Recommendations for the health monitoring of mouse, rat, hamster, guineapig and rabbit breeding colonies: Report of the Federation of European Laboratory Animal Science Associations (FELASA) Working Group on Animal Health accepted by the FELASA Board of Management November 1992

1994 ◽  
Vol 28 (1) ◽  
pp. 1-12 ◽  
Author(s):  
V. Kraft ◽  
A. A. Deeny ◽  
H. M. Blanchet ◽  
R. Boot ◽  
A. K. Hansen ◽  
...  
Keyword(s):  
Health Monitoring ◽  
Working Group ◽  
Laboratory Animal ◽  
Animal Health ◽  
Animal Science ◽  
European Laboratory ◽  
Laboratory Animal Science

scholarly journals Report of the Federation of European Laboratory Animal Science Associations Working Group on animal identification

2013 ◽  
Vol 47 (1) ◽  
pp. 2-11 ◽  
Author(s):  
K Dahlborn ◽  
P Bugnon ◽  
T Nevalainen ◽  
M Raspa ◽  
P Verbost ◽  
...  
Keyword(s):  
Working Group ◽  
Laboratory Animal ◽  
Animal Science ◽  
Animal Identification ◽  
European Laboratory ◽  
Laboratory Animal Science

scholarly journals Laboratory animal science course in Switzerland: participants’ points of view and implications for organizers

2017 ◽  
Vol 52 (1) ◽  
pp. 69-78 ◽  
Author(s):  
Fabienne Crettaz von Roten
Keyword(s):  
Laboratory Animal ◽  
Comprehensive Assessment ◽  
Large Majority ◽  
Asian Countries ◽  
Animal Science ◽  
Mandatory Training ◽  
European Laboratory ◽  
Points Of View ◽  
Open Question ◽  
Laboratory Animal Science

Switzerland has implemented a mandatory training in laboratory animal science since 1999; however a comprehensive assessment of its effects has never been undertaken so far. The results from the analysis of participants in the Swiss Federation of European Laboratory Animal Science Associations (FELASA) Category B compulsory courses in laboratory animal science run in 2010, 2012, 2014 and 2016 showed that the participants fully appreciated all elements of the course. The use of live animals during the course was supported and explained by six arguments characterized with cognitive, emotional and forward-looking factors. A large majority considered that the 3R (replacement, reduction and refinement) principles were adequately applied during the course. Responses to an open question offered some ideas for improvements. This overall positive picture, however, revealed divergent answers from different subpopulations in our sample (for example, scientists with more hindsight, scientists trained in biology, or participants from Asian countries).

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