Education in laboratory animal science and the 3Rs

Laboratory animal research has led to important biomedical discoveries in medicine, biology and other fields, ¹ and it continues to play a vital role in advancing scientific knowledge. However, the ethical implications of using animals for scientific purposes ² require the utmost consideration, and it is imperative to ensure that such research is conducted responsibly, competently and with due regard for animal welfare.^3,4 To achieve these goals, the education and training (E&T) of scientists in laboratory animal science (LAS) is essential, in order to provide the knowledge and skills required to design and carry out experiments in full respect of the principles of Replacement, Reduction and Refinement (3Rs), thus improving both the quality of their research and animal welfare.^3,5 In order to ensure this, LAS E&T must be effective in generating meaningful learning, capable of improving principles and practices, fostering a culture of competence, professionalism, accountability, and transparency in the community, whilst promoting public trust and support for their essential work.

Education globally is currently going through a technological and pedagogical revolution,^6,7 and laboratory animal science is no exception. The COVID-19 pandemic also prompted many LAS educators to think outside of the box and experiment with different educational approaches and digital tools, and despite some important caveats, the broad acknowledgement of their benefits means that we will not return to traditional teaching. Indeed, learners’ expectations have changed, and increasingly they expect inspirational educational experiences delivered using the digital tools and technologies they use in their everyday lives, both in and outside their work activities. Such innovations include e-learning modules, interactive simulations, and virtual reality (VR) tools, which are capable of engaging students in a way that traditional teaching methods have failed to.^7,8 These innovative strategies are more immersive, interactive and learner-centric, making education more engaging and effective. For example, through online modules, learners can engage on demand, for example while commuting to work, and at their own pace, with the ability to pause or rewind when necessary and to revisit topics repeatedly until they are fully understood.

As LAS educators, we therefore need to adopt (and adapt) innovative educational practices from across the globe, to learn from other disciplines and professions and to implement these into our own programmes to create and deliver inspirational educational experiences which fully prepare learners and develop the competencies required for their roles in the care and use of animals for scientific purposes. As educators, it is our duty to keep up with the times, adapting and adopting effective educational practices in order to serve the needs of our stakeholders better, to enhance the welfare of laboratory animals, to promote a culture of care, and to enhance the reproducibility, reliability and translatability of scientific data. In keeping with this, all authors of this educational special edition have been forward thinking rather than retrospective in outlook, drawing on not only their recognised expertise but also their knowledge of good practice in other disciplines.

Lucy Whitfield ⁹ explores new VR technology, such as RealWear™, a headset that connects tutor and learner directly through a video call in real time, so that practical education and assessment can continue almost in the same way as side-by-side working. Martin Lemos et al. ¹⁰ explore VR differently, combining 360° videos with classical learning content for learning of such procedures as anaesthesia induction, substance application and blood sampling in rats, as well as aspects of the laboratory environment. Both these approaches can reduce the number of animals used for education, and even replace some animal use, while promoting refinement through making learners familiar with procedures before moving to training with live animals.

By the hand of Bert Mohr et al., ¹¹ we travel to Africa, where the Pan-African Network for Laboratory Animal Science and Ethics (PAN-LASE) has made substantial strides in embedding professional education and training in animal welfare and research ethics that embraces the rich cultureal, and political and socio-economic diversity that is Africa across the continent. The authors give their account of their main achievements and challenges, with lessons learned, to enable other resource constrained countries across the world to implement similar initiatives. Crossing the Atlantic, Eliana Cicale ¹² introduces us to the only university degree for animal technologists in Latin America, delivered in Buenos Aires, Argentina, and their continuous evaluation approach for assessing proficiency in practical skills on a range of central activities in an animal facility.

Speaking of proficiency, Rafael Frías summarises ¹³ the road to competence, which he proposes is to be travelled in eight steps, throughout an educational programme. This is a great introduction to Andreia Costa et al.’s ¹⁴ three-year field test of their previously developed Objective Structured Laboratory Animal Science Exam (OSLASE) ¹⁵ for assessment of competency in LAS practical skills.

Because there is more to laboratory animal science than knowledge and skills, Jordi Tremoleda et al. ¹⁶ provide an account of education utilising storytelling to foster correct attitudes and to promote a culture of care, with a particular emphasis on respecting each other’s views and sensitivities in a safe environment that facilitates open and honest discussion. They also give insight to educational approaches on animal research integrity and culture of care with low- to middle-income international communities.

Nicola Osborne introduces us to the concept of fixed and growth mindsets, ¹⁷ including how to identify both through scenario-based education, and proposes that making educators, learners and organisations aware of their mindsets can help in establishing successful educational programmes. On a whole different subject, Franco and Fry ¹⁸ also propose exploring scenarios as an engaging educational approach for achieving meaningful learning of complex subjects, namely experimental design. They instruct educators step-by-step on how to build such scenarios, as well as on how to use free software to simulate the outcome of different design approaches, illustrating how researchers’ decisions can impact the size of an experiment.

The importance of education and training in laboratory animal science cannot be overstated,^19,20 and with this special edition, we expect to widen the available list of resources on new education strategies and technologies, as well as provide novel perspectives and approaches to well-established concepts and methodologies to help educators enhance learning and engage learners in a more meaningful way. As the field of laboratory animal science continues to evolve, it is essential that we continue to prioritise education and training, and adapt to meet the needs of both animals and researchers in order to enhance animal welfare, as well as the reproducibility, reliability and translatability of animal research.