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Start off on the Right Foot: How to Plan and Maintain a Solid Training Program. Stephen A. Rydberg BA RLATG Rebecca Serriello BS CVT RLATG Rebecca McCarthy BA RLATG. Agenda . Stephen Rydberg- “Formulating the Plan” Rebecca Serriello- “New User Facility Orientation”

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Start off on the Right Foot: How to Plan and Maintain a Solid Training Program

Stephen A. Rydberg BA RLATGRebecca Serriello BS CVT RLATGRebecca McCarthy BA RLATG

  • Stephen Rydberg- “Formulating the Plan”
  • Rebecca Serriello- “New User Facility Orientation”
  • Rebecca McCarthy- “On The Job Training Modules and Beyond”
who we are genzyme
>11,000 employees worldwide

Helping patients in 100 countries

17 manufacturing sites

9 genetic testing lab sites

19 major marketed products

2008 revenue of $4.6 billion

85 locations in >40 countries

Henri Termeer: Chairman, CEO

Who we are-Genzyme
department of comparative medicine

~50K sq ft.

~40K animals/year

1200 studies/year


Approx 50 FTE’s

Work groups



Internal Programs



Department of Comparative Medicine
who we are and where we came from
Who we are...and where we came from
  • Then (pre-2003)
    • Informal
    • Small staff
  • Now
    • Structured
    • Larger Staff
dcm training program
DCM – Training Program

David Lee-Parritz DVM

-Director DCM

Lynette Trumbore

-Associate Director

Internal Programs

Rebecca Serriello

Stephen Rydberg

Rebecca McCarthy




Science Staff

DCM Staff


Formulating the plan

Stephen A. Rydberg BA, RLATG

Training Specialist Principal

Department of Comparative MedicineGenzyme

why a training program
Why a training program?
  • The Guide tells us (pg 13.)….”AWRs and PHS Policy require institutions to ensure that people caring for or using animals are qualified to do so.”
what are our needs
What are our needs?
  • Goals
  • Self-assessment
  • Direction
  • Planning
  • Integration
  • Implementation
goals of a solid training program
Goals of a solid training program
  • Quality science
  • Animal health and welfare
  • Safety
  • Compliance
self assessment who are we

Multi-users with different needs

Post docs, grad students, internal staff

Higher turnover rates


Self assessment- Who are we?
self assessment cont d
Private Biotech

Similar focus users

Scientists, Internal staff

Lower turnover rates

More centralized

Contract Lab

Similar focus users

Internal staff

Highly centralized

Self assessment cont’d
self assessment cont d1
How big are we?

Number of “noses”

Square footage-Multiple buildings


Self assessment cont’d
other things to consider
Other things to consider
  • Compliance issues
    • Animals/people harmed
    • Are too many mistakes happening?
    • Is data being rejected by the FDA, journals, etc.?
    • Group is getting too large
    • Are outside resources inadequate?
    • Does it take too long to get people trained?
who will assist in the designs
Who will assist in the designs?
  • How can we involve our staff?
    • Canvas program members to see what works best?
    • Work from a “template”?
      • Previous institution
        • Familiarity
        • Comfort
    • Start from the bottom-up?
  • Organization
    • Who will be in charge?
    • What tasks will we train?
    • Who will staff this group?
  • How do we identify a qualified trainer?
      • Technical skill-AALAS certifications
      • Experience
      • Educational challenges
        • Manual vs. didactic training
        • Adult learners
        • ESL
planning continued
Planning continued
  • How many staff do we really need?
      • Can we utilize training “assistance items” such as videos and online training?
  • Documentation
    • Paper records
    • Electronic capture (database)
Compliance married with training

IACUC and QA requirements

If it’s not going to be accepted…why do it?

Tracking training

Assigning “qualifications”

Based upon title

Based upon duties

Make training available

Training plans

Management involvement is key

Ensures staff is available, motivated and accountable

Maximizes trainer time

Ensures trainer is available, prepared and accountable

Training goals are clearly defined and attainable

  • Communication and scheduling
    • Training database-automated reminders
    • Highly organized trainers
    • Centralized scheduler of trainers
  • Paper-trails/E-mail notices
    • Ease of access to scheduling
    • “Hard copy” that communication was sent
    • Ability to forward to another trainer for coverage
don t forget about the trainer
Don’t forget about the trainer!
  • LAWTE involvement
  • AALAS involvement (local branches as well)
  • Outside training
    • Presentation skills
    • Scientific/technical writing
    • Computer skills
    • May not be directly related to animal science
  • Allowing time to fit into their schedule
    • Trainer’s lament…”I’m too busy!”
    • Schedule yourself

New User Facility Orientation

Rebecca Serriello, CVT, RLATG

Training Specialist Senior

Department of Comparative Medicine


  • Department of Comparative Medicine (DCM)
  • Science staff
    • Scientists
    • Research Associate/Assistant
    • Intern
  • Facilities Department & Contractors
why orientation
General principles of animal care, safety and science

Site specific features

How to get around

Where do I find things?

How to get help

Compliance- IACUC, QA, documentation

Unique needs of the individual

Why Orientation?
animal facility orientation at genzyme

Reading materials


Safety modules and documents

Facility manual

Facility Tour

Wrap up

Animal Facility Orientation at Genzyme
orientation dcm science staff

Large amount of information


Access procedures & PPE

Labeling of Chemicals

Storage of test materials


Veterinary care

Good documentation & use of data forms

Orientation DCM & Science Staff
orientation for dcm science staff
Facility Manual

Facility Usage Agreement

IACUC, HR & legal approved document

Orientation for DCM & Science Staff
facility tour

Chemical waste satellite area


Fire evacuation policy, muster area

Animal related risks

Facility Tour
contractors facilities orientation
Facility access SOP

Document training

Facility tour

Importance of biosecurity


Contractors/Facilities Orientation
next steps
Document training

Identify further training



Portal links


Point of contact information

IACUC personnel amendment

Next steps…
on the job training modules and beyond

On The Job Training Modules and Beyond

Rebecca McCarthy

Training Specialist Senior


LAWTE 2009

  • Qualifications=Curriculum
  • Components=Skills
  • OJT=Tool for trainers to train a skill
    • Skills
    • Didactic>SOP, video, AALAS manual, lectures
  • Module=Reference/Take home material
  • Proficiency
  • Group of SOPs and skills required to execute the requirements of a functional job description
  • Example: Rodent Technician I must be able to perform basic technical procedures on study
    • Curriculum=Rodent Substance Administration, Rodent Basic Blood Collection, Study Outline/Protocol Review, Rodent Handling and Restraint, Rodent Health Monitoring, Rodent Tissue Harvesting, Rodent Basic Urine Collection
    • 6 Skills=Drug Calculations, Rodent Basic Injectable Administration, Small Animal Scale Balancing
    • 7 SOPs=Research Facility Operations-Rodents, Procedure for Reporting Lab Animal Adverse Events, Administration of Substances within the Animal Research Facility
skills techniques rodent substance administration
Basic Injectable Administration (IP,SQ, IM)

Rodent Oral Dosing

Drug Calculations

Small Animal Scale Balancing/Leveling and Calibration

Skills/Techniques(Rodent Substance Administration)
  • Didactic-SOPs, AALAS manual, video
  • Materials/Equipment to perform skill-Needles
  • Critical Points
  • Proficiency Criteria
  • Progress
step by step guide
Accompanies OJT

Contains same information as OJT

Step-by-step guide on how to perform the skill/prerequisite skills

Remains with the trainee as reference guide

Step-by-Step Guide
  • Demonstrates trainee can perform the skill
    • Reliably
    • Accurately
    • Efficiently
  • Criteria established by Trainers / Veterinarians / Scientist
  • One day to several weeks depending on task and previous experience
proficiency sham tests
Proficiency (Sham) Tests
  • Skill specific
  • Demonstrates to scientist that test material is administered properly and produces a physiologic effect on the animal
  • Administration of a marker to animals by testers and control injector
  • Serum analyzed for a % level of marker in the animals blood

Expression Results of Competent Trainee

Control Results

No expression shown, failed sham test

refresher training

Failure to pass sham test

Skill not performed recently

Compliance Issue

SOP requires retraining

Refresher Training
  • Senior technicians
  • Role models
    • study management
    • technical ability
    • professionalism
  • Development opportunity
  • “Train the trainer”
    • presentation skills
    • use of training documentation
continuing education
Group training

Special topics

journal articles

outside consultant (rabbit epidurals)

anesthesia monitoring

pulse oximetry

Address issues




animal welfare

Continuing Education
the 3 r s russell burch
Refinement > train better, accommodate individuals different modes of learning

Replacement > video, e-learning

Reduction > use of fewer animals with the use of videos, e-learning, use the trainer more efficiently

The 3 R’s (Russell & Burch)
wrap up
  • How we plan
  • Examples/Tools
  • Follow-through
follow through
  • Move forward with a purpose…..while allowing some flexibility
    • Consistency must be maintained
  • Buy-in
    • All in the same boat
    • Best results
      • Science
      • Animals
follow through cont d
Eye on the prize!

Avoid pitfalls to the plan

Don’t play “favorites”

Credibility issues

Sending mixed messages



Continued self evaluation

Internal reviews and audits

Include other groups

Ask for feedback

Follow-through cont’d