Blog

In the veterinary team of a biomedical research facility, we strive to maintain the health and welfare of animals, as healthy animals produce valid and valuable data needed for vital research studies. Occasionally, we encounter unanticipated clinical cases that can be both challenging and interesting. This occurred during a recent study involving swine in our facility.

Due to their size and their specific anatomic and physiologic characteristics, swine have become extremely valuable in the field of biomedical research as surgical models, as well as research models for specific diseases such as atherosclerosis and septic shock. Pigs utilized in research are generally obtained from a range of health status levels which may include open/closed herds, high health herds or specific pathogen free sources. Thus, variations in management practices and the overall susceptibility of swine to certain conditions persist.

Recently, we had a 9 month old castrated Yorkshire enrolled in an IACUC approved study. The pig was part of a study involving two surgical procedures that did not require body cavity penetration. Following a single instance of regurgitation 3 months after surgery, the pig was clinically normal in appearance until 5 months post-op, at which time the pig began a 3 week period of repeated incidents of regurgitation.

Prior to the onset of clinical signs, the pig was well conditioned, active, and growing. During the 3 weeks of regurgitation, the pig was observed to have a voracious appetite, yet began a slow and consistent decline in weight. The pig remained adequately hydrated. With the exception of declining body condition, no other abnormalities were noted upon physical exam.

From the onset of regurgitation until euthanasia, the pig was treated medically. Omeprazole and ondansetron were administered. Simplicef was given for a 6 day duration due to nasal discharge. Feed was modified in frequency, volume, and consistency; consistency ranged from thick gruels to liquid soy protein diet.

As is commonly the case in the research environment, no diagnostic work-up was performed in life. However, differentials for regurgitation included stricture, esophagitis, megaesophagus, or mass/tumor. Necropsy and histopathology investigations were performed. Gross examination confirmed the diagnosis of chronic gastroesophageal stricture with acquired megaesophagus.

Ulceration of the pars oesophagea region of the stomach has been described since the 1950’s in swine. Studies have shown that 32-65% of slaughter pigs have evidence of gastric ulcers. The pathogenesis remains unknown.

In this unusual and interesting case, the pig developed a persistent ulcer in the region of the gastroesphageal junction. Chronic inflammation and fibrosis caused a stricture of the lumen, resulting in a 4 mm diameter lumen which allowed only water to pass from the esophagus into the stomach. Although the differential diagnoses for gastric ulceration includes various infectious agents, in the research setting, stress is presumed to be a leading cause.

This may be a prevailing topic but we believe it’s an important one.  In the past we have considered components to successful team building; clearly defined goals, individual accountability, trust, communication (effective) and recognition.   This article will build on this premise because it represents the core to creating a team.  Building a great team requires strict adherence to this premise along with a commitment to having the right people on your team filling the right roles.

Let’s assume that you have a great team.  You’ve got the right people doing their job better than you could have imagined.  Everyone in the group is clear on what their responsibilities are and does them with passion.  If a mistake is made amongst the team it’s quickly acknowledge corrected and steps implemented to reduce the likelihood of it happening in the future.  The general work atmosphere is refreshing, people get along well.  Communication couldn’t be better; in fact, one would say that within your team there is over communication, everyone knows what’s going on; from the office staff to the cage wash.  And it’s with great pride that you have implemented a recognition program that makes individuals within the team and the team as a whole feels valued and appreciated.

Well that was easy!

Now the rub -   How do you keep it great?  It is no small accident when greatness is achieved on any team, maintaining a team at a high level of effectiveness and efficiency is equally no small task and maybe a bit of a miracle.  Should you be so fortunate to have built or been a part of a great team that has sustained its greatness over many years than I suggest you have at least on reason to most grateful.

This next series of articles will be devoted to this topic of maintaining great teams.  I will expound on what I have learned from my observation of many teams and from which I have learned from Jim Collins author of How the Mighty Fall and Built to Last.   By considering how teams fail, we can learn from the mistakes of others and choose an alternate and better course.  Here are the 5 stages of a failing team we will explore:

1.  Arrogance born out of rapid success
2. Over Reaching – Building too quickly upon your success
3. Failure to acknowledge drifts and deviations in your processes
4. Grasping for salvation: There’s a problem and it’s Big!
5. Death of a Team – The world no longer needs what you have to offer.

Just writing that is sobering!  It’s my hope that you have a great team.   That you go to bed on Sunday evening looking forward to the upcoming work week.  Even if that AALAC program description is due, the PIs are calling for you head because the per diems were raised last week ( 1^st time in 10 years), you have several key staff away on holiday and it just feels like it’s time for a USDA visit.  And with all of that going on you can look forward to the work week because you have great people around you and together the team will get through it all continuing do what they do best.

When I left my position at Penn to pursue ACTS full time, it was bitter sweet. I was leaving a job that I loved and coworkers that I enjoyed working with for the opportunity to eliminate my 3 hour per day commute and focus all my efforts on training, as opposed to training plus all the other things that come with working at an institution.  My first thoughts were, “What can I do to help programs provide more consistent training,” and “What could I have used as a trainer but didn’t have time to develop?”  Many programs have more than one person training new hires which can lead to slight inconsistencies that magnify overtime.  In addition, even those programs that have dedicated trainers, there is so much training to do, development of new tools and programs often get put lower on the priority list.  These facts led to the development of the ACTS Job Skills Training Program Modules.  Hundreds of hours by people with various experiences and backgrounds in research were dedicated to help develop tools for knowledgeable individuals (trainers, senior technicians, supervisors, etc.) to provide consistent training for husbandry, technical, and even clinical tasks.   These modules include everything needed for a program to provide consistent training with the flexibility to tailor the training to specific SOPs and other unique facility or program procedures.  There are five parts to each module:  A pre-assessment helps the trainer get to know their audience;  pre-requisite work, provides a foundation of knowledge for the trainee before they attend the actual training session; a lesson plan, guides the actual training session and ensures consistency between trainers; a post assessment, evaluates new knowledge and skills gained by the trainee; and finally, a performance support acts as a reference for trainees as they apply their new knowledge and skills back on the job.  My hope is that whether a trainer is tasked with building a training program from scratch, or attempting to refine a current training program, these tools will give anyone involved in training a head start.

The Rodent Breeding and Colony Management Seminar and Vendor Fair started when I was a Training Coordinator at the University of Pennsylvania.  The research program was growing and housing space for rodents was becoming prime real estate, as was in most similar institutions.  One day I happened to be walking through one of the buildings between training sessions and began an informal conversation with a research technician.  I asked him how his lab was dealing with the need for more space.  He said, “If I managed my colony better, we would have plenty of space.”  I was shocked and started asking other researchers about their space and colony management practices.  I found the same story over and over again.  Things like genotyping too late, not weaning on time, and other common themes that reflected poor colony management, and therefore, a lot of wasted space.  From then on, I was determined to provide the tools needed for researchers to manage their colonies as efficient as possible to save both space and money.  We invited experts in rodent breeding and colony management, and vendors who provided products or services that could help researchers better manage their colonies and support their research to our first event in 2003.  We invited scientists from outside the institution and it was a success, for both researchers and vendors.  My favorite feedback from a researcher was, “Thank you for getting all this information all in one place!”  My favorite feedback from a vendor was, “I go to the Bio Fair where hundreds of people attend, but I get more people stopping at my table, and more direct leads, at this event.”   After I left Penn in 2009, I knew how much time and work it took to coordinate the event, and how much more training was now being provided by the training group, so ACTS asked the University of Pennsylvania if we could coordinate the event for them.   They said yes and after that we “took the show on the road.”  Since then, ACTS has hosted two events at Penn, one event at Baylor College of Medicine, and one event at Mount Sinai.  We continue to get positive feedback from both participants and vendors, so are happy to continue the event with a wider reach for 2013.

2013 Calendar

Registration is Free and will be open soon.

Do you remember taking your last AALAS certification exam? Were you nervous that you hadn’t studied enough, or that maybe you studied the wrong information? For many of us, this is the case. Most facilities do not have a weekly class where you can go over information, share ideas, and develop test taking strategies. The AALAS certifications are an important part of our industry. Many of us have come to work in the field by chance, and these certifications are a way for us to show that we care enough about our work to go above and beyond the status quo. ACTS is committed to helping technicians advance in the field of laboratory animal medicine and has decided to create weekly, live, online courses designed to help you sit successfully for your AALAS exam.

Registration is open for our Online AALAS Certification Exam Prep Courses. These courses are offered at the ALAT, LAT and LATG levels and offer the convenience of recorded sessions in case you are not able to attend the weekly live session. The links below will take you to each of the exam’s registration pages. Go to our ‘online courses’ tab to learn more and register for upcoming classes!

Written by Laura Klekar – Research Scientist and ACTS Consultant

Working with animals in research can be both rewarding and challenging. There are many different methods utilized in Biomedical Research to obtain scientific data. Collecting data from conscious animals can be one of the most challenging.  Not only is there consideration for the animal’s well-being and for collecting accurate data, but a relationship of cooperation also needs to be developed.

To properly and effectively gather data from a conscious animal, the Research Scientist must create an atmosphere of trust and active engagement with the laboratory animals. One of the main methods of creating this atmosphere is through a positively reinforced training and enrichment program. Without an effective training program in place that utilizes positive reinforcement, collecting data on a conscious animal can become time-consuming, difficult, result in needless repetition and may require the use of more animals. All of these go against the three R’s- Refinement, Reduce and Reuse.

There is always a need on Biomedical Research for high quality data while still maintaining high standards and adhering to regulations. Developing thought out procedures that include well-planned training programs leads to better data and adherence to regulations while maintaining the spirit of the 3R’s. Training programs that involve working with conscious animals need to consider many factors including– human and animal’s safety, the animal’s natural behaviors, time, research requirements and government regulations and policy.  The type of animal involved in the study will also determine the nature of the training program. Some lab animals such as rabbits, rats and guinea pigs may require only a few training periods before data collection. Lab animals such as dogs, primates, pigs and cats require more training sessions before they are ready for data collection.

During my years as a Research Scientist I have conducted conscious animal studies on rabbits, rats, guinea pigs, cats and NHP. All have their own unique challenges and methods. However, with all species, there is a designated time period in which the animal needs to acclimate to transport, handing, restraint and the data collection procedures. A guinea pig or rabbit may just take a couple of days, where a cat or NHP can take years before quality data is obtained, depending on the data collection methods. Developing trust and cooperation require patience, time, and understanding of the specie’s behaviors. Before any animal is taken to the next step in the training and acclimation process, the animal should accept the previous step with minimal stress. This is truly a step-by-step process.

While preparing animals for conscious experiments may take additional time, it also helps eliminate certain factors that can possibly interfere with data results. The Research Scientist is able to gather data that may otherwise be compromised by sedatives, anesthesia or undue stress. Those who go through the process of acclimating and training their research animals to conscious study procedures may find that they are able to reduce stress in the animals while creating a more pleasant experience for all involved.

By Christine Charlebois, Associate Director for Global Research Compliance, Merck

As the lab animal technician, you are the person doing the hands on work in the lab.  Dosing, bleeding, anesthesia, restraint, surgical nursing; you do it all.  But where do you find the instructions for the activities you perform? There are many resources for getting this information; however the BEST source is the IACUC protocol.

The IACUC protocol is the detailed description of the proposed use of laboratory animals.  Think of it as a contract approved by the IACUC for all research with animals.  Everyone who participates on the study is required to follow the protocol, nothing more, and nothing less.  So, have you read the protocol?

Below are a few examples of helpful information found in the protocol:

• Dose volume and route
• Blood volumes and route
• List of approved analgesics and anesthetics
• Clinical signs
• Observation intervals
• Post operative care plans
• Feeding regimen
• Emergency contact information

IACUC protocols are accessible as a hard copy or electronically. Regardless of the format, you will need to read the protocol and follow it exactly. Before you begin working on the study, request a hard copy or access to the electronic version to review the procedures and methods described in the protocol.  If you see something in the protocol that doesn’t match your service request, or does not match current practices, bring the discrepancy to your supervisor or the Principal Investigator.  A search of the AWA Inspection Reports on the USDA-APHIS website reveals repeated citations stating “animal activities are not being conducted as outlined in the protocol”.   This is an easy citation to avoid.

So, when you go to work tomorrow, ask for a copy of the protocol.  Read the protocol. Ask questions if you see a discrepancy.  Then, when someone asks you “Have you read the protocol lately?” you can answer a resounding “Yes!”

“I got the results I prepared for.”  That’s a quote from Michael Phelps during an interview with Bob Costas after winning a whole lot of Olympic Gold medals.

On face value this statement makes a lot of sense.  Of course he prepared (and one might say even worked hard) to get his Olympic Medals. We all watched his preparation pay off, sometimes winning a race by fractions of a second and at other times blowing away his competition.

We would even imagine that other athletes made this same claim, “I got the results I prepared for”.  How about the Fabulous Five, the way they decisively took hold of the chance to reclaim a gold medal for the US Women’s Gymnastics Team.  And who can forget Mo Farah’s 10,000M Men’s Final.  As he is about to cross the finish line he looks around to see who might be making a move on him and to his shock he is all alone as he is first to cross the finish line.

These are just a few of the many stories of great triumph that we saw or heard about from the resent Olympic Games.  Great athletes getting the results they prepared for.  It all makes sense because at our core, we know if we work hard we will get the prize.  The prize will vary from person to person but it’s all the same – a great job, a passing grade, board certification, that special person that caught your eye or even a gold medal.

But here’s the catch, Michael Phelps said this just as he acknowledged there were some races that he didn’t win.  As I listened to his interview I thought, wait a minute, is he saying he prepared for the results of ALL his races, even for the races he didn’t win. And it seems that that is exactly what he was saying.  Whatever the outcome of the race that is what I prepared for.  My level of preparation dictated the outcome.  Phelps’ comment becomes more provocative when put in this perspective.

So what does this mean?  If I come in 4^th it’s because I prepare enough to come in fourth. If I come in 1^st than I prepared enough to come in 1^st and if I am last in a field of 12 I prepared for and worked hard enough to come in 12^th.

Our level of preparation and hard work will dictate our outcome.  Throughout our journey we prepare for and work hard and even set goals.  At the “end of the day” it’s my hope we can say with conviction “I prepared for every result I had”?

By Susan Pack, Training Manager, University of Pennsylvania

I often think about the developmental changes that occur when international students or workers come to the United States.  What challenges do they face and what emotional obstacles are encountered?  For those who come to work or study in the U.S., how do they transition into this western culture, while maintaining their own cultural identity?

When international scholars come to the U.S. their developmental changes continues.  In turn their American counterparts need to build an awareness of cross-cultural differences, embrace change, and truly appreciate and understand the needs of a diverse workplace, as we all try to reach the same goal of exceptional research and animal care.

International postdoctoral students make up a significant portion of our biomedical research community in the U.S., it is logical that we need to better understand their needs, be respectful of their unique situations, and aid in their adjustment to this new U.S. biomedical research work environment.  Important questions to consider include the following: How do members of this group fit into our American society and into the biomedical community?  What are their struggles and how can we ultimately improve relationships between American and international researchers? How can we help in their transition and build strong relationships that will benefit all involved, including the research animals?

We need to find creative ways of improving communication, and look closely at this group of international biomedical researchers to determine communication difficulties. Are cultural differences being perceived as “rudeness” or “disrespect”? Ultimately, how does culture and language play a role in miscommunications that are taking place?

Other international groups working or studying in the U.S. have been studied rather intensely in regards to acculturation.  These populations include groups such as international teaching assistants, international undergraduate students, international healthcare workers, and international medical graduates.  Their struggles and patterns of acculturation are similar to those of the international postdoctoral groups working in the U.S. All groups above have struggles with language, as well as “fitting in” to the western culture.  Many experience difficulty mastering the English language (especially “slang” language), as well as normal social “American” behavior.  On top of that, consider the regulatory differences between countries, potential differences in medical/biomedical discourse, as well as differences in ethical considerations, especially when using animals in research.  All of these factors can lead to miscommunication between international scholars and their American counterparts or service providers.

These are some general experiences, differences and difficulties that international postdoctoral students may encounter during their postdoctoral experience in the US. In addition, the findings of these other similar sample populations stress the need for more acculturation research.

Although there are many guides throughout the internet, supports from academic institutions hosting international postdoctoral students, and suggestions from reputable organizations (such as the National Postdoctoral Organization), there still needs to be guided support from American counterparts and most importantly an awareness of cultural differences and cultural needs. When working with foreign scholars, institutions must determine what struggles they face and then provide them with guidance and resources. We have the opportunity to assist these individuals in gaining a better understanding of their roles as researchers and understanding of cultural patterns in the U.S. that they might not otherwise be acclimated to.  The goal of this article is to peak your interest in the topic of intercultural communication in the biomedical workplace, open your mind to cross-cultural differences, and hopefully allow you to improve relationships with international scholars you work with on a regular basis.

When was the last time you were so sure of yourself you made a guarantee?  I was a junior in high school when a good buddy and I sat in the cafeteria at the beginning of the school year and made a guaranteed that by the December break we would both be seriously dating someone.   By December only one of us had a date for the Christmas party.

Imagine going on an interview and telling the hiring manager, “I am the best person for this job and if you don’t think so, by the end of the probation period not only will I be happy to walk out at these doors never to look back, but I will also return all the money paid during the probation period”.

It’s one thing to make a guarantee and a whole other thing to offer money back. Does this sound like a stretch to you?  You may be willing to walk after the probation period.  But to give the money back, maybe not.

For the record, we need to confirm that most people making this claim do NOT intend to give the money back.   The money back guarantee is made to imply that others will be completely satisfied with the services or products promised.

So how does one make a money back guarantee?

1. Know your abilities.

2. Commit to doing nothing less than your best (all the time).

3. Broadcast your commitment.

4. Be willing to give the money back.

I recently heard a real estate agent say that in all the many years he offered a money back guarantee on the services provided, he only had one client that wanted their money back.  Can you put a money back guarantee on the work you do?  Think about what that would look like for you.  But remember that actually giving the money back is the fourth step in the process; steps 1-3 are equally important and I would dare say even more.  Could you walk into your place of work and proclaim to your manager “You will be completely satisfied with the work I provide from this day forward or I will give your money back”?  Well if you’re not quite there yet; no problem.  Here’s what you do:

1.Think about your skills in relation to your job.  If they’re awesome, you’re in good shape. If not, what training or coaching do you need to seek out to get your skills in line with your job?

2. Once your skills are in line with your job, do your best all the time every day.

3. Now it’s time to make your declaration,” I will do this job to your expectations and satisfaction…”.

And then you can say, with confidence, “…and if you aren’t completely satisfied I will give you your money back”.