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Bayne K, Kurosawa TM, MacArthur Clark J, Turner PV. International harmonization of education and training standards for laboratory animal veterinarians [abstract]. ALTEX. 2011;28(Special Issue):217. Abstract 517.

Animal-based research and education is increasingly an international enterprise that draws significant public attention. The welfare of research animals, quality of scientific data, and institutional reputation significantly depend on assurance that veterinarians managing and overseeing research animal care are adequately trained and qualified. Yet, the knowledge and experience of veterinarians serving in this role can vary widely and globally, education and training available to veterinarians in laboratory animal medicine ranges from specialty board certification to on-the-job exposure. The International Association of Colleges of Laboratory Animal Medicine (IACLAM) has determined that even within its member Colleges there is considerable variability in training programs, credential review, recertification procedures, and examination composition. New graduates from veterinary colleges often have not received adequate education and training in research animal care, medicine, or management. Inadequate training can adversely jeopardize animal health and welfare, as well as personnel and facility safety, and the entire institutional research enterprise. The World Organisation for Animal Health (OIE), in collaboration with IACLAM and the National Academies' Institute for Laboratory Animal Research, recently assessed the laboratory animal veterinary community's perspective on harmonizing global veterinary training and education in laboratory animal medicine. This was based on discussion groups convened during several major laboratory animal science meetings in Europe, North America and Asia in 2010. A total of 106 individuals representing 27 countries participated. Topics addressed included roles of laboratory animal veterinarians; core knowledge and practical work-related skills required for proficiency; acceptable approaches for imparting core knowledge; types of experiences suitable for instilling work-related skills; and type and amount of training necessary to attain proficiency. The concept themes from the discussion groups will be addressed.

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