Course on Breeding, Handling, and Experimental Procedures of Zebrafish (Danio rerio): Training, Refinement, Paradigm Shift, and Dissemination of Knowledge from Brazil to the World.

Currently, in Brazil, all researchers involved in animal experimentation must undergo training in laboratory animal science to stay updated on biology, methodology, ethics, and legal considerations related to the use of animals. The training program presented in this study not only aims to fulfill a legal obligation but also intends to train students and professionals to effectively care for their biomodels. It seeks to help them understand the importance of this care, both for the welfare of the animals and for the results of their projects. In total, 58 participants were present at the event (pre-event and full-time course). These participants consisted students and professionals from 11 institutions and 5 different countries. These numbers demonstrate the successful attainment of the desired capillarity in the scientific community and the posterior dissemination of knowledge. Through this course, it was possible to train the participants and raise their awareness about the importance of applying scientific knowledge in their daily practices to maintain the animals, ensuring the welfare of the models and refining the research. Finally, the program presented in this study, as well as the strategies adopted, can serve as a model for other institutions aiming to achieve similar results.

Guidelines for the establishment and functioning of Animal Ethics Commitees (Institutional Animal Care and Use Committees) in Africa.

Animals are used for scientific purposes across Africa to benefit humans, animals or the environment. Nonetheless, ethical and regulatory oversight remains limited in many parts of the continent. To strengthen this governance framework, the Pan-African Network for Laboratory Animal Science and Ethics brought together experts from 12 African countries to create an Africa-centric practical guide to facilitate the establishment and appropriate functioning of Institutional Animal Ethics Committees across Africa. The Guidelines are based on universal principles for the care and use of sentient animals for scientific purposes, with consideration of the cultural, religious, political and socio-economic diversity in Africa. They focus on 11 key elements, including responsibilities of institutions and of the Institutional Official; composition of the Committee; its responsibilities, functioning and authority; ethical application and review processes; oversight and monitoring of animal care and use and of training and competence; quality assurance; and the roles of other responsible parties. The intent is for African institutions to adopt and adapt the guidelines, aligning with existing national legislation and standards where relevant, thus ensuring incorporation into practice. More broadly, the Guidelines form an essential component of the growing discourse in Africa regarding moral considerations of, and appropriate standards for, the care and use of animals for scientific purposes. The increased establishment of appropriately functioning animal ethics committees and robust ethical review procedures across Africa will enhance research quality and culture, strengthen societal awareness of animals as sentient beings, improve animal well-being, bolster standards of animal care and use, and contribute to sustainable socio-economic development.

Nomenclature for standardized designation of diploid genotypes in genetically modified laboratory animals.

Information about the diploid genotype of a gene-modified or mutant laboratory animal is essential for breeding and experimental planning. It is also required for the exchange of animals between different research groups or for communication with professional genotyping service providers. While there are detailed, standardized rules for creating an allele name of a genome modification or mutation, the notation of the diploid genotype after biopsy and genotyping has not been standardized yet. Therefore, a uniform, generally understandable nomenclature for the diploid genotype of gene-modified laboratory animals is needed. With the here-proposed nomenclature recommendations from the Committee on Genetics and Breeding of Laboratory Animals of the German Society for Laboratory Animal Science (GV-SOLAS), we provide a practical, standardized representation of the genotype of gene-modified animals. It is intended to serve as a compact guide for animal care and scientific personnel in animal research facilities and to simplify data exchange between groups and with external service providers.

Toward a Smart Sensing System to Monitor Small Animal's Physical State via Multi-Frequency Resonator Array.

This article presents a highly scalable and rack-mountable wireless sensing system for long-term monitoring (i.e., sense and estimate) of small animal/s' physical state (SAPS), such as changes in location and posture within standard cages. The conventional tracking systems may lack one or more features such as scalability, cost efficiency, rack-mount ability, and light condition insensitivity to work 24/7 on a large scale. The proposed sensing mechanism relies on relative changes of multiple resonance frequencies due to the animal's presence over the sensor unit. The sensor unit can track SAPS changes based on changes in electrical properties in the sensors near fields, appearing in the resonance frequencies, i.e., an Electromagnetic (EM) Signature, within the 200 MHz-300 MHz frequency range. The sensing unit is located underneath a standard mouse cage and consists of thin layers of a reading coil and six resonators tuned at six distinct frequencies. ANSYS HFSS software is used to model and optimize the proposed sensor unit and calculate the Specific Absorption Rate (SAR) obtained under 0.05 W/kg. Multiple prototypes have been implemented to test, validate, and characterize the performance of the design by conducting in vitro and in vivo experiments on Mice. The in-vitro test results have shown a 15 mm spatial resolution in detecting the mouse's location over the sensor array having maximum frequency shifts of 832 kHz and posture detection with under 30° resolution. The in-vivo experiment on mouse displacement resulted in frequency shifts of up to 790 kHz, indicating the SAPS's capability to detect the Mice's physical state.

Education in laboratory animal science and the 3Rs.

While laboratory animal research continues to be crucial for scientific and medical advancement, it still raises relevant ethical considerations. In order to foster public trust and support, all animal use must be relevant, responsible, competent and humane, and education and training of scientists in laboratory animal science (LAS) is vital to achieve these goals. However, education must be effective in generating meaningful learning and promoting a culture of competence, professionalism, accountability and transparency. With the ongoing technological and pedagogical revolution in education, LAS educators are adopting innovative educational practices, including e-learning modules, interactive simulations and virtual reality tools, to create and deliver inspirational educational experiences that are immersive, interactive, learner-centric and effective. Drawing from their expertise and experience, the authors of the articles included in this special edition bring forward new technologies and approaches, as well as novel perspectives to well-established concepts and methodologies, hopefully valuable contributions for better engagement and improved learning on LAS and the 3Rs.

Let's do it right: Eight steps to competence in laboratory animal science in the European Union.

Demonstrated competence in laboratory animal science (LAS) is a prerequisite in Directive 2010/63/EU to work with animals used in scientific procedures, as it is essential to increase animal welfare, improve the quality of science, promote the acceptability of animal research and meet the demands of free movement of personnel and scientific exchange. Although since 2010 there have been eight clear steps to achieving the required competence of personnel working with animals used in science, it is not uncommon to see documentation for individuals who have just completed an LAS course that contains only education and training elements (three steps), for which the status of competence in LAS is granted. Here, a simplified summary of how competence in LAS should be delivered in eight steps according to EU recommendations is presented.

Using Stakeholder Focus Groups to Refine the Care of Pigs Used in Research.

Research organizations should be proactive in regularly evaluating and refining their animal care and use programs in order to advance animal welfare and minimize distress. Pigs are often used in research, but few empirical studies have examined optimal husbandry and research use practices for pigs in a research environment. We developed the Pig Welfare Working Group (PWWG) to address the need for more formal guidelines on the management and use of pigs in research. The PWWG was a stakeholder focus group whose goal was to identify challenges and opportunities relevant to improving animal welfare through collaboration, knowledge sharing, and inclusive decision-making. Through consensus building, the PWWG developed 12 recommendations for behavioral management, housing, research procedures, transportation, and rehoming programs. The recommendations were rolled out across the contract research organization, business units, sites, and countries. Follow up will be conducted regularly to assess welfare, monitor progress toward implementing the recommendations, and recognize and reward participants making changes at their site.

An Objective Structured Laboratory Animal Science Examination (OSLASE) to ensure researchers' professional competence in laboratory animal science.

The evaluation of the competence of personnel working with laboratory animals is currently a challenge. Directive 2010/63/EU establishes that staff must have demonstrated competence before they perform unsupervised work with living animals. Nevertheless, there is a lack of research into education and training in laboratory animal science, and the establishment of assessment strategies to confirm researchers' competence remains largely unaddressed.In this study, we analysed the implementation of a practical assessment strategy over three consecutive years (2018-2021) using the Objective Structured Laboratory Animal Science Exam (OSLASE) developed previously by us to assess professional competence. The interrater reliability (IRR) was determined based on the assessors' rating of candidates' performance at different OSLASE stations using weighted kappa (Kw) and percentage of agreement. Focus group interviews were conducted to access trainees' acceptability regarding the OSLASE.There was a moderate-to-good Kw for the majority of the scales' items (0.79 ± 0.20 ≤ Kw ≥ 0.45 ± 0.13). The percentages of agreement were also acceptable (≥75%) for all scale items but one. Trainees reported that the OSLASE had a positive impact on their engagement during practical training, and that it clarified the standards established for their performance and the skills that required improvement. These preliminary results illustrate how assessment strategies, such as the OSLASE, can be implemented in a manner that is useful for both assessors and trainees.Examen structuré objectif de science animale de laboratoire (OSASSE) pour assurer la compétence professionnelle des chercheurs en SAL.

Sustainable education and training in laboratory animal science and ethics in low- and middle-income countries in Africa - challenges, successes, and the way forward.

Despite the recognised need for education and training in laboratory animal science (LAS) and ethics in Africa, access to such opportunities has historically been limited. To address this, the Pan-African Network for Laboratory Animal Science and Ethics (PAN-LASE) was established to pioneer a support network for the development of education and training in LAS and ethics across the African continent.In the 4.5 years since the establishment of PAN-LASE, 3635 individuals from 28 African countries have participated in our educational activities. Returning to their home institutions, they have both established and strengthened institutional and regional hubs of knowledge and competence across the continent. Additionally, PAN-LASE supported the development of guidelines for establishment of institutional Animal Ethics Committees, a critical step in the implementation of ethical review processes across the continent, and in enhancing animal welfare and scientific research standards.Key challenges and opportunities for PAN-LASE going forward include the formalisation of the network; the sustainability of education and training programmes; implementation of effective hub-and-spoke models of educational provision; strengthening governance frameworks at institutional, national and regional levels; and the availability of Africa-centric open access educational resources.Our activities are enhancing animal welfare and the quality of animal research undertaken across Africa, enabling African researchers to undertake world-leading research to offer solutions to the challenges facing the continent. The challenges, successes and the lessons learnt from PAN-LASE's journey are applicable to other low- and middle-income countries across the world seeking to enhance animal welfare, research ethics and ethical review in their own country or region.

Virtual Reality in Biomedical Education in the sense of the 3Rs.

Article 23(2) of EU Directive 2010/63 on the protection of animals used for scientific purposes requires staff involved in the care and use of animals to be adequately educated and trained before carrying out procedures. Therefore, the 3Rs (refinement, reduction, and replacement) and knowledge of alternative methods should be part of the education and training itself. For this purpose, the digital learning concept "Virtual Reality (VR) in Biomedical Education" evolved, which successfully combines VR components with classical learning content. Procedures, such as anesthesia induction, substance application, and blood sampling in rats, as well as aspects of the laboratory environment were recorded in 360° videos. The generated VR teaching/learning modules (VR modules) were used to better prepare participants for hands-on training (refinement) or as a complete replacement for a live demonstration; thus, reducing the number of animals used for hands-on skills training (reduction). The current study evaluated users' experience of the VR modules. Despite little previous VR experience, participants strongly appreciated the VR modules and indicated that they believed VR has the potential to enhance delivery of procedures and demonstrations. Interestingly, participants with previous experience of laboratory animal science were more convinced about VR's potential to support the 3Rs principle, and endorsed its use for further educational purposes. In conclusion, VR appeared to be highly accepted as a learning/teaching method, indicating its great potential to further replace and reduce the use of animals in experimental animal courses.

Implementation of the Surgical Apgar Score in Laboratory Animal Science: A Showcase Pilot Study in a Porcine Model and a Review of the Literature.

INTRODUCTION: In an attempt to further improve surgical outcomes, a variety of outcome prediction and risk-assessment tools have been developed for the clinical setting. Risk scores such as the surgical Apgar score (SAS) hold promise to facilitate the objective assessment of perioperative risk related to comorbidities of the patients or the individual characteristics of the surgical procedure itself. Despite the large number of scoring models in clinical surgery, only very few of these models have ever been utilized in the setting of laboratory animal science. The SAS has been validated in various clinical surgical procedures and shown to be strongly associated with postoperative morbidity. In the present study, we aimed to review the clinical evidence supporting the use of the SAS system and performed a showcase pilot trial in a large animal model as the first implementation of a porcine-adapted SAS (pSAS) in an in vivo laboratory animal science setting. METHODS: A literature review was performed in the PubMed and Embase databases. Study characteristics and results using the SAS were reported. For the in vivo study, 21 female German landrace pigs have been used either to study bleeding analogy (n = 9) or to apply pSAS after abdominal surgery in a kidney transplant model (n = 12). The SAS was calculated using 3 criteria: (1) estimated blood loss during surgery; (2) lowest mean arterial blood pressure; and (3) lowest heart rate. RESULTS: The SAS has been verified to be an effective tool in numerous clinical studies of abdominal surgery, regardless of specialization confirming independence on the type of surgical field or the choice of surgery. Thresholds for blood loss assessment were species specifically adjusted to >700 mL = score 0; 700-400 mL = score 1; 400-55 mL score 2; and <55 mL = score 3 resulting in a species-specific pSAS for a more precise classification. CONCLUSION: Our literature review demonstrates the feasibility and excellent performance of the SAS in various clinical settings. Within this pilot study, we could demonstrate the usefulness of the modified SAS (pSAS) in a porcine kidney transplantation model. The SAS has a potential to facilitate early veterinary intervention and drive the perioperative care in large animal models exemplified in a case study using pigs. Further larger studies are warranted to validate our findings.

The Capability Maturity Model as a Measure of Culture of Care in Laboratory Animal Science.

Culture of care in Laboratory Animal Science (LAS) refers to a commitment toward improving animal welfare, scientific quality, staff wellbeing, and transparency for all stakeholders, ensuring that the animals and personnel involved are treated with compassion and respect. A strong culture of care can be established by the proactive implementation of the Three Rs, sharing best practices, caring for and respecting animals and colleagues, empowering staff, taking responsibility for our actions, and having a caring leadership. Culture of care, when established, should be evaluated continuously, in order to foster its progress and persistence. Even though several tools for assessing the culture of care within an institution have been proposed, an ultimate standard for measuring the concept is lacking. Here, we review the culture of care concept and propose the 'Capability Maturity Model' as a means of quantifying culture of care in the laboratory animal setting.