ATW April 2019

IAT Journal

Animal Technology

and Welfare

Official Journal of the Institute of Animal Technology

and European Federation of Ani mal Technologists

Vol 18 No 1 April 20 19

ISSN 1742-0385

G Education, Education Education

G Intravenous Training Project

G Animal Technology Exchange Programme

G Congress 18 Posters – Part 3

G Edinburgh 3Rs symposium posters

Editorial ix

Jas Barley, Chair of the Editorial Board

An introduction to the Higher Education Programme Level 6 1

Intravenous Injection Training Project: A Level 6 Higher Education project 3

Carmen Abela

Animal Technologist Exchange Programme: A Level 6 Higher Education project 19

Matthew Bilton

PAPER SUMMARY TRANSLATIONS 31

TECH-2-TECH

Using software to tackle the 3Rs – A scientist’s perspective 39

Chris W.D. Armstrong

ANDREW BLAKE TRIBUTE AWARD

Give us a break! 45

Emma Filby

POSTER PRESENTATIONS

Impact of water hardness on Zebrafish early stage development 49

Carole Wilson, Paul Barwood, Visilia Moiche, Jenna Hakkesteeg and Karen Dunford

Comparing Zebrafish embryo production methods 53

Heather Callaway and Carole Wilson

Comparison of feeding regimes for Zebrafish (Danio rerio) 56

Paul Barwood and Carole Wilson

Using novel equipment to aid reduction and replacement of the ferret model in influenza transmission 59

Teresa Boreham

Optimising health & welfare tracking using The Sanger Mouse Database 62

Joshua Dench, Robbie McLaren-Jones, Valerie Vancollie, Emma Siragher, David Tino Lafont, Lauren Anthony,

Simon Maguire, Mark Griffiths, Hannah Wardle-Jones, Carl Shannon, James Bussell and Chris Lelliott

The use of Hyperova

to produce oocytes from aged WT mice and small groups of transgenic 65

mice for IVF rederivation

Julie Thomson, Ailsa Travers, Jacek Mendr ychowski and Emma Allan

Allele conversion using cell-permeable Cre recombinase 68

Ailsa Travers, Julie Thomson and Matt Sharp

The use of a par-vaginal impedance checker to improve rat plugging efficiency 70

Julie Thomson and William Mungall

Refining mouse re-derivation by using IVF with fresh or frozen sperm as opposed to embryos 73

Ailsa Travers, Julie Thomson and Matthew Sharp

Using subcuticular stitching in rats to replace skin closure clips as a refinement 75

Julie Thomson and William Mungall

IAT recognised in South Africa 77

Jabulane S. Magagula and Bert J. Mohr

Instructions to Authors 78

CONTENTS

Vol 18 No 1 April 2019

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IAT REPRESENTATIVES

OFFICERS

President

Dr Robin Lovell-Badge CBE FRS

Immediate Past President

Professor Sir Richard Gardner MA PhD FRSB FIAT (Hon) FRS

Vice-Presidents

David Anderson MRCVS, Stephen Barnett BA MSc FIAT (Hon)

CBiol FRSB RAnTech, Miles Carroll PhD, Brian Cass CBE,

Gerald Clough BSc PhD EurBiol CBiol MRSB SFZSL,

Paul Flecknell MA Vet MB PhD DLAS DipLECVA MRCVS, FIAT (Hon)

Penny Hawkins PhD BSc, Wendy Jarrett MA,

Judy MacArthur-Clark CBE BVMS DLAS FRSB DVMS (h.c.), DipECLAM

FRAgS DipACLAM MRCVS, Fiona McEwen BSc BVM&S MSc MRCVS,

Tim Morris BVetMed PhD DipACLAM DipECLAM CBiol FRSB CertLAS

MRCVS, José Orellana BVSc MSc, Clive Page OBE PhD BSc,

Jan-Bas Prins PhD MSc, Vicky Robinson CBE BSc PhD,

Gail Thompson RLATG, Robert Weichbrod PhD RLATG

Life Members

Charlie Chambers MIAT RAnTech, Roger Francis MSC FIAT RAnTech,

Pete Gerson MSc FIAT RAnTech, Cathy Godfrey FIAT RAnTech,

John Gregory BSc (Hons) FIAT CBiol FRSB RAnTech, Patrick Hayes

FIAT DipBA RAnTech, Robert Kemp FIAT (Hon) RAnTech,

Phil Ruddock MIAT RAnTech, Ted Wills HonFIAT RAnTech,

Honorary Members

Mark Gardiner MIAT RAnTech, Andy Jackson MIAT, Sarah Lane MSc

FIAT, Brian Lowe MSc FIAT RAnTech, Sue McHugh BSc FIAT,

Norman Mortell BA (Hons) MIAT RAnTech, Terry Priest MBE FIAT

RAnTech, Trevor Richards BEM MIAT, David Spillane FIAT,

Wendy Steel, Pete Willan DMS FInstLM MIAT

Members of Council

Ken Applebee OBE, Matthew Bilton, Kally Booth, Charlie Chambers,

Steven Cubitt, Simon Cumming, Haley Daniels, Glyn Fisher,

Nicky Gent, Cathy Godfrey, Alan Graham, Nathan Hill, Linda Horan,

Sam Jameson, Elaine Kirkum, Adele Kitching, Theresa Langford,

Sylvie Mehigan, Steve Owen, Alan Palmer, Allan Thornhill,

John Waters, Lynda Westall, Carole Wilson, Adrian Woodhouse

Council Officers

Chair: Ken Applebee OBE FIAT CBiol FRSB RAnTech

Vice Chair: Linda Horan BSc (Hons) MIAT RAnTech

Honorary Secretary: Linda Horan BSc (Hons) MIAT RAnTech

Honorary Treasurer: Charlie Chambers MIAT RAnTech

Assistant Treasurer: Glyn Fisher FIAT RAnTech

Chair Board of Educational Policy: Glyn Fisher FIAT RAnTech

Chair Board of Moderators: Haley Daniels MBA MSc MIAT RAnTech

CIPD

Chair Registration & Accreditation Board: Ken Applebee OBE FIAT

CBiol FRSB RAnTech

ATW Editor: Jas Barley MSc FIAT RAnTech

Bulletin Editor: Carole Wilson BSc MIAT

Branch Liaison Officer: Lynda Westall BSc (Hons) FIAT DMS RAnTech

EFAT Representative: Charlie Chambers MIAT RAnTech

Website Coordinator: Allan Thornhill FIAT RAnTech

Animal Welfare Officers and LABA Representatives:

Matthew Bilton, Kally Booth, Simon Cumming, Nicky Gent,

Sylvie Mehigan, John Waters

ATW/Bulletin Editorial Board: Jas Barley (Chair), Matthew Bilton,

Nicky Gent, Patrick Hayes, Elaine Kirkum, Carole Wilson,

Lynda Westall

Board of Educational Policy: Glyn Fisher (Chair), Steven Cubitt

(Secretary), Adele Kitching

Board of Moderators: Haley Daniels (Chair), Simon Cumming,

Cathy Godfrey

Moderators: Anthony Iglesias, Theresa Langford, Jenny Parks,

Sarah Reed

Communications Group: Adrian Woodhouse (Chair), Nathan Hill,

Elaine Kirkum, Teresa Langford, Sylvie Mehigan, Allan Thornhill,

Lynda Westall

CPD Officer: Charlie Chambers

Registration and Accreditation Board: Ken Applebee (Chair),

Charlie Chambers, John Gregory, Cathy Godfrey, Gerald Clough,

Kathy Ryder (Home Office), Stuart Stevenson

Observer: Ngaire Dennison (LAVA)

Congress Committee: Alan Graham (Chair), Haley Daniels,

Linda Horan, Adele Kitching, Allan Thornhill, John Waters

Diversity Officer: Haley Daniels MBA MSc MIAT RAnTech CIPD

UK Biosciences ASG Representative/Home Office: Steve Owen,

Charlie Chambers, Alan Palmer

IAT OFFICERS MAY BE CONTACTED VIA:

IAT Administrator: admin@iat.org.uk OR VIA THE IAT WEBSITE AT:

www.iat.org.uk

OR VIA THE REGISTERED OFFICE:

5 South Parade, Summertown, Oxford OX2 7JL

Advertisement Managers: PRC Associates Ltd

Email: mail@prcassoc.co.uk

Although every effort is made to ensure that no inaccurate or misleading data,

opinion or statement appear in the journal, the Institute of Animal Technology

wish to expound that the data and opinions appearing in the articles, poster

presentations and advertisements in ATW are the responsibility of the

contributor and advertiser concerned. Accordingly the IAT, Editor and their

agents, accept no liability whatsoever for the consequences of any such

inaccurate or misleading data, opinion, statement or advertisement being

published. Furthermore the opinions expressed in the journal do not

necessarily reflect those of the Editor or the Institute of Animal Technology.

without permission from the publisher.

BRANCH SECRETARIES 2019

Cambridge: Sarah Shorne cambridgebranch@iat.org.uk

Edinburgh: Janice Young edinburghbranch@iat.org.uk

Hertfordshire & Essex: Joanna Cruden hertsessexbranch@iat.org.uk

Huntingdon, Suffolk & Norfolk: Jo Martin hssbranch@iat.org.uk

Ireland: Lisa Watson irelandbranch@iat.org.uk

London: Rebecca Towns londonbranch@iat.org.uk

Midlands: Ian Fielding midlandsbranch@iat.org.uk

North East England: Rachel Sandy and Joanne Bland northeastbranch@iat.org.uk

North West: Nicky Windows cheshirebranch@iat.org.uk

Oxford: April Shipton oxfordbranch@iat.org.uk

Surrey, Hampshire & Sussex: Francesca Whitmore shsbranch@iat.org.uk

West Middlesex: Josefine Woodley westmiddxbranch@iat.org.uk

West of Scotland: Linda Horan westscotlandbranch@iat.org.uk

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April 2019 Animal Technology and Welfare

Editorial

Jas Barley

Chair of the Editorial Board

As you know we frequently have themed issues, sometimes they are planned and sometimes they just happen as is the

case with this issue. Planning for each issue starts at least three months in advance. In the case of the April issue

because of the Christmas break interrupting things and as we like to have it available at IAT Congress each year, it often

starts even earlier – I started this issue in November last year. At the time there was no plan but over the weeks the

edition has developed an education theme.

For over 60 years the main raison d’etre of the IAT has been education. Although Tony Blair may have used the slogan

education, education, education, I like to think he got it from us! Our motto curando docemus – through learning we care,

to my mind says it all. Animal Technology qualifications have been available almost from the start of the Institute and our

education programme is expanding to meet the demands of an increasingly technical based industry. Gone are the days

when we were just cage scrapers and the growing reliance on technology demands technologists with more complex skills.

Fortunately, the Institute has been able to meet this need and is now able to offer Higher Education (HE) qualifications.

The main reason we have the Journal of Animal Technology and Welfare is of course education. By disseminating the work

of Animal Technologists and our colleagues we can improve the welfare of the animals we care for. This is still important

for all Animal Technologists but especially those who are unable to attend meetings and courses.

I am delighted to be able to include an introduction to the Level 6 Higher Education programme by one of the leading

advocates of the programme Steven Cubitt as well as two articles based on Level 6 projects. Both these projects look

at training and expanding technicians’ skills. Carmen Abela’s project discusses an approach for training researchers and

technologists in intravenous tail vein injections, one of the more difficult procedures to master. Matt Bilton, alongside his

role as Chair of the IAT Animal Welfare Group, has looked at the development of an Animal Technologists’ Exchange

Programme. Both papers on the projects are lengthy but are well worth reading. As one of the participants of the first

Post Graduate Animal Technology courses which eventually led to my gaining my MSc, I know that the students will

remember the days spent on the course with fondness for not only do you learn about your profession but you establish

friendships that will stay with you the rest of your life. I look forward to seeing the latest students receive their degrees

at this year’s graduation.

However, it is not all good news as it appears that some major employers and, in particular, a few of the Universities, are

not financially supporting technologists on courses above Level 3. Continuing Professional Development (CPD) is a

requirement both here in the UK under ASPA and in Europe via the 2010 Directive so theoretically we should be continuing

our education until at least the day we retire. Thankfully the charity Animals in Science Education Trust) (AS-ET), can help

by providing bursaries to attend both relevant courses and meetings for those working with animals in science.

More concise offerings are the last few posters from IAT Congress 2018 and some from the University of Edinburgh, 3Rs’

symposium. Congress posters include another education-based offering with the poster by Jabulane Magagula and Bert

Mohr from the University of Cape Town. This outlines how IAT qualifications are now available in South Africa.

Although the material for this issue of ATW is at the printers, the work is not over and I must now start thinking about

August’s issue, it is a bit like education – there is always something new!

THE INSTITUTE OF ANIMAL TECHNOLOGY

ETHICAL STATEMENT

Our purpose is to advance knowledge and promote excellence in the care and welfare of

animals in science and to enhance the standards and status of those professionally

engaged in the care, welfare and use of animals in science.

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April 2019 Animal Technology and Welfare

An introduction to the Higher Education

Programme Level 6

The course is part of the prospectus of the College of

Laboratory Animal Science and Technology (CLAST).

CLAST is a non-profit course provider that delivers

Higher Education (HE) qualifications designed for those

working with animals in research, including Animal

Technologists, Registered Veterinary Professionals and

Senior Researchers.

The Higher Education provides Levels 4-6 IAT HE

Diplomas and CPD units in a range of subjects specific

to Laboratory Animal Science and Technology.

Qualifications are awarded by the IAT

http://www.iat.org.uk/

which are designed to prepare

Animal Technologists and related professionals for the

role of senior and middle management, or specialist

roles within the animal facility.

Animal Facility Design and

Management Level 6 Project

Management – Project

Introduction

Level 6 HE units can be taken as stand-alone CPD

courses. On completion an IAT CPD Certificate for the

unit studied will be awarded. These certificates can be

used at any time to contribute towards a full HE

qualification; there is no requirement to repeat the unit.

Animal Facility Design and Management

This unit is designed to develop knowledge of

biomedical facility design but equips students with a

range of vital practical skills, as their careers progress

into a more senior role. The unit covers order of

magnitude budget setting, financial management and

how to manage risk accountably, introducing a range of

useful management tools. Students develop their

understanding of all aspects of briefing, specification,

design and construction. This enables the student to

understand and engage with both the project team and

to represent the institutional requirements effectively.

The unit also covers legislative aspects and develops

skills on the translation of these into the brief.

This issue of Animal Technology and Welfare contains two papers based on project carried

out as part of the Level 6 Animal Facility Design and Management Module: Project

Management. It is intended that these will be the first in a series of papers from Level 6

students.

Students learning about stages of design and build

projects from an architect on a visit to an architectural

practice.

Because change and development are continual in the

industry, the central focus of the management part of

the unit is on managing change. Students are taught

the leadership skills required to manage change with

confidence, bringing staff on board in commitment to

continuous improvement where the goal is the very

highest standard in science, animal welfare, staff

welfare and dignity at work.

Besides written assignments, students visit a site

where a successful change in the workplace culture

has been achieved, ask questions, discuss freely and

engage in practical exercises and role play to address

a range of workplace problems. Students also design

and deliver a presentation and answer stakeholder

questions, building their communication skills and

confidence to interact confidently with stakeholders at

all levels.

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Project Management

Theory and Practice

This unit is ideally geared towards people who are now

progressing their career in a management position.

Students get to grips with relevant management

theories underpinning their practical experience at

work. So often, difficulties arise in the workplace when

insufficient consideration is given to effective

communication strategies. Misunderstandings and

disagreements arise which can impede the progress of

important work objectives.

Students are encouraged to identify the key

stakeholders they will be working with, whose

perspectives and concerns may be very different from

those of the Animal Technologist; senior academics,

representatives and managers of various other

departments within their organisation and

professionals such as engineers, architects and

surveyors, to name but a few. The unit is delivered

through practical taught sessions, distance learning

and visits to sites of interest.

Students develop effective collaborative working and

communication strategies and get to hone their

interviewing, negotiating and information gathering

skills in a range of course activities designed to build

confidence in understanding the ‘bigger picture’ whilst

staying on track in the world of management. There is

a balance of academic study, management, soft skills

and learning through shared experience.

Project

Building on learning acquired during the Project

Management; Theory and Practice unit. This unit gives

the student the opportunity to complete a written

account on their own project and present the project

benefits and achievements to key stakeholders.

Students are invited to outline, plan and evaluate a

project which could fall into any of the following

categories:

1. Scientific/Animal Welfare research.

2. Biomedical facility project.

3. Biomedical business or training project.

The unit is taught through a flexible tutorial model

which can be accessed by email, telephone or skype

depending on individual need and is ideal for people

combining study with work and home responsibilities.

Support is tailored to meet the needs of the individual.

The unit is academically robust, requiring submission

of a project proposal to agreed guidelines, two

extended written reports and a presentation on the

project objectives, achievements and benefits.

Students are encouraged to evaluate the lessons

learnt and demonstrate a commitment to both the

highest standards of animal and staff welfare and their

own continuous professional development.

An introduction to the Higher Education Programme Level 6

Students visit a Building Information Management

(BIM) room.

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April 2019 Animal Technology and Welfare

Intravenous Injection Training Project:

A Level 6 Higher Education project

CARMEN ABELA

Biological Services Facility, Faculty of Infectious and Tropical Diseases, London School of

Hygiene and Tropical Medicine, Keppel Street, London WC1E 7HT

Correspondence: carmen.abelda@lshtm.ac.uk

Abstract

Intravenous (i.v.) injection via the lateral tail vein is a

route of administration when using animals in medical

research. It is the preferred route delivery of

substances, especially where avoidance of the first-

pass effect through hepatic metabolism is desired. It is

also used to mimic the proposed route of final

administration. However, it is technically difficult and

requires specialist training. Inaccuracies during

injection are common which deter researchers from

using the route, preferring instead to use more

common routes of dosing such as intraperitoneal

injection or oral gavage.

The use of live animals to gain technical skills is

ethically and legally prohibited and usually technical

competence is gained by practising on cadavers. This

project aims to establish whether there is a need to

use animal cadavers – dead mice for training or

whether an alternative training tool is as effective. The

design of a training project is integral to the outcome

and in order for it to be successful, it must be on time,

within budget and to specification.

Key words: training, intravenous injections, mouse,

cadavers, technical skills.

Part 1 – Planning and scoping

Section 1: Statement of the context

The London School of Hygiene and Tropical Medicine

(LSHTM) is a world-leading centre for research and

postgraduate education in public and global health.

Most research carried out using animals relates to

neglected or tropical disease and it is renowned for its

research as one of the highest rated institutes in the

country. The school’s mission is to improve health

equity in the UK and worldwide with an aim to create

policy, excellence in research, education and

translation of knowledge.

It has two buildings based in Bloomsbury and two

Medical Research Council (MRC) units in the Gambia

and Uganda and over 1300 staff working in over 100

different countries. LSHTM deploy research in real time

crises and deployed staff during the Ebola crisis in

Liberia and Sierra Leone in 2014.

A world leader in infectious tropical disease research,

some carried out in the biological services facility

where scientists are working on vaccines, treatments

and cures, to understand the basic biology and

progression of disease. Currently 5 full-time and 2 part-

time Animal Technologists cover all animal work. The

facility holds mice, hamsters, Zebrafish and all work is

underpinned by the 3Rs principles – Reduction,

Replacement and Refinement. A member of the

Concordat of Openness on Animal Research, an

important objective is the publication of statistically

valid data of the highest scientific merit, which is

publicly available and peer reviewed. Research

infections include tuberculosis, malaria, leishmaniosis

and Trypanosome cruzi.

Intravenous (i.v.) injection through the lateral tail vein of

mice in medical research is a common route of

administration with benefits including rapid distribution

through the bloodstream,

absorption buffering and

dilution.

Experimental design researches which is the

optimum route of administration for the substances

being used, with intravenous often used to avoid the

‘first-pass’ effect through hepatic metabolism.

Additionally, i.v. is used to mimic the proposed route of

final administration.

Intravenous tail vein injections into the lateral tail veins

of mice require specialist training as injection

inaccuracy is commonplace. Injection into the lateral

tail vein of mice is a procedure used by a smaller

number of researchers than other, more common

routes of dosing, such as intraperitoneal injection (ip)

or oral gavage often due to technical difficulty.

Intraperitoneal administration results in slower

absorption into the vasculature. It may be used to inject

larger volumes, although is similar to parenteral

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Intravenous Injection Training Project: A Level 6 Higher Education project

administration (oral gavage or insertion of liquid

straight into the stomach). With the i.p. route

substances pass through the mesenteric vessels which

drain into the portal vein and pass through to the liver.

Data was analysed from the BSF in 2017 and there

was a high failure rate for i.v. administration of 42%. In

comparison, researchers assessed for intraperitoneal

injection in 2017 had a success rate of 100%.

Most literature available explains how to carry out this

procedure on live animals. Legally and ethically, a

trainee should not carry out this or any procedure on a

live animal until they are at least competent on a

cadaver.

This study will establish whether there is a need to use

animals (cadavers – dead mice) for training or whether

an alternative training tool is as effective. According to

Messer

apart from the skill of the experimenter, using

the right technical aids and material is critical for

successful intravenous injections in mice.

The design of a training project is integral to the

outcome and in order for it to be successful, it must be

on time, within budget and to specification. Essential to

the project are the participants, trainer and assessor or

stakeholders.

The use of cadavers for training in biomedical settings

is a controversial one, particularly concerning ethics

depending on where or how animals are sourced.

The

National Centre for the Replacement, Refinement and

Reduction of Animals in Research (NC3Rs) launch in

2004 was in response to a House of Lords’ select

committee report, Animals in Scientific Procedures

report, which recommended a National Centre.

The

NC3Rs aim is to reduce, refine and replace animals in

scientific studies and provide e-learning resources,

which help toward training.

The Biological Services Facility (BSF) at LSHTM is a

Containment Level 3 (CL3) facility with aerosol

capacity. A small facility with only 56 Personal Licence

holders (PILs) of whom the majority have no

intravenous lateral tail vein experience.

This study aims to compare training with an aid, which

if successful, could potentially remove the need for

cadavers and eliminate the problem of unethical animal

use in practical training. A minimum of 20 participants

will be required for relevant statistical analysis.

Enrolment of participants will take place through

discussion with the Named Training and Competence

Officer (NTCO) to take part in a research project with a

surety that should they fail their competence

assessment in the trial, training would continue until

competence success. All participants expressed a wish

to learn this skill for future experimental purposes,

some explaining that it would have been a first-choice

method but difficulty with this method made them

choose an alternative route.

A trainer who could teach this technique in both

cadaver and the tool and an assessor ‘blinded’ to the

teaching method is essential for the project as well as

participants. The trainer will randomly train in one

method or another until considered competent at that

level. Number of training sessions and a formal

assessment of competence on a live animal by an

assessor will take place and result recorded.

Context has great bearing on a project and opens up

strategic issues that the project will need to address.

Tonnquist (2010)

has four criteria suggested as the

basis for a project

G determined and defined goal – unique task

G determined time frame – set schedule

G determined resources – own budget

G special work model – temporary organisation

These points will be addressed in order for project

success.

Project work is often used in the short term to

complete a task, especially innovative techniques.

Learning within a project does not always transfer to

the day-to- day organisational setting. Project work is

seen as useful in allowing precise autonomy and

discretion with an allowance for flexibility in order to

move the project along. Usually they are employed in a

current or forward thinking setting and respond to rapid

changes in the market.

Organisational learning, particularly from projects

should be successful but quite often fails due to a lack

of capturing or translating newly learned routines or

practices. Organisational learning tends to happen in

sub-groups and may not be shared or transferable on a

larger scale. Projects tend to be in isolation from the

wider organisational context.

Another difference between project individuals and

organisations is that project members do not

necessarily see themselves as part of a team as they

may enter and leave the project at different points.

Organisation tends to have a strategy or vision aimed

at the whole team working towards a shared practice.

Project based learning is closely related to problem-

based learning. Learning is driven by challenging open-

ended problems and can be interchangeable.

Savery

and Duffy

suggest true knowledge lies in our

interactions with our environment.

Teamwork emphasis on learning for a project is an

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Intravenous Injection Training Project: A Level 6 Higher Education project

important factor, this project could not run without it.

Distributive cognition or the study of knowledge being

passed on and growing is also an important aspect of

project success.

Distributive cognition is concerned with structure and

finding a stable design which can be widely applicable.

In the normal working environment, teamwork is also

an important factor with distribution of knowledge and

skills. This tends to happen over a longer period in

comparison to a project where adhering to timeframes

are essential for success.

The defined goal or unique task in this project will be

the practical task of teaching intravenous tail vein

injections to participants (a training method) with the

recognised defined goal being the non-use of animals

(a successful training method).

The determined time frame will be realised through a

Gantt chart as a realistic set schedule. A budget will be

necessary to purchase equipment for the project. A

grant proposal must be put together to apply for

funding.

The special work model is a temporary re-organisation

of staff. The project will need use of staff resources for

success.

Section 2: Synopsis

In this section, I will review previous research and the

problems this project will address. The purpose of this

study is comparative to identify whether two alternative

methods of training in intravenous administration into

laboratory mice via the lateral tail veins are equal or

better regarding competence outcome.

The physical characteristics of these models include

size, composition and ease of administration with

consideration of ethical acceptance.

This study will use wild type outbred cadavers versus a

training tool (Mimicky

mouse model)

to compare

competence outcome.

15,16

A learning and development

strategy is employed at LSHTM in order to develop

skills and competencies as well as maintaining

Continued Professional Development (CPD). The NTCO

is tasked with identifying gaps in skills or education and

ensuring training is available. SMART (specific,

measurable, achievable, realistic, time-bound)

objectives are useful as a measure and outline of

achievable goals. Procurement is also important for a

cost-effective approach and understanding.

There appears to be a problem in animal research

where researchers cannot train in a practicable manner

on their chosen animal model because:

G it is a live animal

G the law prohibits this

This however, poses a huge potential gap or absence in

training, as the route that must be followed tends to be

observational and on either cadavers or simulators.

There seems to be disparity among research

institutions and the methods they employ with varying

degrees of confidence.

For this study participants will undertake training in

parallel groups in a randomised controlled trial. Data

will be analysed by the number of training sessions

required and attempts to achieve competence.

The result of this study will determine whether

cadavers are necessary as training tools to achieve

competence in i.v. administration into the lateral tail

veins of mice.

The anticipated outcome would be that the training tool

is equally suitable removing the need for real mice.

These findings may be useful as a 3Rs (Replacement,

Refinement, Reduction) improvement to eliminate the

need for real mice.

Intravenous administration has a high failure rate. Out

of 1054 people on death row in the United States of

America awaiting execution from 1890 to 2010 by

lethal injection, 75 attempts or 7.12% of instances

initially failed for various reasons. Failure varied from

difficulty in finding a suitable vein (often due to

previous drug abuse in the prisoners), collapsed veins,

a blowout where the syringe comes out of the vein,

allergic reaction to the drugs, equipment failure, needle

inserted incorrectly and flowing away from the heart or

puncturing through the vein resulting in administration

into the soft tissue. The main cause of failure was

human error with questions raised regarding the

experience and training of prison staff in i.v.

administration.

Tail vein injections require skill and expertise, on

average 14% of material injected by this method sits in

the tail tissue.

An Automated Vascular System (A-VAS) system has

been developed to overcome this by Chang et al

but it

is not readily available on the market and requires

anaesthesia, system set up and considerably more

time for successful injection.

Qualitative and quantitative methods can be used,

qualitative by the researcher and level of resistance

when injecting and quantitative by Positron Emission

Tomography (PET) scans with the disadvantage being

time and cost.

There are three veins and one artery in the tail of a

Apr LATEST:Animal Technology and Welfare 22/3/19 12:28 Page 5

Intravenous Injection Training Project: A Level 6 Higher Education project

mouse. Two lateral veins and one dorsal caudal vein as

well as a ventral caudal artery. The lateral veins are

thick enough to allow for intravenous administration as

well as blood collection.

Failure to inject successfully can occur for a number of

reasons such as:

Incorrect placement of the needle: Needle inserted into

the artery and not one of the veins. The mouse has two

lateral tail veins and injection initiated nearer the tip of

the tail, if failure results there is an opportunity to

attempt again half way along the tail and further near

the base of the tail. This technique allows for six

attempts if required in order to achieve successful

injection in the mouse model or cadaver. Four attempts

maximum in a live mouse as any more may cause

distress.

Incorrect bevel position: The bevel should always face

upwards towards you for insertion. This allows for less

resistance when puncturing the skin. If the bevel is

incorrectly positioned it may cause occlusion to the

lumen.

Incorrect needle size: There are various guidelines

regarding recommended needle gauge size for this

procedure, the smallest chosen, as a refinement. 27

gauge is standard size. Using too large a needle may

result in tissue trauma and too small may result in

pressure to the tail from prolonged plunger depression.

Length is equally important as too small may result in

subcutaneous injection and too long may be difficult to

depress resulting in puncture to the vein.

Subcutaneous placement: This results in a bleb or

bulge occurring on the tail usually seen by the naked

eye.

Needle pierced through vein: Needle inserted too far

exiting through the vein resulting in a subcutaneous

injection.

Movement when aspirating syringe: If restraint is not

firm enough and allows movement the needle can

dislodge from the original position.

Blunt needle: Each time a needle is used it becomes

dulled therefore should not be used for any more than

4 times for competence assessment before

replacement.

Whilst there are alternative methods of measuring

success or failure of the administration of material into

the lateral tail vein of mice there is no previous

research or studies investigating the ethical context of

the use of cadavers.

Henri Fayol’s management theory is useful in keeping

management targets for the project on track.

Fayol

has 14 principles of management but these can be

broken down into 5 main components.

– Plan – A good plan needs to be flexible in its

approach. It must be appropriate for the business

and the staff involved needs to be competent to

carry out tasks.

– Organise – Includes communication, responsibility,

authority and ensuring resources are available.

– Co-ordinate – For the project to run smoothly each

part must be completed in time for the next part of

the project to start. Many parts may need to run

concurrently.

– Command – The manager of the project should have

a good understanding of each aspect of the project.

Understand how the staff involved work and remove

staff who are incompetent or slowing the project

down unnecessarily.

Project goals and objectives

SMART

There is no previous research in the field of comparing

lateral tail vein injection training methods in a research

setting using mouse cadavers and a simulator.

A study to compare the two methods to determine if

simulator training is as effective is appropriate as

ethically to use cadavers is a controversial topic.

Training will take place over the course of a year in

order to encapsulate all researchers. The trainer will

determine how many sessions are necessary before

advising a competence assessment.

A member of staff whom is ‘blinded’ to the training

method will undertake the competence assessments

to determine a pass or fail result. i.v. injection outcome

can be easily assessed as the solution (Sodium

pentobarbitone) will either flow through the vein

resulting in schedule 1 euthanasia or the plunger will

not depress correctly. If unsuccessful it has no effect

on the animal. All mice in this study are excess

breeding stock and scheduled for euthanasia.

Objective

To reduce the use of cadavers for training in i.v. lateral

tail vein procedure by using a simulator, through a

comparison research study and a consultative

approach with AWERB for implementation by 2019.

Specific

– To reduce/remove the use of mouse cadavers for

training in i.v. lateral tail vein injections.

– To compare training method outcome through use of

a simulator and cadavers.

– To implement a new training format using a

simulator with endorsement through AWERB by

2019.

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Intravenous Injection Training Project: A Level 6 Higher Education project

Measurable

– To implement a new training format for i.v. lateral

tail vein injections by 2019.

– In order to implement the new training format by

2019 the research comparison study must be

concluded with a positive outcome (higher success

percentage).

– Submission to AWERB as an agenda item for the

next meeting in January 2019.

Achievable

– The objective to reduce the need for mice supports

the 3Rs vision and part of the AWERB agenda.

Realistic

– By decreasing the use of cadavers, we will support

the 3Rs’ vision. There is the opportunity to drive this

alternative method to other research institutes,

particularly those who have no cadaver availability.

Time-bound

– To complete the research comparison study by the

end of 2018.

– To consult with AWERB for a change to the internal

training policy by January 2019.

– To implement a new training programme in i.v.

lateral tail vein procedures by February 2019.

Peter Drucker was an innovative thinker and studied his

work using ideas to create management theory.

Drucker placed business ethics and morals high on his

agenda, which mirrors this study.

In 1954 Drucker published a book which looked at

management by objectives.

The belief is that if

employees manage their own objectives, they will

adhere to set standards and are more likely to fulfil

them. Using the SMART method helps to ensure an

objective is valid. Delegation of tasks empowers

employees allowing more control and interest.

According to the International Network for Humane

Education (InterNICHE) there is a need for change in

training methods due to the ethical nature of how and

what we train with. (See Figure 1.)

Figure 1. Flowchart to assess the source

of an animal cadaver, organ or tissue

according to the InterNICHE policy.

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Intravenous Injection Training Project: A Level 6 Higher Education project

Organisational context

Identification of stakeholders is realised by determining

who is interested in the project, who has influence, who

can help to achieve it and equally who can obstruct. In

every project, there will be strengths, weaknesses and

recognition of these as near to the beginning as

possible is crucial. Staff expertise sourced internally

and the use of equipment and facilities can speed the

project up but will add a cost and burden to it.

PESTLE analysis (Political, Economic, Social,

Technological, Legal and Environmental) is relevant to

this project as research, development, marketing,

image, sales and reputation all potentially have a role.

Stakeholder map

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Figure 2. Stakeholder map. (Bryson, 1995)

G Animal Welfare and Ethics Review Board (AWERB)

members – Chair, Statistician, Scientist (Animal

Research), Scientist (Non-animal research),

Layperson, Quality and Governance manager,

NACWO x 2 (Named Animal Care and Welfare

officer), BSF Manager, NTCO (Named Training and

Competence Officer), NVS (Named Veterinary

Surgeon)

G manager

G trainer

G assessor

G research participants

G funders

Stakeholders are important to manage as part of a

project as their level of influence and interest can

impact heavily. They may be individuals or groups and

should be included in strategy when planning a project.

The project could be successful in delivery and cost but

stakeholders should be satisfied in order for it to be

successful.

AWERB Committee members

(Group)

High influence, high interest

The AWERB can be seen as a whole group rather than

individuals. There are various levels of influence within

the group members but there is high influence and

interest overall. As the project involves ethical and

welfare issues surrounding training using animals there

is potential for conflict between members. In order to

satisfy members’ specific expectations, a presentation

covering statistics, animal welfare, possible publication

or where the information will be going. The presentation

will also have to show the advantages with a guarantee

of completion of paperwork such as risk assessments

and standard operating procedures, General Data

Protection Regulation (GDPR) and that it is following the

law. Time management and training issues will also

have to be presented and how these will be dealt with.

A presentation to the AWERB seeking permission with

regular updates at their quarterly meetings to keep

them informed. Good communication is necessary for

this group. Without their permission the project will not

go ahead.

Manager

High influence, high interest

High influence because without support the project

cannot go ahead. High interest because of time

constraints on staff taking them away from normal

duties. They will also have interest regarding welfare

implications and will expect timeframes and legal

obligations to be met. Updates should be at least

weekly, keeping them well informed. This would be best

done face-to-face in a meeting.

Trainer

High interest, low influence

Adequate information about the project and regular

communication should apply to ensure there are no

problems arising from the project. They can be helpful

when designing fine detail about the method of

procedures they will be training. As trainers they will

have a positive welfare interest in the project.

Motivation will come from the potential outcome. Detail

of the project and paperwork must be in place and daily

communication in person when trials are running.

Assessor

High interest, low influence

Assessor has the same criteria as the trainer.

Research participants

High interest, low influence

Research participants will gain skill in a difficult

procedure so have interest but little influence on the

Apr LATEST:Animal Technology and Welfare 22/3/19 12:28 Page 8

Intravenous Injection Training Project: A Level 6 Higher Education project

project overall. They will require ongoing information

regarding dates, paperwork, etc., which will be provided

by the trainer as this is a blinded study. Email will be

the best communication method.

Funder

High influence, low interest

Funding will be sought through a public engagement

grant for the cost of the simulator therefore influence is

high as budget is required but interest low in this

project as funding is primarily for an alternative project.

If funding was aimed primarily at this project only,

influence and interest would be high. Feedback forms

to complete and specific deadlines for each step of the

project are necessary. Email is the best format to use.

Statistician

Low influence, low interest

Statistician will be asked to randomise the participants

for it to be blinded to the assessor.

Risk Register

Refer to Excel spreadsheet (available on request from

the author).

A special work model or temporary organisation of staff

is necessary as described by Tonnquist in his 4

strategic issues for the project to succeed.

It would be

naïve to assume a project of this scale could run

without reorganisation of staff for a period of time.

Budget

Refer to Excel spreadsheet. (available on request from

the author).

Determined resources – Own budget.

The amount of resources available can influence a

project. Stakeholders are important in order to support

the project in several ways. A budget is essential.

Statistician

1. Standard operating procedure

SOP 64: i.v. Study – Intravenous injection via lateral tail

vein training for cadaver and mouse simulator study.

SOP 100: i.v. Study – Competence assessment for

intravenous injection via the lateral tail vein for mouse

(cadaver/mimicky

mouse) comparison study.

The SOPs explain step by step how each process in this

study should be carried out. This guides the

participants and trainer/assessor. It also reduces drift

and increases the likelihood that each step is carried

out similarly for each participant encouraging

standardisation in techniques, training and expected

standards.

2. Stakeholder engagement

AWERB – High influence, high interest.

FUNDERS – High influence, low interest.

TRAINER – High interest, low influence.

STATISTICIAN – Low interest, low influence.

Stakeholder theory states that the interests of all

stakeholders should be taken into consideration.

AWERB

R. Edward Freeman uses the term of business ethics

which appears to be an oxymoron.

He explains that

people have more than just a financial expectation or

interest. He also suggests that too much time is spent

identifying primary and secondar y stakeholders.

(Primary such as employees and secondary such as

legal authorities) This is a prime example in the case of

AWERB members where stakeholders come from both

primary and secondary backgrounds. The task of

communication needs to be very clear to this group by

defining each member’s stake or interest ensuring

each is communicated in as positive way as possible.

AWERB members are high interest, high influence

stakeholders as without permission from them for the

project it would not be able to proceed. The primary

agenda is welfare and ethics and so these values

should be communicated within the project. AWERB

meets every three months.

Communication

– A document will need to be put together and

submitted in advance of the AWERB meeting. A

short presentation with a Q & A session should be

included on the agenda.

– Updates should be presented as a written piece of

information (report) or as a short presentation at

AWERB dependent upon their preference.

Funders

The funders are willing to give small grant awards for

public engagement. These are high influence, high

interest in terms of public engagement but in this

instance after Public engagement (PE) work with the

simulator we would go on to use the model for the

study. Therefore, interest is lowered.

Communication would occur as requested by the

funders and needs to be on time and meeting

deadlines. In this case my starting point is working out

how I can add value to this project which meets the

needs of the funders.

Communication

– Through an application form by email.

– Through feedback form after the project.

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Intravenous Injection Training Project: A Level 6 Higher Education project

Trainer

Low influence but extremely important for the project,

this stakeholder must work together with various other

members of the stakeholders for success. Little

influence politically but important for interaction with

various groups in order to move the project forward.

Communication

– Face-to-face meetings to be clear and share ideas

and criticisms to improve the process.

– Email in order to communicate SOP’s, risk

assessments and other important information.

Statistician

Statistician does not politically have an effect and has

low interest as they are being asked to carry out part

of a procedure. Stakeholders in these positions can be

useful at looking at a project from an outside

perspective and may offer ideas or innovations.

Risk Register: Refer to risk register document

appendix (available from author on request).

Gantt Chart: Refer to Gantt chart document appendix

(available from author on request).

Budget: Refer to budget document appendix. (available

from author on request).

Ethics Committee approval

The AWERB at LSHTM reviews all work undertaken at or

associated with the institute. Initially an AWERB form

will need to be submitted to the chair of the committee,

this form will request details such as:

G plan of work

G objectives

G number of animals

G use of 3Rs

G severity banding

G endpoints, etc

The chair will then decide if the project is acceptable to

put forward to the committee which is made up of a

varied group which include:

Lay people, Non-animal scientists, Scientist, NTCO,

NACWO, NVS, etc.

The AWERB meets quarterly and so unless an

application is especially urgent and needs to have a

meeting convened, they will review every three months.

At the meeting the proposer of the project will be

invited to give a presentation and will then be

scrutinised by the board who will ask scientific and

welfare questions and attempt to refine, reduce and

replace the project as much as possible.

They will be asked to make any changes necessary

after suggestions as the project will be permitted to go

ahead after changes via email or they will be called

back to the next meeting if it requires further

clarification.

AWERB will require regular updates and a retrospective

review completed in due course.

Part 2 – Implementing and

evaluation

Delivery Methodology – Alternative training method

using a mouse simulator in i.v. lateral tail vein

procedures reducing unethical cadaver usage.

Objective: To reduce the use of cadavers for training

in i.v. lateral tail vein procedure using a simulator

through a comparison research study and a

consultative approach with AWERB for implementation

by 2019.

Investigative Searches on Comparisons of lateral tail

vein injection training methods and ethics regarding

the use of cadavers revealed that this subject matter

was scarce. Relevant information was difficult to find

and it appeared, not to be investigated in depth. This

was important for the overall design of the project

because animals were involved and in order to

eliminate repetition, a systematic style approach was

necessary.

Investigating data from 2017 regarding pass/failure

rates for competence assessments of procedures on

mice within the BSF at LSHTM it was noted that some

procedures had a higher success rate than others.

Intravenous injections into the lateral tail veins of mice

clearly exhibited as a more difficult technique with a

higher failure rate. (Data obtained and collated from

mandatory training files within the facility.)

Training is completed through a training process with

cadavers (dead mice) initially before moving on to the

next step with live animals which may take days,

weeks or months dependent upon the skill of the

trainee. Cadavers utilised at the facility for training

purposes are breeding stock surplus to requirement

and scheduled for culling. This is not an ethical source

of cadavers and this study will determine whether a

training tool (mimicky

mouse simulator)

would be

equally effective for successful assessment in

competence for this procedure. The simulator has two

lateral tail veins, mimicking a real mouse and is the

same size as a small to medium sized laboratory wild

type mouse. Liquid injected straight into the vein,

leads to a reservoir within the main body. (Emptied for

re-use) Participants selected had no previous

experience in i.v. injection technique.

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Intravenous Injection Training Project: A Level 6 Higher Education project

The project required an enormous amount of planning

and communication and the best way to see an

overview was through a Gantt chart.

A budget was necessary in order to purchase the

relevant equipment and so funds had to be sourced.

Health and Safety implications needed to be addressed

as participants would be working with live animals,

sodium pentobarbitone and sharps.

The study had to be blinded and randomised for

authenticity as statistical analysis would determine the

outcome.

Animal Welfare and Ethical Review Board (AWERB) and

the Manager were highly important stakeholders in this

project and without their support the project would not

have worked. Delays occurred throughout the project

but most got completed within the necessar y

timeframe. Some issues came about from external

influence such as the delay for the simulator and these

types of issues were unavoidable.

Project delivery

On time

Within budget

To specification

Compare standard

training process

with a simulator

Statistical analysis

Enrolment of

participants

Training

Competence

Implementation

Adhere to Gantt

chart specifications

Budget split into 3

divisional areas

Specification

including risk

assessments,

standard operating

procedures in place

Blinded study to

compare a training

aid to determine a

better, worse or

similar outcome

A minimum number

of 20 candidates

necessary for the

study to have

statistical

significance

Participants enrolled

through the NTCO

(named training and

competence officer)

with no prior

experience in lateral

tail vein injections

Training delivered as

a randomised trial in

house by the trainer

Competence

assessments

delivered through a

clear process of

pass/fail criteria

Timing

Delayed

On time

Delayed

On schedule

Delayed

On schedule

Delayed

Problems

Delays occurred but

major milestones

were achieved

Budget increased

slightly through

procurement but

partly offset as

inflation increase in

operating costs in

2019 were not

necessary

Slight delay of

competence SOP for

one participant

Initially extremely

delayed but study

completed on target

Some candidates

left resulting in new

recruits for the

study. Twenty

enrolled in total

Initial difficulty

sourcing candidates

with no previous

experience

Delays due to staff

shortages, intake of

new species into

the facility, annual

leave and sickness

Process itself

worked well but one

candidate unable to

read SOP due to

delay

Contingency

A Gantt chart with

specific timeframes

to follow

Requested further

budget for additional

tail from manager

Started study with

one participant

before complete

assessment was

written up in order

to prevent further

delay

Sourced the Curvet

Rat model initially

as mouse simulator

wasn’t available but

veins too large to

be a comparison so

waited

Had to enrol new

participants mid-

term through the

study

Discussed the

possibility of

sourcing

participants from

other local research

institutes but

legislation made

this difficult

Requested help

from other staff

members to help

cover trainers work

Some participants

had to be re-tested

due to incorrect

restraint used

initially

Stakeholder

Engagement

Manager –

communication

Manager – delivery

solution negotiated

and agreed

Health & Safety

representative

– Risks identified

Manager –

Stakeholder

accepted

Manufacturer –

Regular consultation

Participants –

Stakeholder

opportunity

Participants –

Compromise

Staff members

– Productive

Participants –

Delivery solution

negotiated and

agreed

Assessor –

Stakeholder accepted

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Intravenous Injection Training Project: A Level 6 Higher Education project

Trainer –

Experienced in both

methods

Experienced

assessor

Number of training

sessions

Results recorded

Set schedule

Own budget

Temporary

organisation

Project success

Innovative project

Impact on day to

day organisational

setting

Precise autonomy

Discretion

Flexibility

Capturing or

translating newly

learned routines or

practices

Adaptable trainer to

develop a system

for training with both

cadaver and

simulator

Assessor to follow

process laid out in

the SOP and score

to competence

assessment

requirements

Results to be

recorded on a

template

Templates recording

results

Gantt Chart

Managed through an

Excel spreadsheet

Project managed

through planning,

communication and

re-shuffling of staff

and teamwork

Successful and

deliverable

New product to the

market to be tested

and compared

Discussion,

meetings and staff

communication

Utilising project

management

delivery

Allowing for the

possibility of some

technical errors

Working around

potential staffing

and participant

issues

Captured through

written

assessments, SOPs

and re-organisation

of staff

On time

On schedule

Slight delay

Delayed

On schedule

Delayed

On schedule

Delayed

Sourced with no

problems

Sourced with no

problems

No problems

Not all exact

timeframes were

met

Minor adjustments

Issues not expected

such as a sickness

and new species

which wasn’t taken

into consideration

Delayed in parts but

successful overall

Promise of the

simulator took

longer to materialise

than originally

informed

Difficult with a small

staff team

Project Management

delivery could have

been utilised more

efficiently with

experience

Correct restraint not

used initially

resulting in re-

assessments

Staff were extremely

flexible but issues

such as a new

species being

introduced to the

facility only allowed

so much

Some staff resistant

to change

None

Other staff asked to

help cover work to

free up time for

trainer and

assessor

Some contingency in

place but should

have had more

More reproducible

studies necessary

Other staff

members required

to step up and help

Referred to Kotter,

Tonnquist, etc. for

autonomy

Some assessments

were re-taken with

the correct

equipment

At certain points

throughout the

project when there

was time training

and competence

became a much

focussed area

Only volunteer

participants initially

asked to use this

new method

Trainer – Regular

communication

Assessor –

Regular

communication

Trainer –

Delivery solution

negotiated and

agreed

Trainer –

Productive

Project Manager –

Stakeholder

engagement

Project Manager –

Planning

Staff members –

Compromise

AWERB –

Stakeholders

accepted

Manufacturer –

Communication

AWERB –

Stakeholders

accepted

Staff members –

Planning

Project Manager –

Planning

Participants –

Assessor –

Delivery solution

negotiated and

agreed

Manager –

Regular consultation

Staff members –

Communication

Participants –

Build a stakeholder

relationship

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Intravenous Injection Training Project: A Level 6 Higher Education project

Sub Group

learning

Wider organisational

context

Strategy/vision

whole team shared

practice

Teamwork learning

Distributed cognition

or the study of

knowledge being

passed on and

growing

Stable design to

pass on –

Distribution of

knowledge and

skills

Training method –

Practical task

teaching injections

Successful? –

Non-use of animals

Training to be

delivered to other

members of staff

using the new

equipment and

technique

Seek AWERB

endorsement,

change in culture

through delivery of

an alternative

training method and

leadership action to

promote time and

investment

Involvement of the

whole team in

different aspects of

the project

Practical sessions

for the training team

Trainees to become

adept at utilising the

correct processes

and passing that

information on to

new trainees

A training

programme of

stable design

Right facilities,

staff, equipment

and experience

Evaluation through

statistical and non-

statistical analysis

Delayed

On schedule

Delayed

On schedule

Physical training is

the optimal method

but not all staff

have been trained

AWERB only meet 4

times per year

unless essential.

Slow process

Delay to objectives

through increased

workload

Training went well

None

Finding enough

participants

Results conclude

non-significance

No recourse for

contingency

No recourse for

contingency yet as

AWERB initially

endorsed the study.

Results yet to be

distributed

Whole team support

requested and

delivered

No recourse for

contingency

No recourse for

contingency

None

Changing some of

the original

participants

Larger sample size

and repeatable

experiment to be

conducted

Staff members –

Consultation

AWERB –

Stakeholder risk and

opportunity

Staff members –

Stakeholder

success

Trainers –

Productive

Trainers – delivery

solution negotiated

and agreed

AWERB –

Stakeholder

endorsement

Participants,

Manager –

Stakeholder

communication and

engagement

AWERB –

Endorsement

All other

stakeholders –

Consultation

Project Results

This research was conducted for the reduction of

unethical cadaver usage and refinement by use of a

simulator for this procedure. The research outcome of

‘as good as’ a comparison between the two methods

would indicate the use of this alternative method with

no reduction in the quality of training and competence

assessment outcome.

This research is important in order to reduce the

unethical use of animals within research institutions.

While it is recognised that the mice used in this

experiment and generally for training purposes are

excess breeding stock they are still sourced according

to InterNiche

as unethical. There is also a

requirement to adhere to the law with regard to training

staff in procedures and new methods or unavailability

of cadavers prioritises this important research.

The study took place over a year using CD1 outbred

male and female mice aged between 9-12 weeks of

age and were sourced in-house from the breeding

facility in the Biological Services Facility at the London

School of Hygiene and Tropical Medicine. This strain

was selected as we hold a small breeding colony and

being albino and a larger strain of mouse, the tail veins

are clearer for training purposes.

Participants were a combination of researchers and

technical staff with mixed experience in different

procedures such as intraperitoneal injection, oral

gavage, etc. All participants had previous experience in

injection technique with a live mouse as an alternative

procedure. Participants were sourced through the

NTCO (Named Training and Competence Officer) and

were chosen according to no previous experience in

lateral tail vein injection. Participant names were

Apr LATEST:Animal Technology and Welfare 22/3/19 12:28 Page 13

passed on to a statistician who randomised them for

training with either a cadaver or simulator. The trainer

who was experienced in both methods carried out the

training sessions and requested competence

assessments when necessary.

Training involved one or more sessions with the trainer

on the allocated training tool. Participants were shown

a short video at the start of the session.

Cadaver or

simulator was placed in the restraint by the trainer and

sterile water (0.2mls) was pre-loaded into a 27 guage

needle and 1ml syringe. Participants were given a

maximum of four cadavers after CO

administration and

cer vical dislocation as secondary method of

confirmation of death or equivalent opportunities with a

simulator. A maximum of three attempts starting at the

lower end nearer the tail tip and working up towards the

base on one vein before moving to the other vein

changing the needle after three attempts due to

potential blunting.

For competence assessment 0.3mls of Sodium

pentobarbitone (Euthatal) was pre-loaded by the

assessor ensuring there were no air bubbles present

and presented to the participant. They were informed

that this was a formal assessment of competence and

asked to read the accompanying SOP (standard

operating procedure) and competence sheet which

clearly labels pass and fail criteria. Pass/Fail

assessment is clear because the needle is not

inserted into the vein correctly the plunger will not

depress and liquid will not flow resulting in a live

animal. If successful the mouse will be euthanised.

Intravenous Injection Training Project: A Level 6 Higher Education project

Figure 3.

Figure 3 shows there appears to be no difference

between the simulator and cadaver. The chi square P-

value = 0.64. This does not mean that the two methods

are equally as good as each other because this

experiment was not set up as an equivalence trial. It

does mean that there is no evidence of a difference in

the pass rate using the two methods.

For this trial to be an equivalence experiment much

larger groups would be needed to gain sufficient

statistical power. This experiment had power with 10

per group to detect a difference in pass rates between

the two methods.

– In conclusion the pass rate was lower than expected

– There was no evidence of a difference in the pass

rate using the two methods, P = 0.64

– The study was not powered for equivalence, or to

detect small differences in pass rates.

Stakeholder engagement

Manufacturer

Initially held a meeting with the manufacturer outlining

the study but with a rat model as the mouse model was

not available at that time. Manufacturer agreed to loan

the rat model for the study. We were informed that a

mouse model was going to become available whilst

paperwork was being written, weeks into the project.

This put the project back considerably but was a better

comparison model. This delay was not attributed to the

company supplying the model as they were setback by

the manufacturer. It was an unfortunate problem but

attributable to the manufacturer, overseas.

G there were some one-to-one meetings but mostly

email communication

It may have been prudent to have looked further afield

to see if any other models were available as it delayed

the project but at the time the goal was near but kept

being delayed. Communication, negotiation and a new

project plan should have been drawn up at an earlier

stage.

In conclusion as this model was especially new to the

market and unavailable it probably could not have been

sourced easily elsewhere. Communication with all

stakeholders regarding delay is crucial and particularly

participants to ensure numbers were maintained for

the study.

Funding – manager

The project started unsuccessfully as funding was not

initially available and alternative funding sources had to

be found. There were three main costs that required a

budget for this project.

G operational – such as the use of facilities to

perform training, etc

G labour – employee time used to perform the study

G material procurement – equipment such as the

simulator, syringes, etc

Stakeholder engagement took place via a meeting with

the manager. The project outline was explained and he

was keen for the project to go ahead. He was happy to

allow for the whole project to be costed internally apart

Apr LATEST:Animal Technology and Welfare 22/3/19 12:28 Page 14

Intravenous Injection Training Project: A Level 6 Higher Education project

from the simulator as this was a very expensive piece

of equipment. Persuasion was applied as to the benefit

of the project on animal welfare and the application of

the 3Rs (Replacement, Refinement, Reduction) through

a series of one-to-one meetings and it was agreed that

half the cost would be paid from the budget. This still

left a problem of how the other half would be sourced.

A public engagement Wellcome grant for the full

amount of the simulator was available and so a

proposal was put forward to engage schoolchildren in

animal research using the model in a workshop setting.

This was a successful bid and after fulfilling public

engagement (PE) duties the simulator was available for

the study. The manager agreed to pay for an additional

tail from the budget and in this instance all worked

well.

It is important to include the manager in all aspects of

information regarding the study as in this case he was

very influential. Without support from the manager this

project would not have transpired.

This situation could have improved if there had been

initial budget available for this type of project. All staff

working with animals in research should look to

improve, replace, refine or reduce through studies and

observation. Working in a research facility is an ideal

location to carry out research to make improvements

with equipment and staff already in place.

A recommendation would be to implement a budget

internally allowing for innovation in this field.

Animal Welfare and Ethics Review

Board (AWERB)

The AWERB’s role is to improve both animal welfare

and the quality of science, endorse the 3Rs and

promote a ‘Culture of Care’.

Made up of a mixed

group of people representing welfare, science and the

general public, projects put forward are usually very

well debated. The project got the green light from the

chair of the AWERB but ethical questions were raised:

– Excess breeding stock as an unethical source. This

was debated as some members regarded excess

breeding stock as an ethical source. There will

always be an excess of breeding stock no matter

how well a colony is bred but refinements will only

go so far and therefore it would appear fair to use

them as by products.

– The use of 3Rs for this project was highlighted and

agreed. It is difficult to find a whole cohort

agreeable to each part of the project but the

decision was taken to allow the project to go ahead.

The main concern was ethics and welfare.

– Some concern over how well-trained staff would be

with the simulator on the live animal in a

competence assessment setting. It was explained

that unsuccessful i.v. injection would not work

(depressor will not plunge) and that mice would be

unharmed (mild needle stick).

In conclusion going forward institutions need to

communicate and work together to make every animal

count. Collaborative work should potentially be included

in Project Licences to allow for animal tissue to be

utilised between research institutes and less secrecy

involved in results before publishing.

Participants

Due to the length of time that it took to carry out the

whole project and being a small facility with limited

staff resources some participants contracts ended or

moved on to other employment. This resulted in less

than the minimum number of 20 participants needed

for statistical comparison in this study. An influx of new

starters spread out over the whole project alleviated

this.

More communication was needed with participants and

in hindsight regular emails should have been provided.

Some stakeholders left and this was only discovered a

few days before they were due to leave. There was

some discussion into sourcing possible stakeholders

from local research institutions but due to the amount

of legislation and red tape surrounding local rules which

would have been substantial it was decided against

this.

Due to the length of time that the whole project took it

was fortunate that new starters were enrolled on to the

study.

These stakeholders were crucial for the actual study

and initially did not need much communication.

Recommendation would be more communication with

this group particularly if the project becomes delayed.

Some stakeholders thought the project had ended due

to lack of information.

Risk Register

Refer to Risk Register document.

Budget

Managing a budget is a key responsibility as part of

overseeing a project. The three main budgetary

subsections were:

G material procurement – products necessary to carry

out the project

G operating costs – room charges and administration

G labour costs – professionals carrying out training

and competence

Financial management came in several forms of

overview.

Apr LATEST:Animal Technology and Welfare 22/3/19 12:28 Page 15

Intravenous Injection Training Project: A Level 6 Higher Education project

G sources of cash

Full funding was not available internally and so an

external source had to be sought (Public Engagement

grant)

G justification of expenditure

The AWERB played a key part in justifying the ethical

review and worth of the project with the Manager’s

support vital for the operating and labour costs

incurred.

A public engagement (PE) grant of £1000 was awarded

which was used for the purchase of the simulator and

some other additional items for the PE project. The

purchase of this piece of equipment was at the

forefront of the project initially as without it there would

not be a comparison model. VAT was not accounted for,

so extra funds had to be sourced as initially I had

overspent. The PE team agreed to pay the additional

overspend and I began factoring this into my future

budget management.

Operational and labour costs also hadn’t initially been

considered and so it was fortunate that my Manager

backed this project as the following were all extra costs

that needed to be accounted for. This would have

meant applying elsewhere for extra funding such as the

NC3Rs and the project would have been delayed

further.

Methodology analysis

The project initially was not delivered on time. Delays

included budget issues because there was no provision

available for this type of study. This sadly is something

that needs to be addressed at managerial level. There

are more and more innovative opportunities to make or

refine products that benefit animal welfare

communicated through bulletins and media in industry.

Unfortunately, management systems are generally not

allocating a budget for innovation. Tied into this

dilemma is time and giving staff the opportunity to

project manage an idea or study. Stakeholder

engagement and paperwork are time consuming when

completed efficiently and effectively.

Participant numbers were researched prior to the start

of the project and twenty appeared to be a feasible

number but with such a small facility and small number

of experienced technical staff this became a challenge

for a period. Study design should always be well

thought out and not too adventurous dependent upon

the resources already in place. Only one trainer and

assessor were sourced for this project, there was no

contingency available should one of these staff

members become absent. There should have been a

back-up plan to either train or bring an experienced

person in as contingency.

Correct restraint for procedure was unavailable for at

least four candidates and had to be re-tested.

Equipment should always be checked prior to an

assessment. This resulted in further assessment with

the correct equipment and potentially influenced

results as participants had one more opportunity to, in

effect, train. The study showed that there was no

difference in pass rates but would have to be repeated

with larger numbers to detect solid differences.

Stakeholder feedback

Refer to Questionnaire sheet.

Budget analysis

Refer to Budget document.

Reflection

Professor D.A. Kolb is quoted saying: ‘Knowledge

results from the combination of grasping experience

and transforming it’. Kolb’s research displays that

expertise, reflection, conceptualisation and

experimentation are a continuous cycle and hold a

relationship together.

Learning by doing and then

reflecting on new skills or attitude changes.

Constructivism states that knowledge is constructed

based on personal experiences and hypotheses of the

environment. They are both similar concepts and have

place in the project learning cycle regarding this

project.

It was surprising to learn that this subject matter was

scarce, when developing a theory, it was important that

the underlying content was balanced in order that

experiential learning could occur. There are many more

potential projects to investigate.

Experience through delivering this project has taught

me that the unknown risk of making assumptions can

make stakeholders fearful. Impact and risk with

contingency must be created when delivering a project

to alleviate fear.

Learning develops through information gathering. At the

beginning of the project the original hypothesis was

different to the conclusion at the end. It changed and

developed, my assumption that excess breeding stock

was a totally ethical source of cadavers changed. This

information further strengthened the project as an

additional criterion was discovered.

The project was personally relevant to my role in

training, it had meaning and I was interested to learn

the outcome. Experientially I discovered that the

quicker and well organised a project is the better the

outcome. Projects should be completed in as short a

space of time as possible as delay adds to additional

Apr LATEST:Animal Technology and Welfare 22/3/19 12:28 Page 16

Intravenous Injection Training Project: A Level 6 Higher Education project

cost, both financially and otherwise having a direct

impact in this project on candidate placement.

It is important to have perspective on a project,

completing paperwork such as SOPs and Risk

assessments may not seem so important but connect

to other relationships within the project. Part of

experiential learning is connecting and forming

relationships with stakeholders and engaging.

The project became immersive at some points and

reflective and at a later stage allowing for re-

examination of values. Until completely involved in a

project it is hard to understand fully the changes that

occur on your perspective over time.

The project did not have an equivalent level of success

and in order to test this, 356 participants with

cadavers and 356 participants with simulators would

be necessary to obtain enough statistical power. This

is such a small facility it would take years to complete

but could potentially be a collaborative work with other

facilities. Sometimes one must leave their comfort

zone in order to enhance learning and provide

innovative welfare research projects.

“If at first you don’t succeed, try, and try again.”

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Intravenous Injection Training Project: A Level 6 Higher Education project

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Apr LATEST:Animal Technology and Welfare 22/3/19 12:28 Page 18

April 2019 Animal Technology and Welfare

Animal Technologist Exchange Programme:

A Level 6 Higher Education Project

MATTHEW BILTON

CBS Imperial College London, Hammersmith Campus, Du Cane Road W12 0NN

Correspondence: m.bilton@imperial.ac.uk

Based on a Level 6 HE project management assignment

Abstract

It was brought to the attention of the Institute of Animal

Technology that the biomedical industry lacked a formal

way in which Animal Technologists can exchange with

each other in other scientific establishments to gain

further knowledge and skills. The Animal Technologist

Exchange Programme (ATEP) has been devised to

provide a structured way for Animal Technologists to

exchange.

The programme is open to all levels of Animal

Technologists including apprentices and exchanges can

be of varying durations.

Key words: Animal Technologists, exchange programme,

skills, training, Continuing Professional Development

Introduction

It was brought to the attention of the IAT council that

there is a lack of providing a formal way in which Animal

Technologists can exchange. There is already a way for

Named Animal Care and Welfare Officers (NACWOs) to

exchange. In the light of openness in the industry it was

deemed strange that animal facilities open their doors

to school children and media but are reluctant to open

their doors to people in their own profession. If planned

and executed in a professional manner the IAT Animal

Technologist Exchange Programme (ATEP) would be of

great benefit to both Animal Technologists because it

will provide a safe and structured way of working in

other facilities which may differ from the facilities they

are currently working in, and for the hosting facility in

gaining Animal Technologists whose skill sets may differ

from their own which in turn could provide training.

A SWOT analysis is a structured method that evaluates

strengths, weaknesses, opportunities and threats of a

project. The SWOT analysis below, evaluates the above

elements for the ATEP.

Strengths:

– Project will provide a forum for developing/training

Animal Technologists. There is currently a lack of

this type of development.

– Project will increase communication between animal

facilities and help build a network.

Weaknesses:

– Exchanges could take some time to arrange.

– Would need support from facilities to be successful.

If animal facilities are not supportive of the

programme it will not work.

Opportunities:

– Gap in the industry for this kind of programme.

– Could be developed further with support from the

Home Office, and training and development

companies.

– Opportunities for Animal Technologists to upgrade

key skills which will improve animal welfare across

the industry.

– Would identify supportive employers and other

stakeholders.

– Could help develop case studies at the end to

demonstrate benefits of the programme to others.

Threats:

– Other organisations could develop a programme

that is similar.

– A lack of employer engagement due to resources,

costs, barrier concerns and uneasiness over staff

being headhunted.

Project goals

The aims of the Animal Technologist Exchange

Programme are:

1. To exchange good practice in the care and welfare

of animals used in science.

2. To develop a network of Animal Technologists for all

sectors of the industry.

3. To identify designated trainers in skills that are

currently not widely available.

4. To provide Continued Professional Development

(CPD) opportunities.

Apr LATEST:Animal Technology and Welfare 22/3/19 12:28 Page 19

Animal Technologist Exchange Programme: A Level 6 Higher Education project

It is important to deliver these project goals in a SMART

way. SMART is an acronym for Specific, Measurable,

Achievable, Realistic and Timely/time bound (SMART)

that has been credited to both Peter Drucker and G.T.

Doran, though it is difficult to identify whether either of

these two was really the first person to use the term.

Key people/key stakeholders

Project lead or project manager

Chair of the Animal Welfare Group (Matthew Bilton) on

behalf of the Institute of Animal Technology will ensure

that the programme is delivered to the highest of

standards and ensures the reporting continues at

regular intervals.

Clients/stakeholders

Career Animal Technologists

These have an interest to participate in the programme

and a major big part to play in upgrading key skills and

building a network. They will also have documentation

to complete and provide feedback.

Animal facilities in academia, pharmaceutical

establishments and industry

Will host participants and ensure their safety while on

site. Hosts will contribute greatly by passing on

knowledge and helping participants develop key skills.

Hosts will have an interest on how the programme will

work and what their responsibilities are.

IAT Council

Will have overall responsibility for developing and

running the programme and will deal with any

complaints regarding the programme. The IAT Council

can change the remit of the programme.

IAT Website Coordinator

Will advertise and develop a webpage. Will also help

devise online forms and format. Will have an influence

on all these developments.

Home Office

Although not a client, any project that will help improve

animal welfare and increase the skills Animal

Technologists develop will make them a distant

stakeholder.

IAT members

The IAT Council acts on behalf of its members and are

accountable to them. Having a successful technologist

exchange programme would be a good thing to present

as an achievement for the IAT.

Named Training and Competency Officer

(NTCO)

The Named Training and Competency Officer (NTCO)

is responsible for ensuring that all those dealing with

animals are adequately educated, trained and

supervised at the establishment they work, until they

are competent and that they continue to undertake

appropriate fur ther training to maintain their

expertise.

Specific. Outline in a clear statement precisely what is

required.

–––––––––––––––––––––––––––––––––––––––––––––––––––––––

All four aims listed above, suggest in clear words what

the outcomes of everyone involved in the Animal

Technologist Exchange Programme, from the Animal

Technologists themselves to the facilities hosting in the

programme, what the programme will provide.

–––––––––––––––––––––––––––––––––––––––––––––––––––––––

Measurable. Include a measure to enable monitoring of

progress and to know when the objective has been

achieved.

–––––––––––––––––––––––––––––––––––––––––––––––––––––––

1. To exchange good practice in the care and welfare of

animals used in science.

2. To develop a network of highly skilled Animal

Technologists for all sectors of the industry.

Measuring: The amount of technicians taking part in

the programme.

Measurement tool: a list of names and facilities and

which sector they work in. The number of names on

the list will be an indication of how successful this

aim is.

3. To identify designated trainers in skills that are not

widely available.

Measurement tool: list of skills and trainers.

4. To provide Continued Professional Development

(CPD) opportunities.

Measurement tool: the amount of facilities who use

the programme and include it in their technologists’

PRDP.

–––––––––––––––––––––––––––––––––––––––––––––––––––––––

Achievable. Objectives should be achievable. They can

be stretching but not unachievable.

–––––––––––––––––––––––––––––––––––––––––––––––––––––––

If developed and communicated in the right way all

objectives can be achieved. The measurement tools

show accountability and if the outcomes have been

reached.

–––––––––––––––––––––––––––––––––––––––––––––––––––––––

Realistic. Focus on outcomes rather than the means of

achieving them.

–––––––––––––––––––––––––––––––––––––––––––––––––––––––

All outcomes are positive and are what all clients want

from an Animal Technologist Exchange Programme. It is

important that the outcomes are viewed as a positive, by

employers and managers. The outcomes of the

programme will improve the technologists on the

programme and animal welfare.

–––––––––––––––––––––––––––––––––––––––––––––––––––––––

Timely or time-bound. Agree the date by which the

outcome must be achieved.

–––––––––––––––––––––––––––––––––––––––––––––––––––––––

The project should be completed by March 2019 ready

for implementation at IAT Congress 2019.

Figure 1. SMART objectives.

Apr LATEST:Animal Technology and Welfare 22/3/19 12:28 Page 20

Animal Technologist Exchange Programme: A Level 6 Higher Education project

Core Role: Setting local standards, applying local

standards, Record systems, Supervision and

Competence Assessment Continuing Professional

Development (CPD), Review and Communications.

Animal Facility Managers

Animal facility managers will have the skills and

qualifications of senior Animal Technologists but will be

responsible for a number of different animal areas/

facilities controlled by senior technical staff. They will

have overall responsibility for the day-to-day operations,

including budget control, implementation of policy,

staffing and appointments and helping to promote a

culture of care within their organisation.

Potential change agents: Key players:

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––

G Animal facilities in G IAT Council

academia, pharmaceuticals

and industry

G Career Animal

Technologists

G IAT members

G NTCO

G IAT Website Coordinator

G Project lead

G Animal facility managers

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Indifferent: Back-yarders:

G Home Office G Education providers

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Low Interest level

High

Name/position Role Reason for

communication

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Chair of IAT Project lead Oversees the

Animal Welfare running of the

Group programme. Contact

with suggestions for

improvements or

complaints.

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Secretary IAT Point of contact The point of contact

Animal Welfare for programme to arrange

Group exchanges. Will

arrange

communication

between the two

interested facilities.

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––

IAT Council Overall Project Lead will

leadership for report to Council on

programme progress of

programme. Will

deal with any

misconduct issues

or concerns by

organisations

and/or IAT.

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Host facility Will host Will be contacted by

Animal Animal Welfare

Technologists Group secretary with

interested

technicians.

Will contact the

sending facility’s

technician with

times/dates of visit.

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Sending facility Will send Will contact Animal

technologists Welfare Group

secretary with

details of technician

to participate in

programme and

purpose of visit.

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––

IAT website Advertise the Responsible for the

coordinator programme and content of the

maintain the webpage and will

webpage interact with

project lead in this

context.

In consultation with

project lead/IAT

Council will maintain

the webpage and

update as required.

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Animal Programme Request via their

Technologists/ participation line managers/

IAT members NTCOs to take part.

in the programme Will contact the IAT

Animal Welfare

Group secretary or

IAT Council any

feedback positive or

negative of the

programme. Will be

informed on the

progress of the

programme annually.

Table 1. Potential influences leading to change.

It is vital for the Animal Technologist Exchange

Programme (ATEP) to be successful that all

stakeholders have an input and are always informed.

For stakeholder engagement to be successful several

ways of communicating will be needed, this will be face-

to-face at IAT Council meetings, online and/or via the

phone. When communicating to stakeholders the

“POURS” system will be used as this system will avoid

any misunderstandings and bring about action points

that are relevant.

POURS;

– Plan – What to tell and ask.

– Outline – Understanding, clarify objectives and

seek feedback.

– Use – Open questions to gain further information.

– Reflect – Use closed questions for confirmation.

– Summarise – Agree actions.

Communication plan:

Table 2. Communication plan.

Apr LATEST:Animal Technology and Welfare 22/3/19 12:28 Page 21

Animal Technologist Exchange Programme: A Level 6 Higher Education project

In his book Supervisory Management P.W. Betts

describes any plan for communicating effectively

should conform to a scientific or logical method.

Betts

suggests a general approach as:

G clarify the purpose of the communication

G consider the type of communication

G obtain the relevant information

G assess the receiver

G determine the best means of communicating

G decide on the channel or channels to use

G assess oneself

G arrange the communication

G transmit the message

G check for understanding

G follow up

This communication plan and the systems in place will

address the threats set out in the SWOT analysis of

employers not engaging in the programme that could be

due to resources, costs and barrier concerns.

Risk register

Risk management is critical to the success of any

project and must be developed during the planning

stages of the project management process.

The risk register starts, of course, with a risk

management plan. The project manager must seek

input from team members as well as stakeholders and

possibly even end users. The risk register or risk log

becomes essential as it records identified risks, their

severity and the actions to be taken. It can be a simple

document, spreadsheet or a database system but the

most effective format is a table. Tables present a great

deal of information in just a few pages.

Managers should view the risk register as a

management tool through a review and updating

process that identifies, assesses and manages risks

down to acceptable levels. The register provides a

framework in which problems that threaten the delivery

of the anticipated benefits are captured. Actions are

then instigated to reduce the probability and the

potential impact of specific risks.

Project planning document

Project Name: Animal Technologist Exchange

Programme (ATEP).

Introduction

Planning of the project will involve a various number of

stages such as highlighting key issues, generating

ideas and opinions, making decisions and assessing

resources.

Before implementation of the plan the 5 Cs of decision

making are a good reminder of the process.

1. Consider: Clarify the nature of the project, time and

other constrains, ask what information is needed

and identify objectives.

2. Consult: Gather the most information available, call

a meeting of those involved for consultation and

decide when the consultation will stop.

3. Crunch: Review all options and make a decision.

Write the implementation plan.

4. Communicate: Provide briefings on what will

happen, why and who the decision affects, back-up

briefing with written confirmation of decision. Make

sure everyone understands when the decision will

be implemented.

5. Check: The briefing is carried out. Run spot checks

to monitor effectiveness and review the impact of

the decision and take corrective action.

Apr LATEST:Animal Technology and Welfare 22/3/19 12:28 Page 22

Animal Technologist Exchange Programme: A Level 6 Higher Education project

Implementation plan

Stakeholder engagement

Communication with stakeholders:

Step by step plan Completed Comments

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Identity All stakeholders

stakeholders have been identified

and included in the

project scoping

document. Their

importance and

effect they could

have on the

programme is

demonstrated in a

grid within the

scoping document.

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Complete a Scoping document

scoping completed. This

document document contains

all relevant

information related

to the programme.

This includes

statement of the

problem,

introduction/

background to the

problem, project

goals which are

SMART, identifies

key stakeholders

and has a risk

overview budget of

the project.

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Consult the The Animal Welfare

IAT Council Group were tasked

on how the by IAT Council to

project will develop and

work implement the plan.

Items discussed

were why and how

the programme will

work. It was agreed

the Welfare Group

will devise a

document and

develop a way of

advertising the

programme.

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Develop an Information

information document written up

document and is loosely based

relating to the on the information

Animal provided for the IAT

Technologist NACWO Exchange

Exchange Programme. This

Programme document identifies

the aims of the

programme. The

responsibilities of

the hosting

institution, the

visitor and the IAT.

This relates to all

different checklists

and reports for the

programme.

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Consult with The IAT Website

the IAT Coordinator was

Website tasked with helping

Coordinator the group and was

on how to sent a copy of the

develop the information

information document. This was

document into changed with their

an online form input to have a

and the professional look.

development The forms are

of a webpage currently under

review and is hoped

the Website

Coordinator will

develop the form

into a more online

friendly format. A

webpage is

completed for the

programme.

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Draw up a It was suggested

list of all by the Chair of the

institutions IAT Council to look

signed up to the at the institutions

Concordat of signed up to the

Openness

concordat

and

and develop using the Council

a contact list contacts obtain

some email

addresses and

develop a standard

email ready to send

out details of the

programme when

finalised and ask

them to sign up to

the programme.

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Send out a To be completed

standard email once programme is

to all contacts live.

asking initiations

to sign up to the

programme

Table 4. Implementation plan.

Table 5. Methods of communication.

Stakeholder Influence Method of Frequency

communication

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––

IAT Council Key players Face-to-face At Council

meetings every

two months

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––

IAT Website Potential Face-to-face, At least

Coordinator change agent email monthly

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Career Animal Key player email, When Animal

Technologists advertisements Technologist

in IAT programme is

active

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Home Office Indifferent email As required

Apr LATEST:Animal Technology and Welfare 22/3/19 12:28 Page 23

Animal Technologist Exchange Programme: A Level 6 Higher Education project

Betts suggests that any omission of a step may reduce

the effectiveness of the communication.

The table above suggests the best way of

communication with key stakeholders. Their influence,

frequency and method of communication are

considered. All the steps that Betts suggests as a

general approach should be taken with all the

stakeholders suggested in the table above.

The main

methods of communication will be either face-to-face or

by e-mail. Both ways of communicating will need some

consideration. In the Chartered Management

Institute’s checklist series ‘Managing Business

Communications’, they describe that email is widely

used, however it could be easy to misuse this tool.

They suggest it is advisable to:

1. Think about presentation and formality.

2. Consider how to open and close the message.

3. Use good practice for written business

communication. Examples include: be brief and

succinct, keep things simple and clear, avoid using

jargon, write in full sentences, explain what the

email is about, use good grammar, punctuation

and spelling and only communicate things that you

would be willing to commit to paper or would be

happy for colleagues or outside contacts to see.

4. Structure the message in a logical way.

5. Make good use of the subject line.

6. Avoid strings of messages, where possible.

7. Take care with group messages.

8. Use ‘urgent’ markers sparingly.

9. Avoid humour, irony or sarcasm.

10. Check before sending large attachments.

11. Ensure clarity of ownership and legality.

All of these recommendations will be used when

emailing the stakeholders. Many stakeholders have

limited time to go through emails and some consist of

large groups of people, an example being the twenty-six

people making up the IAT Council. The steps above are

a logical way when sending emails.

With face-to-face communication the CMI checklist

series suggests:

– Consider whether face-to-face communication is

needed.

– Clarify the purpose of the communication and its

expected outcome.

– Choose the time and place.

– Prepare.

– Adopt the right tone.

– Set the scene.

– Be aware of attitudes, values and expectations.

– Develop questioning and listening skills.

Most of the face-to-face communication will be with the

IAT Council where time and place is already

determined, however the checklist is also a logical

choice of way/method and will be used in all face-to-

face communication.

Gantt chart:

A Gantt chart is a horizontal bar chart developed as a

production control tool in 1917 by Henry L. Gantt, an

American engineer and social scientist. Frequently

used in project management, a Gantt chart provides a

graphical illustration of a schedule that helps to plan,

coordinate and track specific tasks in a project.

Gantt charts may be simple versions created on graph

paper or more complex automated versions created

using project management applications such as

Microsoft Project or Excel.

Project management:

implementation and evaluation

Project Implementation document:

IAT Animal Technologist Exchange Programme (ATEP).

Delivery methodology:

In the project planning document, the following steps in

implementation were identified. Comments in italics

describe how the steps were implemented and

success:

Chart 1. Gantt chart of project activity.

Apr LATEST:Animal Technology and Welfare 22/3/19 12:28 Page 24

Animal Technologist Exchange Programme: A Level 6 Higher Education project

Step by step plan Completed Comments

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Identity All stakeholders

stakeholders have been identified

and included in the

project scoping

document. Their

importance and

effect they could

have on the

programme is

demonstrated in a

grid within the

scoping document.

Update: This step

was delivered on

time as identified in

the relevant Gantt

chart and included

in the project

scoping document.

No new

stakeholders have

come forward during

the implementation

process.

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Complete a Scoping document

scoping completed. This

document document contains

all relevant

information related

to the programme.

This includes

statement of the

problem,

introduction/

background to the

problem, project

goals which are

SMART. Identifies

key stakeholders

and has a risk

overview budget of

the project.

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Consult the The Animal Welfare

IAT Council Group were tasked

on how the by IAT Council to

project will develop and

work implement the plan.

Items discussed

were why and how

the programme will

work. It was agreed

the Welfare Group

will devise a

document and

develop a way of

advertising the

programme.

Update: This was

done regularly at

each IAT Council

meeting as part of

the Animal Welfare

Group repor ts to

Council. This is an

ongoing process as

identified in the

Gantt chart. There

have been a few

ideas from Council

regarding the

Technologist

Exchange

Programme. This

includes opening

the exchange

programme to

apprentices which

was not included in

the original scoping

document.

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Develop an Information

information document written up

document and is loosely based

relating to the on the information

Animal provided for the IAT

Technologist NACWO Exchange

Exchange Programme. This

Programme document identifies

the aims of the

programme, the

responsibilities of

the hosting

institution, the

visitor and the IAT.

This relates to all

different checklists

and reports for the

programme.

Update: This was

developed following

consultation with

other members of

the Animal Welfare

Group and the IAT

Website

Coordinator.

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Consult with The IAT Website

the IAT Coordinator was

Website tasked with helping

Coordinator the group and was

on how to sent a copy of the

develop the information

information document. This was

document into changed with their

an online form input to have a

and the professional look.

development The forms are

of a webpage currently under

review and it is

hoped the Website

Coordinator will

develop the form

into a more online

friendly format. A

webpage is

completed for the

programme but not

currently live.

Update: At the time

of writing, this is

delaying the project.

The Website

Coordinator is busy

working on other

projects related to

the IAT Congress.

There has been

frequent contact

with the Website

Coordinator

regarding this step.

Further

conversations

regarding online

forms are scheduled

in for Congress

2019. This has

been an unforeseen



Apr LATEST:Animal Technology and Welfare 22/3/19 12:28 Page 25

Animal Technologist Exchange Programme: A Level 6 Higher Education project

Stakeholder engagement report:

The following table was included in the project planning

document and indicated who the stakeholders are and

how they were going to be contacted.

IAT Council

Engagement with the IAT Council was frequent and

activity regarding project included in the Animal Welfare

Group reports. There were always plenty of suggestions

including one of using the Concordat on Openness

which proved to be a good starting point in identifying

contacts and the number of institutes there were to

target. As a key player and Council being responsible

for delivering the ATEP, the advice was used and

followed up. The frequency of discussion continues to

be every two months.

– IAT Website Coordinator

As identified in the project planning document the

IAT Website Coordinator has been a potential

change agent. Below are examples of emails sent

with the Coordinator’s suggestions. The original

email suggested a standard worded email to

advertise the programme.

Email 1:

I will make a start on getting a webpage set up for

you and let you see a mock up before publishing.

Just in relation to the email text below may I make

the suggestion below?

Dear Sir/Madam,

The IAT Animal Welfare Group are delighted to

introduce the Animal Technologist Exchange

Programme.

This programme will complement the NACWO

Exchange by providing further opportunities for staff

development.

Aims of the programme are:

To exchange best practice in the care and welfare

of animals used in science.

1. To share knowledge between Academia, Contract

Research and Pharmaceutical industries.

2. To identify designated trainers in skills that are

not widely available.

3. To provide an opportunity to network with other

technologists.

4. To provide Continued Professional Development.

Take a look at the attached document and the

information on the IAT website for more details

about the Technologist Exchange Programme.

Email 2:

We are trying to move many of the forms to online

forms.

Having looked through this report form I am not

sure it will work but I will see what I can do.

The move to online forms contents of email 2 has

proven to be the current main delay. The delay has

been compounded due to the exceptionally heavy

workload caused by his involvement in organising the

annual IAT Congress. The identification of the Website

Coordinator as a change agent has proven to be

correct.

risk which has been

added to the risk

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Draw up a It was suggested

list of all by the Chair of the

institutions IAT Council to look

signed at the institutions

up to the signed up to the

Concordat of concordat

and

Openness

using the Council

and develop contacts obtain

a contact list some email

addresses and

develop a standard

email ready to send

out details of the

programme when

finalised and ask

them to sign up to

the programme.

Update: This list

was drawn up using

various contacts

across Council and

members of the

Animal Welfare

Group. However, not

all institutes had a

contact that anyone

knew. The plan is

also to advertise

the programme on

the animal

management and

welfare discussion

group and in the IAT

Bulletin.

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Send out a To be completed

standard email once programme is

to all contacts live.

asking initiations

to sign up to the

programme

Table 6. Project implementation document.



Table 7.

Stakeholder Influence Method of Frequency

communication

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––

IAT Council Key players Face-to-face At Council

meetings every

two months

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––

IAT Website Potential Face-to-face, At least

Coordinator change agent email monthly

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Career Animal Key player email, When Animal

Technologists advertisements Technologist

in IAT Bulletin programme is

active

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Home Office Indifferent email As and when

Apr LATEST:Animal Technology and Welfare 22/3/19 12:28 Page 26

Animal Technologist Exchange Programme: A Level 6 Higher Education project

On the whole communication regarding the project has

been planned and managed well as described in the

project planning document.

G Project results:

As this is an organisational project the results are in

organisational change rather than to present raw data.

However, it is worth noting that as part of the reporting

process to the IAT Council, the amount of people

involved in the exchange will be reported on an annual

basis.

The project has brought together stakeholders from

different backgrounds in the aim of setting the

exchange programme up. For example the IAT Website

Coordinator’s day to day job is head of Biological

Services at a large research establishment. While I, as

project lead, am an advanced Animal Technologist and

Named Animal Care and Welfare Officer (NACWO) at a

London based University. In addition to this the Chair

of the IAT who also had various suggestions and

questions is the director of of another major University.

With this background of people working closely

together, this demonstrates the essence of what the

ATEP is all about. The exchange programme is a forum

for an exchange of ideas for the benefit of staff

development and animal welfare. Which is exactly

what the originators of the programme have

demonstrated.

Personally, the benefits to my organisation in myself

working on a project on the IAT Council has increased

my own skillset in terms of developing my

communication, time management and organising

skills. As this project is different to my workplace job,

an opportunity to work on a project such as the ATEP

has allowed the development of a more confident and

skilled person and who, as a result, built a network of

people that did not exist before the project started.

G Budget management:

This project has been very difficult to report in a budget

sense as most of the budget planned has not had a

monetary value but has been an outlay in time. The

estimate for input time was 40%. This proved an under

estimation. A large percentage of personal time has

been speaking to people to get the project off the

ground and running. One issue with dealing with other

members of the Council is that they are all volunteers

with limited free time which means other priorities

such as the involvement with planning the annual IAT

Congress for example, reduces people’s availability to

work on new projects. This has been a frustration and

a delay in the project that was unforeseen. Due to this

delay it has been difficult to assess the transport

costs. However, there will be a yearly overview on all

aspects of the ATEP and a more detailed assessment

will be made then.

Project evaluation

Challenges and setbacks:

During the implementation process a few challenges

and setback occurred. One setback was the discussion

surrounding online forms. In the process of developing

the Technologist Exchange Programme webpage the

IAT Website Coordinator did email to say all online

forms were bring reviewed. In his opinion the forms

drawn up in the information document were not

suitable for being online use. This has led to several

emails between the various parties being sent back

and forth regarding the necessary action required on

to resolving this. A face-to-face meeting with the IAT

Website Coordinator and his deputy allowed us to

arrive at a date which suited all of us to discuss this

issue in full. This was an unforeseen risk delay and has

been added to the risk register with mitigating actions.

A further challenge was during consulting with the IAT

Council during the last stages of resolving the online

form issue there was a suggestion from the Chair to

not only open up the programme to all Animal

Technologists and NACWOs but also to include an

apprentice element to the ATEP exchange programme.

This would add to the programme greatly however, the

suggestion has meant the information has had to be

amended again this was not planned for in the original

project planning document.

Positive developments

One of the ideas that went well was the drawing up a

list of all the institutions that had signed up to the

Concordat of Openness

and identifying contacts. This

was done by a member of the Animal Welfare Group

who did a fantastic job in coming up compiling with a

contact list.

The communication plan set out has been adhered to

and frequency was good as well as identifying relevant

stakeholders. Throughout the process no new

stakeholder have emerged and their lack of influence

have been correctly identified.

Communication with all stakeholders have been

positive and the ambition and willingness on all parties

to have an Animal Technologist Exchange Programme

has made the project run smoother.

Overall it has been deemed that the Animal

Technologist Exchange Programme would benefit our

industry as a whole, improve staff training and

development, and improve animal welfare. These are

the key elements to the IT mission which is ‘to

advance knowledge and promote excellence in the

care and welfare of animals in science and to enhance

the standards and status of those professionally

engaged in the care, welfare and use of animals in

science’.

Apr LATEST:Animal Technology and Welfare 22/3/19 12:28 Page 27

project. This has not been without it faults and

frustrations. The members on IAT Council use a lot of

their free time on Council business. Due to this, there

has been a delay due to other priorities for Council

members. This has meant making decisions on my own

initative to get this project off the ground which has

increased my confidence in making decisions and

standing by them and then communicating those

decisions to Council. From a personal view having

never really worked on a major project and being

unsure of the role I would play on Council, developing

this project that could help a number of technologists

develop their careers, has justified my decision in

joining Council. This has been useful in improving my

confidence in the workplace which now has someone

how can work and develop complex projects but also

someone who is establishing a network of people to

call on for advice.

On reflection, things that I would have done differently:

– I think I should have consulted the IAT Website

Coordinator at an earlier stage in the design of the

Technologist Exchange Programme document. As a

stakeholder who had been identified as a change

agent, this was an important aspect of the project

and the lack of early consultation meant a

significant delay in the project as his available time

was committed to other projects.

– One of the difficulties of this type of project is

developing a budget plan. In terms of money there

was none available. A lot of people have invested a

lot of time on this project. I suggested in the

planning budget that 40% of my time would be

involved on the project. This was in fact an

underestimation. A lot of my time has been spent on

this project however this is due to wanting to have

and develop the programme correctly and make it a

worthwhile project. It must be done in the right

manner to avoid embarrassment to the IAT and

myself as project manager.

The establishment of the Animal Technologist Exchange

Programme is something that will continue to develop

and provide oppor tunities for animal welfare

improvements in addition to providing staff

development opportunities which may change the

industry. I feel immensely proud to be giving something

back for the opportunities that I have been given in my

career.

References

Chartered Management Institute (2013): the checklist

series: Managing others teams and individuals, London,

pp85-89

Institute of Animal Technology (IAT), Animal Technologist:

A caring career brochure. https://simplebooklet.com/

publish.php?wpKey=O2hYhtBVtgRnx99uvFNCJ5#page=0

Animal Technologist Exchange Programme: A Level 6 Higher Education project

Stakeholder feedback

questionnaire:

IAT Council

Figure 9. Feedback questionnaire IAT Website

Coordinator.

Questions Comments/answers

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––

How do you think the

Technologist programme

has changed Animal

Technology?

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––

What do you think are

the strengths/

weaknesses of the

Animal Technologist

Programme?

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Do you feel sufficient

information about the

project was provided

to you in a timely

manner?

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Do you feel you were

sufficiently consulted

during the life of the

project?

Figure 10. Website Coordinator questionnaire.

Questions Comments/answers

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Was the timeframe

given to design the

webpage of the

Technologist programme

sufficient?

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Do you feel sufficient

information about the

project was provided

to you in a timely

manner?

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Do you feel your views

on the design and layout

of the webpage were

taken into account

and was the project

lead open to your

suggestions?

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––

To what extent were

your needs or concerns

in relation to the project

met?

Conclusions/lessons learned

Working on this project has been a challenge; It has

involved a closer working relationship with some

members of Council than before which has given me

confidence in my ability to work with people on a

Apr LATEST:Animal Technology and Welfare 22/3/19 12:28 Page 28

Animal Technologist Exchange Programme: A Level 6 Higher Education project

Betts, P.W. (1999). Supervisory Management. 7th

edition, pp 285-347 Pub. Longman ISBN-10:

0582418771, ISBN-13: 978-0582418776

https://www.slideshare.net/charleschuack/the-five-cs-

of-decision-making Last accessed: 24/01/2018

http://concordatopenness.org.uk/

www.brighthubpm.com last accessed 20/01/2018

Chartered Management Institute (2015). Managing

business communication, Profile Books, London

Apr LATEST:Animal Technology and Welfare 22/3/19 12:28 Page 29

Apr LATEST:Animal Technology and Welfare 22/3/19 12:28 Page 30

PAPER SUMMARY

TRANSLATIONS

INHALTVERZEICHNIS

Trainingsprojekt: Intravenöse Injektion, Teil 1 –

Planung und Umfang. Ein Hochschulprojekt der

Stufe 6 [Abschlussjahr]

CARMEN ABELA

Biological Services Facility, Faculty of Infectious and Tropical Diseases, London School of

Hygiene and Tropical Medicine, Keppel Street, London WC1E 7HT, Großbritannien

Korrespondenz: carmen.abela@lshtm.ac.uk

Abstract

Die intravenöse (i.v.) Injektion über die laterale Schwanzvene ist ein Verabreichungsweg beim Einsatz von Tieren in

der medizinischen Forschung. Es ist die bevorzugte Art zur Abgabe von Substanzen, insbesondere wenn eine

Vermeidung des First-Pass-Effekts durch den Leberstoffwechsel erwünscht ist. Sie wird auch verwendet, um den

vorgeschlagenen Weg der endgültigen Verabreichung zu simulieren. Sie ist jedoch technisch schwierig und erfordert

eine spezielle Ausbildung. Ungenauigkeiten während der Injektion sind häufig, weshalb Forscher davon absehen,

diese Art zu nutzen, und stattdessen lieber auf üblichere Verabreichungswege wie die intraperitoneale Injektion oder

die Schlundsonde zurückgreifen.

Die Verwendung von lebenden Tieren zum Erwerb technischer Fähigkeiten verbietet sich ethisch und gesetzlich, und

in der Regel wird technische Kompetenz durch die Praxis mit Kadavern erworben. Ziel dieses Projekts ist es,

festzustellen, ob es notwendig ist, Tierkadaver – tote Mäuse – für das Training zu verwenden oder ob ein alternatives

Trainingsinstrument ebenso effektiv ist. Das Konzept eines Trainingsprojektes ist integraler Bestandteil des

Ergebnisses und muss, damit es erfolgreich sein kann, fristgerecht, innerhalb des Budgets und nach Spezifikation

erfolgen.

Schlagwörter: Training, intravenöse Injektionen, Maus, Kadaver, technische Fähigkeiten

April 2019 Animal Technology and Welfare

Apr LATEST:Animal Technology and Welfare 22/3/19 12:28 Page 31

Paper Summary Translations

Tiertechnologen-Austauschprogramm:

Tiertechnologen-Austauschprogramm

MATTHEW BILTON

CBS Imperial College London, Hammersmith Campus, Du Cane Road, London W12 ONN,

Großbritannien

Korrespondenz: m.bilton@imperial.ac.uk

Basierend auf einem Hochschul-Projektmanagementauftrag der Stufe 6 [Abschlussjahr]

Abstract

Dem Institute of Animal Technology wurde zur Kenntnis gebracht, dass es der biomedizinischen Industrie an einer

formalen Möglichkeit zum Austausch zwischen Tiertechnologen verschiedener wissenschaftlicher Einrichtungen

mangelt, um weitere Kenntnisse und Fähigkeiten erwerben zu können. Das Animal Technologist Exchange Programme

(ATEP) wurde entwickelt, um Tiertechnologen eine strukturierte Möglichkeit zum Austausch zu bieten.

Das Programm steht allen Ebenen von Tiertechnologen offen, einschließlich Auszubildenden, und die Austausche

können von unterschiedlicher Dauer sein.

Schlagwörter: Tiertechnologen, Austauschprogramm, Fähigkeiten, fachliche Weiterbildung

Apr LATEST:Animal Technology and Welfare 22/3/19 12:28 Page 32

April 2019 Animal Technology and Welfare

CONTENU DE LA REVUE

CON

TENU DE LA REVUE

Projet de formation sur les injections

intraveineuses: Partie 1 – Planification et portée du

projet. Un projet d’enseignement supérieur de

niveau 6

CARMEN ABELA

Biological Services Facility, Faculty of Infectious and Tropical Diseases, London School of

Hygiene and Tropical Medicine, Keppel Street, Londres WC1E 7HT

Correspondance: carmen.abela@lshtm.ac.uk

Résumé

Les injections intraveineuses (i.v.) effectuées via la veine caudale latérale représentent l’une des méthodes

d’administration sur les animaux utilisés dans la recherche médicale. Il s’agit de la technique privilégiée pour

l’administration de substances, en particulier lorsque l’on tente d’éviter un effet de premier passage par

métabolisme hépatique. Elles sont également utilisées pour reproduire la méthode d’administration finale proposée.

Elles sont néanmoins difficiles à réaliser sur le plan technique et nécessitent une formation spécialisée. Les erreurs

pendant les injections sont fréquentes, ce qui dissuade les chercheurs d’employer cette méthode et les encourage

à utiliser plutôt les techniques de dosage plus courantes telles que l’injection intrapéritonéale ou le gavage oral.

L’utilisation d’animaux vivants en vue d’acquérir des compétences techniques est interdite d’un point de vue éthique

et légal, et les compétences techniques sont habituellement obtenues en utilisant des cadavres d’animaux. Ce projet

a pour objectif de déterminer s’il est nécessaire d’utiliser des cadavres d’animaux (souris mortes) à des fins de

formation, ou bien si un outil de formation alternatif est aussi efficace. La conception d’un projet de formation

déterminera le succès de ce programme, et afin que ce dernier soit réussi, elle doit respecter des délais temporels,

des contraintes budgétaires et les spécifications requises.

Mots-clés: Formation, injections intraveineuses, souris, cadavres, compétences techniques

Apr LATEST:Animal Technology and Welfare 22/3/19 12:28 Page 33

Paper Summary Translations

Programme d’échange des technologues animaliers:

Programme d’échange des technologues animaliers

MATTHEW BILTON

CBS Imperial College London, Hammersmith Campus, Du Cane Road, Londres W12 ONN

Correspondance: m.bilton@imperial.ac.uk

Basé sur une mission de gestion de projet « HE de niveau 6 »

Résumé

Il a été porté à l’attention de l’Institut des technologies animales que le secteur biomédical ne possédait aucune

méthode formelle permettant aux technologues animaliers de communiquer avec leurs collègues basés au sein

d’autres établissements scientifiques afin d’acquérir des connaissances et des compétences supplémentaires. Le

programme d’échange des technologues animaliers (ATEP ou Animal Technologist Exchange Programme) a été conçu

dans le but de fournir un cadre structuré favorisant la communication entre les technologues animaliers.

Ce programme est offert aux technologues animaliers de tous niveaux (y compris les stagiaires), et les échanges

peuvent être d’une durée variable.

Mots-clés: Technologues animaliers, programme d’échange, compétences, formation professionnelle continue

Apr LATEST:Animal Technology and Welfare 22/3/19 12:28 Page 34

April 2019 Animal Technology and Welfare

INDICE DE LA REVISTA

INDICE D

E LA REVISTA

Proyecto de formación sobre inyecciones

intravenosas: Parte 1: Planificación y alcance.

Proyecto de Educación Superior de Nivel 6

CARMEN ABELA

Biological Services Facility, Faculty of Infectious and Tropical Diseases, London School of

Hygiene and Tropical Medicine, Keppel Street, Londres WC1E 7HT

Correspondencia: carmen.abela@lshtm.ac.uk

Resumen

La inyección intravenosa (i.v.) a través de la vena lateral de la cola es una vía de administración que se usa al utilizar

animales para la investigación médica. Es la vía preferente para el suministro de sustancias, especialmente cuando

se quiere evitar el efecto de primer paso a través del metabolismo hepático. También se utiliza para imitar la vía

propuesta de administración final. Sin embargo, resulta técnicamente complicada y requiere formación

especializada. Suelen darse imprecisiones durante la inyección, de forma que los investigadores prefieren evitar

utilizar esta vía en favor de vías de dosificación más comunes como la inyección intraperitoneal o la sonda gástrica.

El uso de animales vivos para obtener conocimientos técnicos está ética y legalmente prohibido, de modo que se

obtienen aptitudes técnicas utilizando cadáveres. Con este proyecto, se pretende aclarar si existe la necesidad de

utilizar cadáveres de animales para la formación, como ratones muertos, o si existen otras herramientas de

formación alternativas igual de eficaces. El diseño de un proyecto de formación es fundamental para los resultados

y para que tenga éxito este debe ser puntual, ajustarse al presupuesto y cumplir las especificaciones.

Palabras clave: formación, inyecciones intravenosas, ratón, cadáveres, aptitudes técnicas.

Apr LATEST:Animal Technology and Welfare 22/3/19 12:28 Page 35

Paper Summary Translations

Programa de intercambio de tecnólogos de

animales:

Programa de intercambio de tecnólogos de

animales

MATTHEW BILTON

CBS Imperial College London, Hammersmith Campus, Du Cane Road, Londres W12 ONN

Correspondencia: m.bilton@imperial.ac.uk

Basado en una asignación de gestión de proyectos HE de nivel 6

Resumen

Según se ha hecho saber al Institute of Animal Technology, el sector biomédico carece de un modo formal mediante

el cual se puedan producir intercambios entre tecnólogos de animales en otros establecimientos científicos a fin de

ampliar conocimientos y aptitudes. El Animal Technologist Exchange Programme (ATEP) se ha diseñado para ofrecer

una forma estructural de intercambio de tecnólogos.

El programa está abierto a tecnólogos de animales de todos los niveles, incluidos aprendices, y los intercambios

pueden tener varias duraciones.

Palabras clave: tecnólogos de animales, programa de intercambio, aptitud, formación, formación continua.

Apr LATEST:Animal Technology and Welfare 22/3/19 12:28 Page 36

April 2019 Animal Technology and Welfare

INDICE DELLA REVISTA

Progetto di formazione sulle iniezioni intravenose:

parte 1 – pianificazione e scoping. Progetto di

Livello 6 di formazione superiore

CARMEN ABELA

Biological Services Facility, Faculty of Infectious and Tropical Diseases, London School of

Hygiene and Tropical Medicine, Keppel Street, Londra WC1E 7HT

Corrispondenza: carmen.abela@lshtm.ac.uk

Abstract

L’iniezione intravenosa (i).v. tramite la vena caudale laterale è una modalità di somministrazione utilizzata in ricerche

mediche che fanno uso di animali. È il metodo preferito per la somministrazione di sostanze, soprattutto se si vuole

evitare l’effetto del primo passaggio attraverso il metabolismo epatico. Vi si fa ricorso anche per simulare la via di

somministrazione finale proposta. Tuttavia, risulta difficoltoso da un punto di vista tecnico e richiede una formazione

specialistica. Durante l’iniezione, si verificano comunemente errori vari che scoraggiano i ricercatori dall’usare tale

metodo a favore di forme di dosaggio più comuni, quali l’iniezione intraperitoneale o la sonda orogastrica.

Per motivi etici e legali, l’uso di animali vivi per l’acquisizione di competenze tecniche è severamente proibito e, di

solito, la competenza tecnica si sviluppa facendo pratica sui cadaveri. Questo progetto si prefigge di determinare

l’effettiva necessità di utilizzo di cadaveri di animali per la formazione (ovvero topi morti) o se uno strumento

formativo alternativo possa rivelarsi ugualmente efficace. L’ideazione di un progetto di formazione fa parte integrante

dell’esito e, per favorirne la riuscita, deve avvenire entro i limiti temporali stabiliti, rientrare nel budget e rispettare

le specifiche impostate.

Parole chiave: Formazione, iniezioni intravenose, topo, cadaveri, competenze tecniche

Apr LATEST:Animal Technology and Welfare 22/3/19 12:28 Page 37

Paper Summary Translations

Animal Technologist Exchange Programme:

programma di scambio per stabularisti

MATTHEW BILTON

CBS Imperial College London, Hammersmith Campus, Du Cane Road, Londra W12 ONN

Corrispondenza: m.bilton@imperial.ac.uk

Basato su una ricerca di project management del Livello 6 di formazione superiore