Education in laboratory animal science and the 3Rs

Franco, Nuno Henrique; Kerton, Angela; Lewis, David I.

doi:10.1177/00236772231162166

Cited by 3 publications

(1 citation statement)

References 19 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This result emphasizes that improved knowledge of replacement, reduction and refinement, as well as on animal research ethics, are essential for advancing the 3Rs. There is a need for increased training and supervision of all stakeholders in order to enhance awareness and understanding of the 3Rs across the research community [ 42 ]. Therefore, the role of undergraduate and postgraduate training, in particular in universities, is paramount in educating scientists about the scientific validity of animal research and alternative methodologies to animal experimentation [ 32 ].…”

Section: Discussionmentioning

confidence: 99%

Perceptions of 3R implementation in European animal research: A systematic review, meta-analysis, and meta-synthesis of barriers and facilitators

Louis-Maerten,

Milford,

Shaw

et al. 2024

PLoS ONE

View full text Add to dashboard Cite

Objectives The purpose of this systematic review was to examine how the scientific community in Europe that is involved with research with animals perceives and experiences the implementation of 3R (Replace, Reduce, Refine). Methods A systematic search of the literature published in the past ten years was performed in PubMed, Web of Science and Scopus. Publications were screened for eligibility using a priori inclusion criteria, and only empirical evidence (quantitative, qualitative, or mixed methodologies) was retained. Quantitative survey items were investigated by conducting a meta-analysis, and the qualitative data was summarized using an inductive meta-synthetic approach. Included publications were assessed using the Quality Assessment for Diverse Studies tool. Results 17 publications were included (eight quantitative, seven qualitative, two mixed-methods). The meta-analysis revealed that scientists are skeptical about achieving replacement, even if they believe that 3R improve the quality of experimental results. They are optimistic concerning the impact of 3R on research costs and innovation, and see education as highly valuable for the implementation of 3R. The meta-synthesis revealed four barriers (systemic dynamics, reification process, practical issues, insufficient knowledge) and four facilitators (efficient use of animals, caring for animals, regulatory uptake, supportive workplace environment). Conclusion These findings show actionable levers at the local and systemic levels, and may inform regulators and institutions in their 3R policies. Trial registration The protocol was registered into the PROSPERO database under the number CRD42023395769.

show abstract

Section: Discussionmentioning

confidence: 99%

Perceptions of 3R implementation in European animal research: A systematic review, meta-analysis, and meta-synthesis of barriers and facilitators

Louis-Maerten,

Milford,

Shaw

et al. 2024

PLoS ONE

View full text Add to dashboard Cite

show abstract

Guidance on the assessment of learning outcomes for those designing procedures and projects – Report of an ETPLAS Working Group

Dontas,

Fry,

Lewis

et al. 2024

Lab Anim

View full text Add to dashboard Cite

This document provides assessment criteria for evaluation of each of the Learning Outcomes of the Modules specified (in addition to the Core Modules) for those designing procedures and projects in the Education and Training Framework guidance document by the European Commission and endorsed by the Member States Competent Authorities. This Working Group was tasked to produce these criteria by the Education & Training Platform for Laboratory Animal Science, which was funded by the European Commission to this aim. The assessment criteria address knowledge and skills (including critical thinking) expected to be acquired during education and training of persons preparing to design research procedures and projects using animals under the scope of Directive 2010/63/EU. Recognizing the diversity of expertise and experiences of those being educated and trained, we provide two levels of attainment, an ideal response and one that would be acceptable for each Learning Outcome. The balance between ideal and acceptable could be decided by the particular course providers and/or assessors, according to their local requirements. We envisage that the use of these assessment criteria by training providers and accrediting or approving bodies will help harmonize the education and training for those who will design procedures and projects using animals for scientific purposes. In Europe, this may also contribute to mutual recognition of training, and facilitate free movement of scientists.

show abstract

Human papillomavirus vaccines: organisation and experience of preclinical studies

Korovkin,

Nikitina,

Kozlova

et al. 2024

Biological Products. Prevention, Diagnosis, Treatment

View full text Add to dashboard Cite

INTRODUCTION. Vaccination is the main measure for the primary prevention of human papillomavirus (HPV)-related diseases. The development of novel vaccine candidates is underway worldwide, including in the Russian Federation. At the same time, the clinical introduction of new HPV vaccines is seriously hampered by the lack of clear and unambiguous recommendations for conducting preclinical studies of these vaccines.AIM. This study aimed to analyse regulatory documents on HPV vaccines, to study the experience of conducting preclinical studies, and to summarise the preclinical approaches that could be recommended for developers and applicants seeking approval for new preventive HPV vaccines, including the vaccines being developed in the Russian Federation.DISCUSSION. The authors have analysed regulatory documents issued by the World Health Organisation (WHO), the International Council for Harmonisation of Technical Requirements for Pharmaceuticals for Human Use (ICH), and the Council of the Eurasian Economic Commission (EEC). Additionally, the authors have reviewed the experimental results of preclinical studies of HPV vaccines. The known licensed and pipeline HPV vaccines are similar in terms of their characteristics and constructive features. However, there may be some differences in the HPV serotype coverage and the methods used to produce the HPV L1 capsid protein. To date, studies have confirmed the role of the HPV L1 capsid protein in the development of specific immunity, rendering challenge tests in animal models unnecessary. Papillomatosis modelling may be required for choosing an alternative immunological target or for studying an alternative (non-parenteral) route for vaccine administration. Preclinical study programmes may be supplemented with individual stages of comprehensive assessment of adjuvants and other additives included in novel HPV vaccine compositions.CONCLUSIONS. The authors have studied the international experience and presented a systemic overview of the methods and approaches used in preclinical studies of HPV vaccines. The authors have formulated recommendations for developers for the planning and organisation of preclinical studies of HPV vaccines (including immunogenicity, toxicity, and local tolerance assessments required for licensing new vaccines).

show abstract

Education in laboratory animal science and the 3Rs

Cited by 3 publications

References 19 publications

Perceptions of 3R implementation in European animal research: A systematic review, meta-analysis, and meta-synthesis of barriers and facilitators

Perceptions of 3R implementation in European animal research: A systematic review, meta-analysis, and meta-synthesis of barriers and facilitators

Guidance on the assessment of learning outcomes for those designing procedures and projects – Report of an ETPLAS Working Group

Human papillomavirus vaccines: organisation and experience of preclinical studies

Contact Info

Product

Resources

About