U H A A O G X Y L S S E M C A N T C I ALA A A X M A Y L S N GE CH AALA E A TY E UNIT AALA AALAS CO S COMMU E AA MUNI ITY EX TY EXCHAN EXCHANG CHANGE OMM N M E C U HANG CHANGE A O G E L S M N C I A A G X A OM AL UN LAS CHA EX NITY TY E HAN GE A ANGE TY EX E AA E AALAS C LAS COMM S COMMU CH MUNI UNITY UNITY EXC EXCH MUNI CHAN EXCHANG COM ITY EX A A G X M Y L S N E M A N T I O A A U M A Y L N C E A T M H I A U U Y G S C M N CO A E T M M N I A X U O G L E M A N M E O AA S C ITY NG HAN OMM XCH MMU S CO AALA E AALAS C AALA XCHA XCHANGE MMUN MUNITY E Y EXC E AALA E AALAS C AALAS CO E T I O Y G N C T N I U G S E UN OM G GE LA MM AN TY E CHA OMM E AA LAS C S CO EXCH MUNI CHAN EXCHANG CHAN NGE TY EX AALA E AALAS C LAS COM MUNI HANG ANGE AA ITY EX ITY EXCHA C UNITY C M N E TY M I X U O G E N M M C N A U H O X G N A M A S TY E C M I C N U H A O X N Y A E L S E M C T C U AA ITY OM ALA UNI XCH MM ANG Y EX LAS GE A S CO MMUN OMMUNIT MMUNITY E NITY EXCH ANGE E AA E AALAS C LAS COMM S COMM N H O G A C C N H X A S E C LA EX CH AA ITY MMU ANG AALA E AALAS C AALAS CO E AA AALA NGE ITY EX UNITY S CO EXCH MMUN NG HANG CHANGE XCHA GE AALA S CO LAS COMM S COMMUN MMUNITY E C N A G X Y A E L E T H I A G XCHA X C O UN AN LA CHAN NITY E A AA TY E ITY EX EXCH E AA E AALAS C LAS COMM S COMMU ITY EX TY EX MUNI HANG CHANGE G N M C N U X O MMUN MMUNITY A E M C H I LA S C AA OM UN ANG NITY TY EX E AA AALA ITY EX LAS C AS COMM EXCH ANGE MM AS CO S COMMU COMMUNI HANG CHANGE MMUN MMUNITY E AA L S CO EXCH C A A A O G X Y L L S E A N T C I A A A X A Y L S N E A E T H I O A A A U G L Y C N C A A E M T N X A I U GE A G S E M A MM AN TY E A CH CO NGE ALA MUN ANGE EXCH MUNI HANG HANGE A ITY EX ALAS AS CO LAS COM XCHA XCHAN M Y L N EXCH E C A T I O A U X Y E N C E A T M I U A S A UN OM EXC MM TY E UNITY HANG CHANGE AALA OMM ANGE LAS C S CO MUNI TY E OMM OMMUNITY UNITY EXC EXCH EXCHANGE E AA AALA E AALAS C LAS COM TY EX MUNI I Y G M N T C E M I N U O G S N M A M C N A U H O Y OM G M A A S T M C I C C N ALA H A O X M N A E L S S E C ALA ALA Y EX LAS C AALAS CO S COMMU NITY EXCH EXCHANG ANGE AA A T I A U Y N A A E T M I U GE A G M N E MM AN TY CH MU CO NGE ALA HANG XCHANGE EXCH MUNI ITY EX ALAS AS CO ALAS COM GE A XCHA XCHA M Y L N E A N T I O A U A Y EXC Y E N C E A T M H I U Y C T NG UN OM GE LAS MM TY E E A TY EX MUNI OMM XCHA E AA LAS C S CO MUNI CHAN EXCHANG TY COM COMMUNI NITY E AALA E AALAS C LAS COM TY EX MUNI HANG ANGE AA I U Y C M N E T M I X U O G S E M N M C N A U H O Y O G M A A S T C M I C C N H A O X N M A AALA E L S S E C AA ITY ALA XCH ANG MMU Y EX AALA E AALAS C AALAS CO GE A S CO ANGE MMUN OMMUNIT MMUNITY E NITY EXCH E NGE N A H O G G L A E C C N N A H X G A A A C H O AN E LAS S C MU CH TY E ITY EX Y EXC Y EXCH EXCH AALA E AALAS C LAS COM TY EX MUNI HANG ANGE AA MMUN OMMUNIT IT COM NGE A UNITY UNITY EXC H O G N A A S C M C N U H A X M A E L S E M C C H IT A CO MM NITY EXC COM AALA E AALAS TY EX HANG ANGE A I O U Y S C MMUN N C E T M I A X U O G L S E M N M C N A H U AALA O Y G M A A S T C M I C C N H A O X N M A AALA E L S S E C C E XCH E XH A N G AA T YU N I T YN I E ALA MMU S COM ANG S CO N IM AALA E AALAS T YX C GE A ANGE NITY E NITY EXCH AALA AALAS CO S COMMU E MU N H U G G ANGE M A E C M N N H O X G A M A O S C EXC MU CH TY E ALA XCH CHAN CHANGE AALA E AALAS C LAS COM MUNI ITY EX ITY EXC UNITY GE A M NITY E N E TY EX M N I X U O G E A N M M C N A H U Y O OM MM ANG E A LAS S C EXC MUN CHA UNIT S CO EXCH AALA E AALAS C LAS COM TY EX MUN HANG ANGE AA OMM UNITY MUNI COM NGE A H UNITY UNITY EXC LAS C AS COMM G M A A S C M A N H A O X M A A E L E C C H A O G X Y E L LAS S E M C A N T C I A A A X M A Y L S N E A E A T E AA GE EXCH ANG NITY AALA AALAS CO S COMMU MUNI N H U Y G M A T E C M I HANG CHANGE H O X G N M A O S C EXC MU CH N TY E ALA EX CHAN CHANGE AALA E AALAS C LAS COM MUNI ITY EX ITY EX UNITY GE A M N E TY EX M N I X UNITY U O G E A N M M C N A H U Y O G U N IG A A HL AA S C O MN M T Y AE X C HA AALN C UN A SG E A L A S C OM MM UNIT ITY EX OMM U XCHA AN E Y EXC LAS C AS CO AS COMM GE A MMUN OMMUNIT MMUNITY E NITY EXCH ANGE E AA E AALAS C LAS COMM N H O L G A C C A N H X A A S E C C U H A A O G X Y LA L S E M C A N T C I A A A GE X M A Y L S N E A E A T I CH E TY NG GE AALA AALAS CO S COMMU E AA MMUN MUNI ITY EX HANG CHAN XCHA CHAN EXCHANG CHANGE ALA AS CO ALAS COM GE X MMUN MUNITY E Y EXC L E A N T I O A X A Y Y E N C E A T T H I I U Y G S E C T MUN MUN COM NGE HAN OMM GE A GE AALA A M S TY EX C MUNI I C N UNITY H A O X N M A L S E M C C U H A A O X Y LAS EXC COM E A AAL M HAN ITY E A Y G S LAS C LAS COMM OMMUNIT C M N A E T N I A X U O G L E A N E M C N A A A S ITY C NG OM XCH MMU AA EXCH AALA E AALA ALAS XCHA MMUN ANGE LAS C S CO NITY E NGE UNITY GE A G ANGE NITY E NITY EXCH AALA AALAS CO S COMMU E AA M N N H U G A M A E C M N H H O X G A M A XC CO HAN ITY E ALA AS C GE XCH MMU Y EXC L S N E EXCH C A N T I O A A U X A Y Y L E N C E A T T M H I I A U Y G S C M N N A E T M N I A X U U Y O G L E T A N M E I M M C N A H U Y O N G M M OM AN E A LAS MU S C EXC CHA UNIT COM EXCH EXCHANG ANGE AA AALA E AALAS C LAS COM M ITY EX OMM UNITY Y M N C E T M I ALAS U O G S M N A M C N A H U E A AAL ANG LAS CHA H G A AS CO ALAS COM AS COMM OMMUNITY UNITY EXC X E L N E C A A A G X A Y E A E A N H T I A C L C A E TY M NG ANGE MMUN E AA ITY EX MUNI COM NGE ALAS HANG CH XCHA EXCH HANG HANGE A ALAS AS CO ALAS COM XCHA X MMUN MUNITY E Y EXC L E E C A T O I A X Y Y C E N E A T T I I U S Y G C T UN MUN COM NGE HAN OMM GE A GE AALA A M S TY EX C MUNI I C N UNIT H A OMM O X N M A L S E M C C U H A A O X MM S C NITY COM AAL ITY E ALAS Y EXC Y EXCHAN HANGE A S N A E T I A U OM G L N AALA AALAS CO S COMMU E M C N A U IT OM XC MM ANG E A LAS CHA MMUN MUNITY E EXCH EXCHANG ANGE AA AALA E AALAS C AALAS CO A TY EX O I ANGE Y C N E E T I U S G G M N HAN HAN XCH GE AALA NITY ANG S CO LAS COMM S COMMU E C N U H A X E Y A L E M C C T H I G A X X M Y EXC Y E A O A UN AN LA EXC NIT TY E UNITY EXCH GE A ANGE E AA E AALAS C LAS COMM S COMMU MUNI UNITY OMM UNITY NITY EXCH TY EXCHAN EXCHANG COM A A OMM G MMUN M L S A N C O A A M A L S C A E O H I A A U AAL E A MUN ALAS HANG CHANGE UNITY UNITY EXC LAS C AS COMM G A M C A M N AS CO O X A A M E L E C GE AL EXCH EXCHANG ANGE AA ITY EX ALAS AS CO AS COMM UNITY Y L N A E T M I A U CHAN HANGE A M N A E M E ITY CO NG AL HANG OM XCH MMU C HANG HANGE A ALAS X XCHA MMUN MUNITY E Y EXC LAS C S CO E E C A TY EX T I O A A X Y Y L N E C A E T T I I A U Y G S C T MUN MUN COM NGE HAN OMM GE A GE AALA M A S TY EX C MUNI I C N U H A O X N A M L S E M C C COM U H A A O X OM LAS EXC AAL E A HAN OMM UNITY LAS C NITY E E AA E AALAS C LAS C HANG CHANGE UNITY UNITY EXC G E AA E AALAS C LAS COMM S COMMU C M N X A M E H EX C AA A G ANG MM LA S CO NITY E ITY EX UNITY GE A EXCH CHAN ANGE AALA AALAS CO S COMMU E AA HANG OMM MMUN MMUNITY EXCH CHAN EXCHANG CHANGE C C A O X X Y E L S E E T C I A A G Y Y L S N E A N T I O A A U X A Y Y L NIT N E C A E T T M H I I A U Y G S C M N N U O GE LA AN MM E A UNIT Y EX MMU OMM E AA LAS C S CO EXCH M CHAN EXCHANG S CO LAS COMM OMMUNIT AALA E AALAS C LAS COM HANG ANGE AA ITY EX UNITY Y C N C E T M I X A U G S E M N A M N A A H U O Y G L A A M S T C M I C N A H A O X GE N A M A E L S E C C U H EX M C AA TY CO ANG AALA E AALAS NGE COM MUNI ITY EX ALAS UNITY G EXCH ANGE XCHA CHANGE GE A GE AALAS ALAS COM AS COMM MMUN MMUNITY ANG EXCH CHAN N H O X X Y A E E C T C H I X Y Y L S N E C A N T I O A A U X A Y Y L N E C A E T T M H I I A UNIT U Y G S C M N N T U O GE LA EX AN MM E A MMU MUNI OMM E AA LAS C S CO EXCH CHAN EXCHANG UNITY AS CO ALAS COM AALA E AALAS C LAS COM HANG ANGE AA ITY EX OMM UNITY Y C N C E T M I X U G S E M N A M N A A H U O Y A IT NG OM XC MM AAL S C CHA NGE AALA XCHA ANGE MMUN MUNITY E AALA E AALAS C AALAS CO TY EX ANGE S CO ANGE M NITY E NITY EXCH MUNI NGE A H U O G L EXCH A M E C M C N A H HAN O X G M A A S E C C C O S MU ITY ALA Y EX EXCH CHAN CHANGE TY EX AALA E AALAS C LAS COM GE A MMUN OMMUNIT MMUNIT E TY EX MUNI N I X UNITY O G E A N M C N A H U Y G A A M IT O XC O AN MM E LAS S C CH MMUN LAS C S CO NITY E EXCH AALA E AALAS C LAS COM TY EX HANG ANGE AA AALA AALAS CO S COMMU MUNI NGE A H UNITY UNITY EXC G M A A E C M N H O X G M A E L E C C N H A A MM LAS S CO NITY EXC AAL NGE TY EX HANG ANGE AA O I A A U A Y L C N C A E T M H I A X U G S E C M N A E M N A U H O Y G L A M A E T March 2021 Laboratory Animal Science Professional 49 C M C I N A H H Y EX O X G N A A M S E C C C N H O LA S EX MU TY ITY EX XCHA ANGE Y EXC E AA AALA E AALAS C LAS COM MUNI I UNITY MMUN OMMUNIT MMUNITY E NITY EXCH COM A HANG CHANGE OMM G MMUN A S C C N A X O A E L S E C C U H A O A G X Y L S M E C A T N C I O A A X M A Y S L N E C E A T H O I ALAS A A U Y G S L C A E M UNIT Y EXC MMUN AALA E AA CHAN EXCHANG CHANGE COM ALAS S CO LAS COMM OMMUNIT AA TY EX HANG HANGE A ALAS ANGE AALA MUNI NGE ITY EX A UNITY GE A S C EXCH C

Network. Exchange. Learn.

ACE

community.aalas.org

Enter a place where AALAS members can exchange knowledge, curate content, incubate ideas, and network with other professionals.

Your AALAS membership provides access to ACE, the AALAS Community Exchange. Log in today!

TECH TIPS

Insights in husbandry, enrichment, and new techniques and tactics

Edible Nail Polish as a Novel Enrichment Strategy for Single-housed Nonhuman Primates

By Wendy R. Williams, DVM, DACLAM

N

onhuman primates (NHPs) in biomedical research require highly complex enrichment strategies to keep them engaged in species-appropriate behaviors and provide for psychological wellbeing. At the University of Oklahoma Health Sciences Center, NHPs may need to be singly housed for research purposes or veterinary care, and it can be challenging to keep them optimally enriched. This sometimes results in destructive behaviors, for example picking at sutures and compromising wound healing.

As a part of a research mentorship program with a local STEM high school, two students devised a plan to help address this problem. Their idea was to apply edible nail polish to serve as a distractor for single-housed NHPs receiving sutures or wound repair. After optimizing the recipe type and nail polish consistency, all animals that were sedated for injury treatment or routine health exams over a 6-mo period received edible nail polish made from a combination of household kitchen ingredients.

Materials and Methods

All 42 NHPs evaluated in this study were the species Papio anubis (olive baboon), between the ages of 4 and 22 y old.

Twenty-eight baboons were under 15 y old, and 14 baboons were over 15 y old. Thirty-four baboons were sedated for routine health exams, and 8 baboons were sedated for veterinary care due to injuries. There were 38 female baboons and 4 male baboons. Recipe A was tested on 21 baboons, and recipe B was tested on 21 baboons (Table 2).

Several recipes were optimized for consistency, opacity, sweetness, and quick-drying ability using common food ingredients. Plastic baby food storage containers and nail polish applicators were purchased from Amazon (Figure 1). All animals sedated for injury treatment or routine health exams had nail polish applied to all fingernails and toenails over a 6-mo period (Figure 2). Color and recipe type were recorded along with individual animal identification, sex, age, injury status, and twice-daily observations of polish application status.

Observations were to evaluate the nail polish on each hand or foot and whether it was present, partially present, or absent.

The shortest application time was 4 h, and the longest was 3 d. All animals enrolled in this project were under OUHSC IACUC approval and endorsed by the OUHSC Behavioral Management and Enrichment Team.

50 Laboratory Animal Science Professional March 2021

Figure 1. Plastic food containers and nail polish applicators.

Figure 2. Green nail polish applied to a sedated female baboon.

Edible Nail Polish Recipe

Demographics

3 tsp cornstarch

N = 42

1 tsp table sugar

Injured = 8

1 tsp Kool-Aid

Noninjured = 34

3 pinches xanthan gum

Under 15y = 28

3 tsp water

Over 15y = 14

2 drops food coloring

Recipe A = 21

Mix with a fork until consistent

Recipe B = 21

Refrigerate for up to 1 week

Table 2. Animal demographics.

Table 1. Most successful edible nail polish recipe.

Results

The variables we considered when evaluating the nail polish were color, recipe type, age of the animals, sex of the animals, and injury status. The majority of the animals were female and uninjured, which is representative of a majority female colony.

We tested red and orange colored nail polish the most, as some of the other colors were difficult to see on the animals' dark pigmented nails. Statistical analysis included a 2-tailed T-test comparing averages between variables previously listed.

The results in our study indicated a recipe A was much more successful than recipe B, staying on an average of 1.3 days and 0.04 days, respectively (p < 0.0001). This recipe (Table 1) was also the sweetest, thickest, and most opaque. Older animals (age >15 y) left the polish on significantly longer than younger animals (age <15 y) at 1.5 d and 0.26 d, respectively (p < 0.001). This may be due to several things, including housing arrangement (large group, small group, or single), other research manipulations during the study period resulting in inability to access fingernails, lack of focus in older animals, boredom, or disinterest. More data would need to be collected and analyzed to more completely conclude why this was the case. Polish color, sex, and injury status did not significantly effect the length of time nail polish stayed applied. However, animals sedated for wound treatment were observed to pay more attention to the nail polish than their incisions or wounds during twice-daily observation periods. No stereotypies such as hair plucking, finger sucking, or self-injurious behavior were observed in any animal during this experiment.

These results indicated that edible nail polish might be used as a novel and safe enrichment provision or distractor in animals singly housed for veterinary care or research purposes.

Conclusions

After testing many recipes, it became clear that viscosity and sweetness were positively correlated with the length of time polish remained applied to the nails. Older animals may be better candidates for edible nail polish as a longer-term enrichment strategy than younger animals; however more data should be collected to further evaluate why nail polish lasted longer in older animals than young animals.

When we started this project, we anticipated certain colors would be more attractive to the animals and have a shorter application period; however, this was not the case. We found that regardless of color, the type of polish that was most opaque and visible on pigmented nails stayed on the longest.

In addition, when polish was applied to animals with injuries, they subjectively appeared to pay more attention to the nail polish than the sutures, which has implications for greater utility with injured animals. Future directions for this edible nail polish include evaluating edible nail polish as a catalyst for increased affiliative behaviors such as grooming in paired or group-housed animals.

Special thank you to Jess Martin and Elena Liebl for their bright young minds and novel ideas for enrichment strategies. Thank you to Brent Richardson for starting the OSSM relationship with the OUHSC Division of Comparative Medicine. Thank you to Dr. Shawn Lane and Abby Norris for helping with data collection.

Thank you to the Division of Comparative Medicine for funding this project.

Wendy Williams, DVM, DACLAM, is an Attending Veterinarian at Oklahoma University Health Sciences Center in Oklahoma City, OK.

March 2021 Laboratory Animal Science Professional 51

Across the Pond: LAS Education in the UK

By Nicky Windows and Alanah Mudie

W

ithin the laboratory animal science (LAS) industry, the value of employee education is immeasurable. Career pathway education programs are promoted to maintain and improve high research and animal welfare standards.

Learning on the Job

To find out more about UK education programs, we spoke to Angela Kerton, the Executive Director of Learning Curve (Development) Ltd – a small UK training company that provides training and workshops to LAS scientists and staff. She is currently focused on online workshop development, which has been essential to keep vital education going in COVID19’s wake.

With a veterinary background and expertise in anesthesia, surgical procedures, the 3Rs, and pain and distress recognition, Kerton possesses the knowledge to add an extra dimension to the training she provides. She particularly enjoys teaching technicians and developing new workshop ideas behind the scenes.

In line with UK Home Office guidelines, a certain level of training is compulsory for various LAS staff to obtain accredited personal or project licenses.

Some named roles must also complete compulsory training to reach their status, such as Named Animal Care & Welfare Officer (NACWO) and Named Veterinary Surgeon (NVS). Official accredited training for Named Training & Competency Officers (NTCO), and some Named Information Officers (NIO) is under development.

NACWO and NVS courses in the UK are accredited by the Institute of Animal Technology (IAT). These tend to be two-day workshops for people new to the roles. The courses offer opportunities for staff from different facilities to network, meet people in similar situations, and discuss their roles. It is a chance to learn how to problem-solve in a new role.

Kerton shared how NTCO training has gained tremendous popularity. “There are a lot of people that have taken up this role, and establishments have realized through compliance, the need for a very robust training and competency assessment database and management system,” she explained.

This ensures staff are trained on different competencies, be it procedural work, husbandry, or handling, to keep up with the highest standards. To test participants’ basic training, 52 Laboratory Animal Science Professional March 2021

competency, and communication skills, Kerton discussed using non-work-related 15-minute demonstrations, even something as simple as making a cup of tea (how very typically British!) to receive important feedback.

The most popular form of training in the UK is Personal Licensee Training or ‘PIL’ training, following an EU working group stakeholder's compulsory targeted learning outcomes.

Courses can have up to 22 modules. Modules are provided by commercial training providers, such as Learning Curve (Development) Ltd. Under normal circumstances, courses are generally done through face-to face visits but can be done online or via virtual classrooms. Some establishments can opt to provide this employee training in house.

Moving with the Times

The COVID-19 era has meant shifting training to mostly online courses. A lot of work has gone into making education accessible; however, there has been a profound effect on practical assessments.

Practicals are an essential part of education to prove specific standard competencies. LASA currently has Direct Observation of Procedural/Practical Skills (DOPS) which are used to assess individuals against predetermined criteria for the task. Kerton explained how the usual practice of 15 students being assessed together in a class has become difficult due to social distancing and limited staff. Accrediting bodies have allowed ample three-month extensions to their usual deadlines.

Online learning does come with benefits. Without the need for travel, more people can get involved and opt to watch recorded training if time is limited. Kerton believes the move to online learning will become permanent to evolve with the times, and new ideas will inevitably be developed to encourage more interactive and creative courses.

Annually, representatives from UK bodies such as LASA, IAT, LAVA, NC3Rs, RSPCA Animals in Science Dept., UFAW, and FRAME meet to discuss events, workshops, and training.

Supporting Education

For those eager to participate in workshops or training programs but cannot fund their education, the AS-ET charity could help. Wendy Steel, one of six Animals in Science Education Trust Trustees, shared information on the charity.

With AS-ET, Steel works closely with other trustees to assess bursary applications and fundraising opportunities. Previously, Steel worked as a Deputy Director of CBS at Imperial College London.

Discussing her past and current role, she explained, “I saw how important it was to train our technicians and to provide further education and training for them.”

“It’s something I’ve always been passionate about ever since I’ve been in supervisory positions. I’ve always tried to encourage my staff in their career development. I was always a great advocate of making sure our technicians got access to further

2021 AALAS Election The ballot is being finalized, and elections are coming soon!

Selecting leadership for 2022 is an exciting time for AALAS members. Web-based voting will be available for this year's AALAS national election.

Eligible voters will receive an email containing a link to the official ballot and personalized, confidential login credentials.

Look for an email on or about June 1 and follow the instructions.

Voting is your opportunity to have a voice in important issues that affect AALAS and the LAS community by selecting the leaders who will guide AALAS into the future. Every vote matters. Exercise your right by participating in this year's AALAS national election.

education and training,” she added.

For approximately 10 years, Steel also sat on the IAT council. She proudly witnessed the levels of dedication within IAT for education. Time and resources were donated, despite members juggling council responsibilities alongside full-time jobs. With her passion for promoting and improving animal welfare, Steel decided to take up this role at AS-ET to provide for the industry that gave her so much.

While they are proud to support educational journeys, ASET is a charity and relies on donations. Support comes from within the industry, corporate sponsors, and individuals who can give back. Events, such as raffles and auctions, also raise funds. The lack of physical meetings has severely limited ASET’s outreach and its ability to maintain fundraising levels.

Some courses are particularly more expensive, such as higher education courses. There is a level of expectation for the applicant’s employer to partly fund the selected course unless there are exceptional circumstances.

Applications for educational support can come from anyone within the biomedical industry who works in animal research.

Steel considers each application individually against AS-ET listed criteria and is passed along to the board of trustees, with the final decision made following joint discussion.

By receiving these bursaries, individuals have opportunities to further their education and career despite financial barriers.

Some applications are simply for one and two-day workshops or training sessions that employers cannot fund. AS-ET is a source of pride within the UK LAS industry. It is important to provide opportunities for people who would otherwise miss out on chances to develop and succeed.

All this training ultimately helps maintain the high standards that LAS work in the UK relies so heavily upon.

Nicky Windows is a Global Commercial Manager with Datesand in the United Kingdom.

Alanah Mudie is a Social Media Executive with Datesand in the United Kingdom.

20 21

“We try to plan things together and look at overlaps of topics because we all have different slight niches of expertise,” Kerton said.

She added the meetings are used to bounce ideas around, avoid clashing dates, and to determine how to host joint events to appeal to all memberships.

IAT also enables animal technicians and support staff to advance in their careers. Starting at IAT Level 2, these qualifications extend to Level 6, the equivalent of a degree. Tutors and face-to-face learning are common practice, but in this new era, most training providers do supply opportunities online.

A new route undergoing key development is the IAT Apprenticeship. In the UK, the government provides funding for apprenticeships to promote on-the-job training and ensure advancing workers get first-hand experience to perform at their highest level. Apprentices work with training support to put together a portfolio with information from online work, exchange visits, lab work, and practical assessments. This option relies less on exams. Once an apprentice is confident in their work, they will meet with an endpoint assessor, demonstrate practical work, and hand in their portfolio.

March 2021 Laboratory Animal Science Professional 53

Help Keep Public Outreach Efforts Going!

T

he pandemic has limited our ability to physically reach out to the public and spread our message about the vital role of animals in advancing medical progress. However, the AALAS Foundation provides a variety of free virtual resources to help keep outreach efforts going – including our Tips & Tricks for Virtual Presentations guide. Email foundation@aalas.org for a copy of the guide.

The AALAS Foundation offers free, speaker-ready, What’s Happening in Research? PowerPoint presentations that explain how animals are helping advance medical research. These presentations were developed to help educate the public about the important role of animals in discovering treatment options and cures for catastrophic diseases. The speaker notes are provided and may be used as is, or you can easily edit the slides and notes to include your content.

The presentations are suitable for conducting a Zoom virtual outreach to adults, college students, and/or high school students. Email foundation@aalas.org for your copy of one or more of the following fully scripted, speaker-ready PowerPoint presentations: • • • • • •

What’s Happening in Breast Cancer Research?

What’s Happening in Heart Disease Research?

What’s Happening in Alzheimer’s Disease Research?

What’s Happening in Diabetes Research?

What’s Happening in Arthritis Research?

What’s Happening in Transplant Research?

The AALAS Foundation plans to release its What’s Happening in COVID-19 Research? later this year.

Additionally, the AALAS Foundation has launched the Celebrate Animal Research & Education (CARE) YouTube

54 Laboratory Animal Science Professional March 2021

channel. The channel holds a growing collection of short videos that highlight how animals have helped advance medical discoveries. The videos contained on the CARE YouTube channel are meant to be shared. They may be incorporated into a Zoom conference (or other virtual conference platforms) when conducting an outreach activity. Access the channel here: https://tinyurl.com/CARE-ANIMALS. The AALAS Foundation continues to offer its free handout materials, such as the highly popular Animal Roles in Medical Discoveries poster and the Careers in Biomedical Research brochure. These materials, and others, may be ordered online from the AALAS Book Store.

Finally, do not forget to submit your Public Outreach & Education (POE) submission forms to the AALAS Foundation to help your branch win the 2021 Branch POE Award.

The Branch POE Award recognizes branches for their members’ public outreach efforts conducted from September 1, 2020-August 31, 2021. Submission forms are currently being accepted for consideration of the 2021 Branch POE Award.

Email foundation@aalas.org for more details.

The 2020 Branch POE Award was presented to the Research Triangle Branch, whose virtual outreach efforts during the pandemic are to be commended. Contact the AALAS Foundation at foundation@aalas.org for more information about how you might virtually reach out to the public in 2021!

AALAS Crossword LATG #1 1

2 3

4

5 6

7

10

8

9

11

12

13

14

15 16

17

18 19 20

21

22

23

24

ACROSS

DOWN

3 Blood plasma that appears cloudy may be in indication of what condition or disease state?

7 What type of drug decreases saliva production?

12 What is the chemical name of vitamin C? 14 Where is low-level radioactive waste generally stored?

16 Who is responsible for ensuring that training is offered and is adequate to meet animal welfare standards?

17 What term represents the hereditary information that is present in an animal?

18 What is the term for the killing of all living organisms?

20 The sheath around many nerves is called___________.

21 Which type of feed is most likely to be used by a facility that must meet GLP standards?

23 The transplantation of a pig heart valve into a human is an example of what type of transplant?

24 The connection between atoms in an organic compound is called a(n):

1 What type of protein is typically intracellular and helps to turn on or off chemical reactions?

2 _______ _______are the building blocks of proteins.

4 What method of disposal is most generally used for medical waste?

5 What animal has a tongue that secretes lipase to digest fats and oils?

6 The deficiency of what essential micromineral results in anemia and fatty degeneration of the liver?

8 A rack environment with a large volume of flowing, filtered, sterile air is called a(n): 9 ____________are the main constituents of animals fats.

10 The ability to perform a procedure to an acceptable standard is the definition of what term?

11 The study of chemical compounds and complex reactions in living systems is known as: 13 _____________ is abnormal alignment of the teeth and the way in which the upper and lower teeth fit together.

15 What is an initial observation indicating successful mating?

19 What vitamin is water soluble?

22 What is another name for glucose?

March 2021 Laboratory Animal Science Professional 55

AALAS Crossword Answers LATG #1 1

R E 5 G R 6 7 U C A N T 10 11 L C O B T 12 A S C O R B I C A C I D 15 T M A O V 16 O P L I A C U C A R E T H G Y T E I 17 E G E N O M E N N I A 18 C S T E R I L I Y T P 20 R M Y E L I Y U 23 X E N O G R

2

3

L

I C H

Z A T 21

N

C

A F T

A 4 I P E M I A I I N 8 9 O L I N E R G I C T A O I R 13 14 M A M O N S I T E I C A E G N I L R L A D O A Y R S C T C F C I E L L O R I O N U N I 19 W V S D 22 E R T I F I E D D I E T S A T O E S C A N X K M T I R 24 N B O N D B S E

—Advertising List—

COMPANY

Allentown LLC Ancare Corp Bio-Serv Braintree Scientific Inc. Clear H2O Inc Fidelis Pharmaceuticals Innovive Inc. Instech Laboratories Inc. Kent Scientific Corporation Lomir Biomedical Inc PlasLabs Inc. PMI LabDiet Priority One Services SteraMist By TOMI Tecniplast Virox Technologies

WEBSITE

PAGE

www.allentowninc.com back cover www.ancare.com 45 www.bio-serv.com 27 www.braintreesci.com 26 www.clearh2o.com inside back cover www.ethiqaxr.com 39,40 www.innoviveinc.com 3 www.instechlabs.com 19 www.kentscientific.com 46, 47 www.lomir.com 7 www.plas-labs.com 44 www.labdiet.com inside front cover www.priorityoneservices.com 38 www.tomimist.com 35 www.tecniplast.it 9 www.peroxigard.com 1

Advertise in LAS Pro 56 Laboratory Animal Science Professional March 2021

Contact us for more information. Visit us at aalas.org or call John Farrar at (901) 754-8620.

Y O UR PAR TNER IN

Breeding Support BREEDING

4 Nutritional support for breeders 4 Improve breeding performance 4 Formulated to increase litter size and enhance breeder health 4 Highly palatable and easy to use

NURSING 4 Nutritional support for lactating females 4 Decreases cannibalism 4 Improves pup weight and health 4 Supports breeder recovery

WEANLINGS

4 Nutritional support for weanlings 4 Replaces mash diets 4 Improves survival of weanlings and runts 4 Helps pups acclimate to their new cage

HydroGel

®

DietGel

®

MediGel

®

MediDrop

®

LabGel

®

Bites

®

VetGel

®

AquaGel

®

To request a sample and learn more about our full line of products, go to clearh2o.com or call today at 1-888-493-7645.

Your trusted global partner in life-saving research.

CapitalEquipment DIVISION • Highly experienced team of washing and sterilization professionals • One point of contact for end users, architects, engineers and lab planners • Technical support from project inception through installation and ongoing service • A full line of washing and sterilization equipment and solutions

STERILIZERS, WASHING & CONTAMINATION CONTROL SYSTEMS

LEARN ABOUT THE CAPITAL EQUIPMENT DIVISION AT WWW.ALLENTOWNINC.COM

WWW.ALLENTOWNINC.COM