Training in the Laboratory Animal Science Community: Strategies to Support Adult Learning

The essence of learning is change; learning is the process by which learners customize new information to make it per-sonally meaningful and relevant. Training is the process of helping students make those changes. Research indicates that adults learn differently than children or adolescents and that adults consistently use the following six learning strat-egies: prior experiences; conversations; metacognition; re-flection; authentic experiences; and images, pictures, or other types of visuals. Each of these learning strategies can be combined with the other strategies and often build upon each other. A recent study on how health care professionals learn indicated that the learning strategy they used most often was reflection, which supports learning before, dur-ing, and after training. Numerous examples are provided in this article describing how to integrate each of the six adult learning strategies into laboratory animal science training. While lectures and other types of direct instruction are ap-propriate, they are inadequate and ineffective unless they are integrated with and support adult learning strategies. Both the US Department of Agriculture regulations and the Public Health Service Policy mandate that research institu-tions must ensure that all personnel involved in animal care, treatment, or use are qualified to perform their duties. Ap-plying adult learning strategies to training for the laboratory animal science community will enhance learning and im-prove both the science and the humane care of the animals, which is a goal our community must continuously strive to achieve. Key Words: adult; animal; laboratory; learning; science; teaching; trainin