Objective To summarize the methods and experience of animal experiment ethics training at home and abroad, analyze the opportunities and problems, and explore the ethics training methods suitable for the current situation of animal experiments in China. Methods Documents relating to animal experiment ethics training from January 2012 to February 2022 were searched in PubMed, Embase, China National Knowledge Infrastructure and Wanfang Data databases. After literature screening and data extraction by 2 researchers independently, descriptive analysis was performed. Results A total of 44 documents were selected, including 19 in Chinese and 25 in English, involving 44 institutions. According to the literature analysis, in the United States, Britain and other developed countries, the welfare and ethical laws for laboratory animals were relatively perfect, such as the Animal Welfare Act of the United States, the Animals (Scientific Procedures) Act of Britain, the Animal Welfare Act of German, and the Act on Welfare and Management of Animals of Japan, while in China administrative regulations were the main ones, and most of the institutions were restricted by management regulations; the ethics of personnel involved in animal experiments were uneven; the training time of some domestic institutions was less than that of institutions abroad; domestic training methods and contents needed to be improved. Basing on the comparative results at home and abroad and combining the training experience, West China Hospital of Sichuan University improved the animal experiment ethics training system. Conclusion It is suggested that the animal experimental institutions in China should improve the training methods, to enhance the awareness and cognition of people involved in animal experiments more systematically and scientifically, and strengthen the ethical review.
Objective To study the effect of training methods for hospital infection management that through the whole process of diagnosis and treatment. Methods We selected part-time hospital infection personnel from Panyu Central Hospital of Guangzhou to form a teaching staff between January 1 and October 31, 2022. The teaching staff was randomly divided into a control group and an experimental group using a random number table method. The control group received training using traditional theoretical training models, while the experimental group received training using a simulated hospital infection training teaching model that runs through the entire diagnosis and treatment process. The training effects of the two groups through theoretical knowledge assessment, operational skills assessment, and teacher satisfaction evaluation were compared. Results A total of 196 teachers were included, with 98 students in each group. There was no statistically significant difference between the two groups in terms of gender, age, education level, major category, professional title, and years of work experience (P>0.05). The total score of theoretical knowledge examination in the experimental group [(88.49±8.33) vs. (80.35±13.57) points, t=5.062, P<0.001] was higher than the control group. Among them, the scores of hand hygiene standards for medical personnel, principles of aseptic operation, occupational exposure disposal, classification and disposal of medical waste were significantly higher than those of the control group (P<0.05). The total score of the operational skills assessment in the experimental group was higher than that in the control group [(86.37±5.25) vs. (76.75±7.07) points, t=10.811, P<0.001], among which the scores during operation, after operation, and overall impression were significantly higher than the control group (P<0.05). The overall satisfaction in the experimental group was higher than that of the control group (94.90% vs. 72.45%, χ2=18.076, P<0.001), among which the satisfaction with training methods, textbook value, course attractiveness, and clinical applicability were higher than those of the control group (P<0.05). Conclusions Through the whole process of diagnosis and treatment training method for hospital infection management can significantly improve the training effectiveness of teachers. It is worth promoting in the teaching of hospital infection management for various levels and types of personnel.