Module content
The e-learning modules on this website are designed to complement other components of your training course. Where appropriate, suggested pre-reading is given in the introduction to a module, together with suggested pre-course training that should be completed before starting a module. Some eModules start with a self-assessment quiz, so that a participant can determine their level of knowledge of the area of study. If you have not already completed the modules yourself, we suggest you do this, as this is the most effective means of determining how the content might best be used as part of your training course.
As you progress through an eModule, information linked to the relavent learning outcomes is provided, but further reading and additional training is likely to be considered necessary to satisfy national or institutional training requirements. To assist you with this, recommended additional reading is listed at the end of each module, together with all of the references cited in the module. Whenever possible, links to references are provided.
Tracking of progress
Once your students begin working through a module, their progress can be tracked and they can break-off and resume their studies at any point. Once a module is complete, they can access any section to refresh their understanding of a topic and as course instructor, you can track their progress and issue e-mail reminders to them if you need a module to be completed before some “face-to-face” teaching sessions.
Suggestions for integration into training courses
The developers of these eModules have extensive experience in training in these topics. We have found that e-learning offers a number of significant advantages over standard face-to-face training. Many training courses are delivered in intensive sessions over a number of days. This may be preferred by some participants who otherwise could not devote time to training, but for others it may prove disruptive to their work schedule. It also does not allow participants to mix learning activities with other tasks. We do not advocate complete replacement of face-to-face interactions (or “live” on-line discussion sessions) with e-learning modules. We do however consider a blended-learning approach is most likely to successfully convey the information needed.
A blended approach that combines e-learning with face-to-face teaching supports those who prefer to learn in intense bouts, but provides some flexibility for those who wish to integrate training into their overall workload. All of the modules are split into short lessons, so participants can make use of any short periods of time that become available for learning activities.
Suggestions for additional training activities
The publication below includes many examples of training activities that can be used to teach ethics effectively.
- LASA and RSPCA, 2020. Guiding principles to help deliver the ethics learning outcomes of Module 2 training for personal licensees. A report by the LASA Education, Training and Ethics Section and the RSPCA Research Animals Department. (M. Jennings and M. Berdoy eds.)
- Provide a discussion forum to ensure that participants have a sufficient depth of knowledge of the regulatory framework and understand its purpose.
- Provide information on local arrangements relevant to project management (as set out in Learning Outcome EU 11.19).
- Discuss issues such as the lack of publication of negative results and the general poor reporting of study outcomes (referring to ARRIVE and PREPARE guidelines).
- Show examples of how good humane end points can enhance data quality and enhance study outcomes.
- Provide examples of poor experimental design strategies and discuss how these can be avoided.
- Discuss the ethical framework underpinning the Directive.
- Discuss factors influencing the choice of species in a project.
- Provide an explanation of how severity is assessed locally. Give examples from local projects. Explain how local arrangements endeavour to achieve an outcome of the assessment of severity which incorporates the best practices and meets the requirements of National legislation.
- Discuss and provide more examples of assessing the prospective and actual severity of procedures.
- Discuss how you might set up score sheets to determine what an appropriate endpoint would be in a local project.
- Provide additional examples and discuss how to assess the severity classification of animals which are found dead.