1. Lab animal welfare course Working Group CITI Program Update

2. Meeting CD

3. L.A.W. Course Contents 1Working with the IACUC Modules 2Essentials for IACUC Members Modules 3 Post-Procedure Care of Mice and Rats in Research: Reducing Pain and Distress Modules 4Aseptic Surgery Modules 5Antibody Production Modules 6Refresher Courses 1 Working with Animals In Biomedical Research - Refresher Course Modules 2Working with Cats in Research - Refresher Course 7The Responsible Conduct of Research with Laboratory Animals Modules

4. L.A.W. Course Contents 8Species / Model Specific Courses 1Working with Amphibians in Research Settings Modules 2Working with Mice in Research Settings Modules 3Working with Rats in Research Settings Modules 4Working with Hamsters in Research Settings Modules 5Working with Gerbils in Research Settings Modules 6Working with Guinea Pigs in Research Settings Modules 7Working with Ferrets in Research Settings Modules 8Working with Rabbits in Research Settings Modules 9Working with Cats in Research Settings Modules 10Working with Dogs in Research Settings Modules 11 Working with the Laboratory Dog CD-ROM: Basic and Advanced Lessons Modules 12Streaming Videotape (Video CD)- Working With the Laboratory Dog Modules 13Working with Swine in Research Settings Modules 14Working With Non-Human Primates in Research Settings Modules 15Streaming Videotape- Working Safely with Nonhuman Primates Modules

5. Old Business L.A.W. Course Content Fish Module*Fish Module* –NOAA Investigator Field Studies ModuleField Studies Module

6. CITI Course Site Usage 10-1-2009

7. CITI Program Membership

8. Subscriber Breakdown Category%Non-US University36%3% Med. Center18%2% Veterans Affairs14% HealthCare7% Res, Institutes7% Small Colleges6% Government6% Industry3% Commercial IRB2% CRO1% Professional Society<1%

9. 2004 2005 2006 2007 2008 2009 2010 9-2009* Monthly Site Usage

10. 2004 2005 2006 2007 2008 2009 2010 New Learners/day

11. Courses completed per day 2004 2005 2006 2007 2008 2009 2010

12. Lab Animal Welfare Course Site Usage sitesCRsCR per month% increase 200931142,8074,50632% 200827140,9083,409

13. 2009 CITI Course site usage Courses completed CourseYearsitesCRs CR per month % increase From 2008 LAW200931142,8074,50632% RCR200922223,3612,59665% GCP200928519005200166% HIPS2009152930197952% HSR20091324352,66437,12222% Total2009132444713847,06733%

14. LAW Courses Completed 10-1-2009 Working with the IACUC11692 Working with Mice in Research7657 Working with Rats in Research Settings4948 Reducing Pain and Distress in Laboratory Mice and Rats4361 Working with the VA IACUC3701 Essentials for IACUC Members2033 Aseptic surgery1250 Institution specific, specialized courses1411 Working with Swine in Research Settings1120 Working with Rabbits in Research Settings896 Working With Animals In Biomedical Research - Refresher Course788 Working with Amphibians in Research Settings712 Working with Nonhuman Primates in Research Settings612 Working with Dogs in Research468 Working with Guinea Pigs in Research Settings362 Working with Hamsters in Research Settings318 Working with Cats in Research Settings269 Working with Gerbils in Research Settings208 All species specific courses completed22,719

15. CITI Support Staff Not shown Pablo Velascelo and Ryan Roelans

16. User Satisfaction Survey Data Data for September 2009 ~440 responses

17. Learner Breakdown Lab Animal Welfare Course IACUC Chair <1% IACUC Community Member <1% Institutional Official <1% Veterinary Technician <1% IACUC Coordinator 1% Animal Care Technician 2% IACUC Member 2% Masters Student 5% Co-investigator 8% Principle Investigator 11% Post-Doctoral Fellow 13% Ph.D. Student 13% Laboratory Research Staff 19% Undergraduate Student 25% N=472

18. L.A.W. Courses completed 9-2009 Working with Cats in a Research Setting 1% Working with Hamsters in a Research Setting 1% Working with Dogs in a Research Setting 1% Working with gerbils in a Research Setting 1% Working with Guinea Pigs in a Research Setting 2% Working with Amphibians in a Research Setting 2% Working with Swine in a Research Setting 2% Working with Rabbits in a Research Setting 2% Working with Non-Human Primates in a Research Setting 3% Special Module provided by your Institution 6% Minimizing Pain and Distress in Mice and Rats 7% Essentials for IACUC Members 8% Working with Rats in a Research Setting 12% Working with Mice in a Research Setting 19% Working with the IACUC 32% N=917

19. Gender % of Responders

20. It was easy to register and enroll in the appropriate course. 78% Strongly agree Strongly disagree % of Responders

21. Course site navigation was easy and intuitive. 79% Strongly agree Strongly disagree % of Responders

22. The current course site presents the materials in a way that is easy for me to understand and learn 77% n = 427 Strongly agree Strongly disagree % of Responders

23. Although training in Laboratory Animal Welfare issues is mandated by the Federal government and by my institution, I believe that this training is really not very useful for new faculty and students? N=435 Strongly agree Strongly disagree % of Responders

24. For this type of instruction, I would prefer a presentation model that would require the learner to actively participate in games, videos or other exercises designed to emphasize important concepts. 36% Strongly agree Strongly disagree % of Responders

25. About how many hrs did it take you to complete your Lab Animal Welfare Course requirements? % of Responders

26. I think that the Internet is an appropriate tool to deliver basic instruction in the ethical conduct of research with animal subjects. 80%

27. Assuming a similar time commitment, would you prefer another vehicle for this mandated instruction? N=437 % of Responders

28. Does your institution rely exclusively on the CITI Program to provide basic training in Lab Animal Welfare? n = 435 % of Responders

29. Scrolling through the content vs. click from "page to page“ Please provide us with some feedback regarding the current presentation model. I DO NOT like the current presentation model another approach should be implemented. 3% The "page to page" is better because I could pause and reflect on important points in the content. 5% I prefer the "page to page" approach with interactive games or activities to break up the text. 6% I DO NOT recommend the "Page to Page" model as it would increase the time to complete the course. 10% The materials presented in the course are new to me. I like the current presentation model. 16% I am familiar with the content. The current approach permits an efficient review of the material. 20% The current approach enabled me to read through the content as if I where reading a book or journal. 40% N=619

30. Now that I have completed the CITI Lab Animal Welfare Course, I feel that the time I invested was time well spent. 60% Strongly agree Strongly disagree % of Responders

31. How do you rate the basic course, "Working With the IACUC", you just completed? 66% Poor Outstanding N=391 % of Responders

32. How do you rate the species / model specific course you just completed? 67% Poor Outstanding N=279 % of Responders

33. How do you rate the basic course, “Essentials for IACUC Members", you just completed? 58% Poor Outstanding N=243 % of Responders

34. “An Experiment on a Bird in The Air Pump “ by Joseph Wright (1734-1797) British National Gallery- London Joseph Wright (September 3, 1734 - August 29, 1797),

35. Software and hardware updates

36. New CITI Hardware Hardware 8-10-2009 - ~$33KHardware 8-10-2009 - ~$33K –4 new web servers –2 new database servers. –3Tb back up

37. CITI Software Software update - Dr. Fallon and the VA software teamSoftware update - Dr. Fallon and the VA software team –Changes to the code and new hardware - 2,500 concurrent users –Changes to the Learners Menu to be more user friendly –“Look Back” utility is now fully functional Institutions can give credit for modules completed previously at any time.Institutions can give credit for modules completed previously at any time. –Installed: French, Russian and Thai language templates. –Portal system fully implemented. 3 institutions are using the portal system,3 institutions are using the portal system, 6 more are interested and are in the test phase6 more are interested and are in the test phase –Content and registrations and user data from www.IRBTraining.org is being transferred to the www.CITIProgram.org platform. www.IRBTraining.org www.CITIProgram.org www.IRBTraining.org www.CITIProgram.org

38. Experiences of Mentors and Mentees Survey Paul Braunschweiger, Ph.D. Ken Goodman, Ph.D. Sergio Litewka, MD CITI Program University of Miami Ethics Program

39. The RCR Research Survey Is provided to learner when the RCR Course is passed.Is provided to learner when the RCR Course is passed. Is approved by UM IRB.Is approved by UM IRB. Is voluntary and anonymousIs voluntary and anonymous –2590 CITI RCR course completed per month. –787 voluntary RCR surveys submitted / month –29% Response rate.

40. Working Hypotheses Although mentoring is crucial to the social and professional development of students and young investigators, mentoring programs are not wide spread in academia.Although mentoring is crucial to the social and professional development of students and young investigators, mentoring programs are not wide spread in academia. The role of Mentor and Research advisor is often confused.The role of Mentor and Research advisor is often confused. Many people who mentors may be ill prepared for the job.Many people who mentors may be ill prepared for the job.

41. Who are the study subjects? Research Integrity Officer 1% Compliance Coordinator 1% Faculty Mentor 2% Research Advisor 2% Research Administrator 5% Post-Doctoral Fellow 5% Laboratory Research Staff 9% Ph.D. Student 15% Faculty Investigator 17% Masters Student 21% Undergraduate Student 22% n > 8900

42. Which course in the Responsible Conduct of Research (RCR) did you complete? The Social and Behavioral Sciences RCR Course 46% The Biomedical Sciences RCR Course 37% The Physical Sciences RCR Course 6% The Humanities RCR Course. 6% The RCR Course for Research Administrators4%

43. I now plan to take a more active role in promoting ethical research practices by: Add a research ethics module to my course. 9% Take an advanced research ethics course. 16% Encourage my institution to adopt RCR education. 16% Becoming a mentor. 24% Attending more ethics related seminars. 34% Status quo – nothing more 40%

44. If you DO NOT have a mentor at this time, choose all that apply to you. Mentoring was a rather unproductive experience. 5% I had a mentor early in my career. We don't communicate very much any more. 8% A mentor would be a waste of time at this point. 9% I think that I have been missing out on a major resource. I intend to find someone who can mentor me. 22% The module on mentoring helped me understand importance of mentoring for scientists in training. 56%

45. Please respond to the following statement. "My mentor has been instrumental in providing the foundation to conduct research at the highest ethical standard”. strongly disagree strongly agree 63% 13%

46. As a student or fellow, what research topics did you and your mentor discuss most frequently? Responsible peer review 5%* Conflicts of Interest 6% Research misconduct 9% Responsible authorship 9% Collaborative Research 14% Didn't discuss research ethics 25% Data acquisition and management 33%*** *% Responders; n=4706; 59% of all responders

47. Which Res. ethics topic do you and your mentor discuss? Didn't discuss research ethics Data acquisition and management most frequent answer. % of Responders

48. As the MENTOR, which research ethics topic do you discuss most often with your trainees? Lab animal welfare 4% Financial responsibility 4% Haven't discussed ethics very much. 5% Responsible peer review 9% Conflicts of interest 11% Research misconduct 12% Responsible authorship 12% Collaborative research 12% Human subjects protections 12% Data acquisition and management 19%

49. As mentors what research ethics topic do you talk about most with your mentees? Research ethics were not discussed very much. Most Frequent - Data Management % of Responders

50. If you are mentoring students and post docs in research ethics or the responsible conduct of research, what background do you have to teach these topics to students? I have attended conferences on how to teach research ethics and the RCR to student and fellows. 3%* I have attended seminars or conferences on research ethics. 12%* I have taken other courses in research ethics, and/or read about mentoring. 17%* Many years of experience teaching and advising students. 18% I am now passing along to my students the wisdom I gained from my mentor. 18% * = 32% n = 3551

51. Background to be a Mentor. conferences, seminars, courses on mentoring % of Responders

52. Sometimes the research advisor serves a dual role of mentor and research supervisor Which choice most closely describes your situation.

53. Is your mentor and res. advisor the same person? YES! % of Responders

54. Assuming that a faculty-student mentor may require a skill set that is different from that of the research adviser, how well prepared do you think that you are to serve as an effective mentor? Poorly Prepared well prepared

55. Does your institution or organization have an official program specifically designed to match students and new faculty with more senior level faculty interested in mentoring?

56. Does your institution or organization have an official program specifically designed to match students and new faculty with more senior level faculty interested in mentoring? I DON’T KNOW! % of Responders

57. Conclusions Data management is the most common research ethics topic discussed by mentors and menteesData management is the most common research ethics topic discussed by mentors and mentees –25% of students say discussions on research ethics with mentors are rare events. –Only 5% of mentors say that discussing research ethics with students is a rare event. Rather low % of people who mentor students have specific training.Rather low % of people who mentor students have specific training.

58. Conclusions For > 2/3 of students the mentor and res. advisor are the same person.For > 2/3 of students the mentor and res. advisor are the same person. Majority of survey subjects didn't know if their institutions had a mentoring program.Majority of survey subjects didn't know if their institutions had a mentoring program. –most pronounced in student groups

59. Summary 32% growth for CITI-Lab Animal.32% growth for CITI-Lab Animal. Excellent product that exceeds the federal mandate.Excellent product that exceeds the federal mandate. Member institutions recognize the value of the program.Member institutions recognize the value of the program. Learners recognize value of the program.Learners recognize value of the program. ConcernsConcerns –40% of institutions use CITI exclusively. –IACUC members course not rated as highly as others. –We could / should take advantage of the survey tool to ask some questions about how learners interact with their IACUC. –Need to implement refresher courses before the next meeting.