CBC Training Program is designed to provide lectures, case study/problem-based learning (PBL), student’s presentations, seminars/tutorials, practical hands-on training, etc.

The official language of the CBC Training Program is English

The original scheme included training during face-to-face sessions. We started to experience online live training scheme due to COVID-19 pandemics. We now implemented a mixed training scheme with preliminary online sessions, followed by a full immersion (4/5 days, depending on the species-modules requested) In-Person training classroom-based learning experience.

CBC Training Program is designed around the “Working document on the development of a common education and training framework to fulfil the requirements under the Directive 2010/63/EU”, and includes:

Core Modules
Function Specific Modules:
• Function A: “carrying out procedures on animals”
• Function C: “person taking care of animals”
• Function D: “person killing animals”

CBC is designed around Cephalopod Biology and Care and based on cephalopod species-specific training based on Learning Outcomes as identified in the above-mentioned EU working document.

CBC is now expanding to meet and include species that share with cephalopods the Biota, i.e. marine fish – as the sole other species included in the Directive 2010/63/EU that live at sea. We recognize that a well-established research has been centered on these organisms, and that nowadays there is an increasing interest towards a welfare-oriented approach to study these animals. We will put our E&T experience to serve the scientific community to continue to grow.

CBC Training Program encompass information useful to scientists, students, post-docs, qualified veterinarians, technicians, and people required to handle cephalopods and other organisms, including capture from the wild, especially in light of the Directive and its transposition in Member States. We are planning to extend our accreditation to Function B within the next months/years.

The recommendations and training we provide is based on EU-Directive 2010/63 standards, but is applicable everywhere in any non-EU countries. The course covers also a. non-invasive or minimally invasive approaches as applied to cephalopods and marine fish, and b. management and assessment of animal welfare including establishment and monitoring cephalopods and/or marine fishes for their physiological and behavioural needs.

Assessment – Trainees of the CBC Training Program courses have to pass an individual assessment; this will allow to receive a CBC FELASA certificate and ad-hoc additional certifications. The certification for marine fish species-specific is pending FELASA accreditation.

Individual assessment is based on learning outcomes in compliance with the above-mentioned requirements. Trainees have to face a three-steps examination combining Single Best Answer (SBA) and Short Answer Questions (or SAQs) online and then in person (this is the revised scheme starting from CBC2022 edition). Practical Training (Demo and Hands-on) is followed by OSPE assessment (objective structured practical examination) for practical skills (based on LOs). Trainees that not pass the final examination session will be allowed to attend an Exam Retake session organized no later than two months from the end of the course.

How CBC2022 runs:

1. Teaching is delivered on-line, assuring virtual simultaneous presence of the Member of the Faculty, and at least a Tutor of the CBC Core Team and the Trainees
2. Each lecture/session in our program is delivered into 1-3 consecutive days, depending on the original duration, and specific Q&A and summary sessions are added during the entire training program
3. Virtual teaching experience is adopted including White/Black-Board platforms to facilitate interaction, guidance and Q&A. IT-Tools are adopted to warrant adequate levels of individual attention, participation and interaction
4. Training material (i.e. presentations delivered and readings) is available through the CBC SharePoint to Registered Trainees
5. The on-line phase will be followed by an intensive face-to-face in-Person training classroom-based learning (Theory and Group Work)
6. Practical session training (hands-on)
7. Final Assessment 

Course PLAN:

Phase 1: Theory (on-line) – include seminars and group work

Phase 2: Preliminary Assessment

Phase 3: In-Person training classroom-based learning & Practical Training sessions

Phase 4: Final Assessment and Exams

CBC Trainees are assisted for any possible misunderstanding due to language comprehension

BC2022 – Overview of Modules and Learning Outcomes

Legislations related to Cephalopods
The Directive 2010/63 and a comparative overview of National- D. Anderson 

1.1 Identify and describe the national and EU laws and guidance which regulate the scientific use of
animals and in particular the activities of those carrying out scientific procedures involving them.
1.2 Identify and describe related animal welfare legislation.
1.3 Describe the authorisation that is needed before acting as user, breeder or supplier of laboratory
animals and especially the authorisation required for projects and where applicable individuals.
1.5 Describe the role of the personnel and their statutory duties and other responsibilities under the
National Legislation.
1.6 Describe the roles and responsibilities of the local animal welfare bodies and the national committee
for the protection of animals used for scientific purposes
1.7 Indicate who is responsible for compliance at an establishment and how this responsibility may be
exercised.
1.8 Describe when a procedure becomes regulated under National legislation (minimum threshold of pain,
suffering, distress or lasting harm).
1.9 Indicate who bears primary responsibility for the animals undergoing procedures.
1.10 List which species, including respective stages of development that are included in the scope of the
Directive / National law.
1.12 Describe the legislative controls over the killing of animals bred or used for scientific procedures.
2.5 Describe how the law is based on an ethical framework which requires 1) weighing the harms and
benefits of projects (the harm/benefit assessment) 2) applying the Three Rs to minimise the harm,
maximise benefits and 3) promote good animal welfare practices.
2.10 Describe the regulations regarding re-use of animals.
23.28 Summarise the key aspects of the legislation protecting laboratory animals.
23.29 Discuss how the legislation controls the use of animals for scientific purposes.

Education & Training post implementation of Directive 2010/63/EU;
requirements and needs for cephalopod ‘workers’- P. Vergara 

1.1 Identify and describe the national and EU laws and guidance which regulate the scientific use of
animals and in particular the activities of those carrying out scientific procedures involving them.
1.3 Describe the authorisation that is needed before acting as user, breeder or supplier of laboratory
animals and especially the authorisation required for projects and where applicable individuals.
1.4 List sources of information and support that are available (regarding national legislation).
1.6 Describe the roles and responsibilities of the local animal welfare bodies and the national committee
for the protection of animals used for scientific purposes
1.7 Indicate who is responsible for compliance at an establishment and how this responsibility may be
exercised (e.g. through the local AWB).
1.10 List which species, including respective stages of development that are included in the scope of the
Directive/National law.
1.12 Describe the legislative controls over the killing of animals bred or used for scientific procedures.
2.2 Describe the responsibility of humans when working with research animals and recognise the
importance of having a respectful and humane attitude towards working with animals in research.

Education & Training post implementation of Directive 2010/63/EU; requirements and needs

for cephalopod ‘workers’- continued – P. Vergara

2.3 Identify ethical and animal welfare issues in their own work and be aware and able to reflect on the
consequences of their own actions.
2.12 Describe the need for a culture of care and the individual’s role in contributing to this.

G. Fiorito – Guidelines for the Care and Welfare of Cephalopods: a short intro 

4.1 Describe suitable routines and husbandry practices for the maintenance, care and welfare for a range
of animals used in research, to include small laboratory species and large animal species where
appropriate.
4.2 Describe suitable environmental and housing conditions for laboratory animals, how conditions are
monitored and identify the consequences for the animal resulting from inappropriate environmental
conditions.

3.1.1 Describe basic anatomy, physiology, reproduction and behaviour of the relevant species.
3.1.3 Indicate how good welfare can promote good science: e.g. explain how the failure to attend to
biological and behavioural needs may affect the outcome of procedures
23.7 Describe suitable routines and housing conditions or laboratory animals housed for different scientific
purposes
23.8 Explain how routines and housing conditions may change given specified conditions

Cephalopod Biology:form to function– G. Fiorito

3.1.1 Describe basic anatomy, physiology, reproduction and behaviour of the relevant species.
3.1.7 When relevant to the species, recognise that there are different strains, and that these can have
different characteristics which can affect both welfare and science

Ethics, the Three Rs and welfare considerations when using cephalopods – J.B. Prins 

2.2 Describe the responsibility of humans when working with research animals and recognise the
importance of having a respectful and humane attitude towards working with animals in research.
2.4 Recognise that compliance with ethical principles may contribute to the long-term trust and acceptance
in scientific research from the general public
2.5 Describe how the law is based on an ethical framework which requires 1) weighing the harms and
benefits of projects (the harm/benefit assessment) 2) applying the Three Rs to minimise the harm,
maximise benefits and 3) promote good animal welfare practices
2.6 Describe and discuss the importance of the ThreeRs as a guiding principle in the use of animals in
scientific procedures
2.7 Explain the Five Freedoms and how these apply to laboratory species
2.11 Describe the importance of good animal welfare including its effect on scientific outcomes as well as for
societal and moral reasons.
2.12 Describe the need for a culture of care and the individual’s role in contributing to this
2.13 Describe relevant sources of information relating to ethics, animal welfare and the implementation of
the Three Rs.
2.14 Be aware of different search tools (e.g. EURL ECVAM Search Guide, Go3Rs) and methods of search (e.g.
Systematic reviews, meta analysis).
7.8 Recognize that refinement is an on-going process and know where to find relevant, up-to-date,
information.
23.4 Explain how the Three Rs contribute to the continuous improvement of welfare, husbandry and
enrichment practices

Ethics, the Three Rs and welfare considerations when using cephalopods – continued – J.B. Prins 

51.1 Be aware/Explain [adjust measurable verb according to the level] how to use different search tools (e.g.
EURL ECVAM Search Guide, Go3Rs) and methods of search (e.g. Systematic reviews, meta analysis).
51.2 Explain the importance of dissemination of study results irrespective of the outcome and describe the
key issues to be reported when using live animals in research e.g. ARRIVE guidelines.

Severity of regulated procedures in cephalopods under Directive 2010/63/EU – P. Andrews 

2.8 Describe the concept of harms to animals including avoidable and unavoidable suffering, direct,
contingent and cumulative suffering
2.9 Describe the severity classification system, and give examples of each category. Describe cumulative
severity and the effect this may have on the severity classification.
3.1.3 Indicate how good welfare can promote good science: e.g. explain how the failure to attend to
biological and behavioural needs may affect the outcome of procedures.
5.2 Recognise abnormal behaviour and signs of discomfort, pain, suffering, or distress, as well as signs of
positive well-being and principles of how pain, suffering and distress can be managed
5.3 Discuss factors to be considered and methods available for assessing and recording the welfare of
animals e.g. score sheets
5.4 Describe what a humane end point is. Identify criteria to be used to set humane endpoints. Define
action to be taken when a humane endpoint is reached and consider possible options for refining
methods to finish at an earlier endpoint.
5.5 Describe the severity classifications included in the Directive and give examples of each category;
explain cumulative severity and the effect this may have on the severity classification.
5.6 Describe the circumstances when anaesthesia or analgesia may be necessary to minimise pain,
suffering, distress or lasting harm
7.2 Describe the biological impact of procedures and restraint on physiology.
7.3 Describe refinement opportunities for procedures and restraint e.g. through training (using positive reenforcement), habituation and socialisation of animals
7.8 Recognize that refinement is an on-going process and know where to find relevant, up-to-date,
information.

Procedures, their planning and Humane Endpoints 

1.8 Describe when a procedure becomes regulated under National legislation (minimum threshold of pain,
suffering, distress or lasting harm).
1.11 Indicate the circumstances in which animals under the scope of the Directive should be humanely killed
or removed from the study to receive veterinary treatment
2.3 Identify ethical and animal welfare issues in their own work and be aware and able to reflect on the
consequences of their own actions.
2.8 Describe the concept of harms to animals including avoidable and unavoidable suffering, direct,
contingent and cumulative suffering
2.9 Describe the severity classification system, and give examples of each category. Describe cumulative
severity and the effect this may have on the severity classification
2.11 Describe the importance of good animal welfare including its effect on scientific outcomes as well as for
societal and moral reasons
5.1 Recognise normal or desirable behaviour and appearance of the individuals in the context of species,
environment and physiological status.

Procedures, their planning and Humane Endpoints – continued

5.2 Recognise abnormal behaviour and signs of discomfort, pain, suffering, or distress, as well as signs of
positive well-being and principles of how pain, suffering and distress can be managed
5.3 Discuss factors to be considered and methods available for assessing and recording the welfare of
animals e.g. score sheets.
5.4 Describe what a humane end point is. Identify criteria to be used to set humane endpoints. Define
action to be taken when a humane endpoint is reached and consider possible options for refining
methods to finish at an earlier endpoint.
5.5 Describe the severity classifications included in the Directive and give examples of each category;
explain cumulative severity and the effect this may have on the severity classification
5.6 Describe the circumstances when anaesthesia or analgesia may be necessary to minimise pain,
suffering, distress or lasting harm

Experimental procedures under Directive 2010/63/EU 

1.7 Indicate who is responsible for compliance at an establishment and how this responsibility may be
exercised (e.g. through the local AWB).
1.8 Describe when a procedure becomes regulated under National legislation (minimum threshold of pain,
suffering, distress or lasting harm).
1.9 Indicate who bears primary responsibility for the animals undergoing procedures.
1.10 List which species, including respective stages of development that are included in the scope of the
Directive / National law.
1.11 Indicate the circumstances in which animals under the scope of the Directive should be humanely killed
or removed from the study to receive veterinary treatment
2.5 Describe how the law is based on an ethical framework which requires 1) weighing the harms and
benefits of projects (the harm/benefit assessment) 2) applying the Three Rs to minimise the harm,
maximise benefits and 3) promote good animal welfare practices
2.6 Describe and discuss the importance of the Three Rs as a guiding principle in the use of animals in
scientific procedures
2.8 Describe the concept of harms to animals including avoidable and
unavoidable suffering, direct, contingent and cumulative suffering
2.9 Describe the severity classification system, and give examples of each category. Describe cumulative
severity and the effect this may have on the severity classification.
2.10 Describe the regulations regarding re-use of animals
2.12 Describe the need for a culture of care and the individual’s role in contributing to this.

Minimally invasive procedures

7.1 Describe appropriate methods and principles to be followed when handling animals (including methods
of manual restraint and use of restricted environments).
7.2 Describe the biological impact of procedures and restraint on physiology
7.3 Describe refinement opportunities for procedures and restraint e.g. through training (using positive reenforcement), habituation and socialisation of animals
7.4 Describe techniques/procedures including, for example, injection, sampling and dosing techniques
(routes/volumes/frequency), dietary modification, gavage, tissue biopsy, behavioural tests, use of
metabolic cages.
7.5 Describe how to perform minor techniques and relate appropriate sample volumes and sampling
frequencies for the relevant species
7.6 Describe the need for rigour and consistency in conducting scientific procedures and the correct
recording and handling of samples.

Minimally invasive procedures – continued 

7.7 Describe appropriate methods for the assessment of the welfare of animals with respect to the severity
of procedures and know what appropriate action to take
7.8 Recognize that refinement is an on-going process and know where to find relevant, up-to-date,
information.

Catching cephalopods for scientific purposes and their transport 

3.1.2 Recognize and describe life events that have the potential to cause suffering including sourcing,
transport, housing, husbandry, handling and procedures (on a basic level).
4.12 List the correct procedures for ensuring health, welfare and care of animals during their transport.
5.2 Recognise abnormal behaviour and signs of discomfort, pain, suffering, or distress, as well as signs of
positive well-being and principles of how pain, suffering and distress can be managed
7.1 Describe appropriate methods and principles to be followed when handling animals (including methods
of manual restraint and use of restricted environments).
7.3 Describe refinement opportunities for procedures and restraint e.g. through training (using positive reenforcement), habituation and socialisation of animals
7.9 Describe the biological consequences of transport, acclimatization, husbandry conditions and
experimental procedures on the species concerned and describe how these can be minimised
23.25 Identify the key pieces of legislation controlling the transportation of animals.
23.26 Describe the procedures, equipment, legislative responsibilities and responsible persons in transport of
animals.
23.27 Explain how health status & animal welfare standards are maintained throughout the transport.

Transporting cephalopods for scientific purposes

4.1 Describe suitable routines and husbandry practices for the maintenance, care and welfare for a range of
animals used in research, to include small laboratory species and large animal species where
appropriate.
4.7 List the methods, and demonstrate an understanding of appropriate, safe and humane handling, sexing
and restraint of one or more named species for common scientific procedures
7.1 Describe appropriate methods and principles to be followed when handling animals (including methods
of manual restraint and use of restricted environments).
7.2 Describe the biological impact of procedures and restraint on physiology
7.9 Describe the biological consequences of transport, acclimatization, husbandry conditions and
experimental procedures on the species concerned and describe how these can be minimised
23.25 Identify the key pieces of legislation controlling the transportation of animals
23.26 Describe the procedures, equipment, legislative responsibilities and responsible persons in transport of
animals.
23.27 Explain how health status & animal welfare standards are maintained throughout the transport.

Humanely killing cephalopods and confirmation of death – G. Ponte 

5.4 Describe what a humane end point is. Identify criteria to be used to set humane endpoints. Define
action to be taken when a humane endpoint is reached and consider possible options for refining
methods to finish at an earlier endpoint.
6.1.1 Describe the principles of humane killing (e.g. what constitutes ‘a good death’)
6.1.2 Describe the different methods by which the relevant animals are allowed to be killed, the influence
different methods can have on scientific outcomes, and how to select the most appropriate method.
6.1.3 Explain why someone competent to kill animals should be available at all times (whether care staff or
person carrying out procedures)

Housing, Facility Management and Care of cephalopods 

3.1.2 Recognize and describe life events that have the potential to cause suffering including sourcing,
transport, housing, husbandry, handling and procedures (on a basic level).
3.1.3 Indicate how good welfare can promote good science: e.g. explain how the failure to attend to
biological and behavioural needs may affect the outcome of procedures
3.1.5 Describe the dietary requirements of the relevant animal species and explain how these can be met.
3.1.6 Describe the importance of providing an enriched environment (appropriate to both the species and the
science) including social housing and opportunities for exercise, resting and sleeping.
3.1.9 Maintain and interpret accurate, comprehensive records of animals held in the animal facility, including
the wellbeing of the animals
4.1 Describe suitable routines and husbandry practices for the maintenance, care and welfare for a range of
animals used in research, to include small laboratory species and large animal species where
appropriate.
4.2 Describe suitable environmental and housing conditions for laboratory animals, how conditions are
monitored and identify the consequences for the animal resulting from inappropriate environmental
conditions.
4.4 Describe the biological consequences of acclimatisation, habituation and training
4.5 Describe how the animal facility is organized to maintain an appropriate health status for the animals
and the scientific procedures.
4.6 Describe how to provide water and an appropriate diet for laboratory animals including the sourcing,
storage and presentation of suitable foodstuffs and water
4.13 List potential human health hazards associated with contact with laboratory animals (including allergy,
injury, infection, zoonosis) and how these can be prevented
7.9 Describe the biological consequences of transport, acclimatization, husbandry conditions and
experimental procedures on the species concerned and describe how these can be minimised.
23.1 Describe how environmental conditions may need to be varied according to the species, age, and life
stage or specific care conditions (e.g. peri-operative care, immuno-deficient animals, genetically altered
strains).
23.2 Discuss the possible effects of an uncontrolled environment on animal welfare and experimental
results.
23.5 Describe suitable environmental conditions and enrichment for the relevant animal species and how
these conditions are monitored.
23.6 Be able to use environmental measure equipment, read charts, graphs or tables generated by
environmental monitoring equipment and evaluate potential problems
23.7 Describe suitable routines and housing conditions or laboratory animals housed for different scientific
purposes.
23.8 Explain how routines and housing conditions may change given specified conditions
23.9 Evaluate the use of barriers in controlling the animals’ health status.

Cephalopod Welfare from hatchling to mature adult: life-cycle & implications for care and
experimentation on captive animals 

2.3 Identify ethical and animal welfare issues in their own work and be aware and able to reflect on the
consequences of their own actions
3.1.1 Describe basic anatomy, physiology, reproduction and behaviour of the relevant species.
3.1.3 Indicate how good welfare can promote good science: e.g. explain how the failure to attend to
biological and behavioural needs may affect the outcome of procedures
23.5 Describe suitable environmental conditions and enrichment for the relevant animal species and how
these conditions are monitored.
23.16 Summarise the basic breeding data of common laboratory animals
23.17 Describe in detail suitable breeding programmes for named species under specified conditions
23.19 List methods for determining oestrus, mating and confirming pregnancy in laboratory animals and
evaluate their effectiveness.

Cephalopod Biology: from form to function – G. Fiorito 

3.1.1 Describe basic anatomy, physiology, reproduction and behaviour of the relevant species
3.1.3 Indicate how good welfare can promote good science: e.g. explain how the failure to attend to
biological and behavioural needs may affect the outcome of procedures
3.1.6 Describe the importance of providing an enriched environment (appropriate to both the species and the
science) including social housing and opportunities for exercise, resting and sleeping.
3.1.7 When relevant to the species, recognise that there are different strains, and that these can have
different characteristics which can affect both welfare and science
3.1.8 When relevant to the species, recognise that alterations to the genome can affect the phenotype in
unexpected and subtle ways, and the importance of monitoring such animals very carefully.
5.1 Recognise normal or desirable behaviour and appearance of the individuals in the context of species,
environment and physiological status.
5.3 Discuss factors to be considered and methods available for assessing and recording the welfare of
animals e.g. score sheets
23.3 Discuss how environmental enrichment is achieved
23.4 Explain how the Three Rs contribute to the continuous improvement of welfare, husbandry and
enrichment practices
M. Solé – Sensory biology, sound perception and influence of noise in cephalopods (S/T)
3.1.1 Describe basic anatomy, physiology, reproduction and behaviour of the relevant species.

Activity Cycles and their Disruption: the case of cephalopods

4.2 Describe suitable environmental and housing conditions for laboratory animals, how conditions are
monitored and identify the consequences for the animal resulting from inappropriate environmental
conditions.
4.3 Recognise that changes to or disruption of circadian or photoperiod can effect animals
4.4 Describe the biological consequences of acclimatisation, habituation and training

Health status and cephalopods diseases 

4.9 List potential disease risks in the animal facility, including specific predisposing factors which may be
relevant. Name methods available for maintaining appropriate health status (including use of barriers,
different containment levels use of sentinels as relevant to the species).
4.12 List the correct procedures for ensuring health, welfare and care of animals during their transport.
4.13 List potential human health hazards associated with contact with laboratory animals (including allergy,
injury, infection, zoonosis) and how these can be prevented.
5.3 Discuss factors to be considered and methods available for assessing and recording the welfare of
animals e.g. score sheets
23.10 Describe a health-screening programme suitable for the animals in their care.
23.11 Discuss potential sources of disease in the animal facility
23.12 Recognise examples of laboratory animal parasites
23.13 Describe the life cycle of some common laboratory animal disease organisms
23.14 Explain methods for minimising the risk from disease organisms
23.15 Apply suitable disease control methods under specified conditions

General Anesthesia: an introduction and considerations relevant to cephalopods;
Local & General Anaesthesia in cephalopods – G. Ponte 

20.1 Define sedation, local and general anaesthesia
20.2 Identify the three components of the triad of anaesthesia and understand that different anaesthetic
agents produce these to different degrees
20.3 Define balanced anaesthesia and indicate that this is best achieved by using drugs in combinations to
achieve all components of the anaesthetic triad to an acceptable degree
20.4 Relate why and when sedation or anaesthesia might be used for restraint
20.5 List the factors to be considered in pre-anaesthetic evaluation of animals – how to perform a basic
health check, consider physiological or pathological status of the model they are working with and how
these may influence the choice of anaesthetic agent.
20.6 Discuss the relative merits / drawbacks and principles of selection of different agents and their
application, including calculation of doses, in relevant species, including injectable and volatile agents
(or dissolved agents in the case of aquatic species), including local anaesthesia regimes
20.7 Indicate the importance of minimising stress prior to anaesthesia in reducing the likelihood of
complications due to anaesthesia
20.8 Recognise when premedication is beneficial to incorporate into an anaesthetic regime
20.9 Describe and demonstrate the correct set-up, operation and maintenance of anaesthetic equipment
appropriate to the species concerned
20.10 Evaluate and appreciate the different levels and planes of anaesthesia (voluntary excitement,
involuntary excitement, surgical anaesthesia (light, medium & deep), excessively deep).
20.11 List the factors indicating that an animal is suitably anaesthetized (stable and of appropriate depth) to
enable procedures to be undertaken and what actions should be taken if an adverse event occurs. This
will include basic “hands on” and “observational” anaesthetic monitoring techniques, including
assessment of reflexes appropriate for species
20.12 Describe methods of optimising post anaesthetic recovery (e.g. heat blankets, analgesia, reversal
agents, access to food and water, environmental conditions) to ensure a smooth and rapid recovery
from anaesthesia.
20.13 Demonstrate an understanding of safe/good working practices with regard to use, storage and disposal
of anaesthetic and analgesic agents.

Basic principles of surgery for aquatic species; considerations to cephalopods 

22.1 Explain the relevance and need for pre-operative assessment and, where appropriate, conditioning.
22.2 Identify sources of reference for good surgical practice
22.5 Describe in general terms how personnel, animals, instruments and equipment should be prepared for
aseptic surgery
22.15 Describe particular aspects of care appropriate for animals before, during and after surgical or any other
potentially painful intervention

Nutrition and Feeding G. – Fiorito 

3.1.5 Describe the dietary requirements of the relevant animal species and explain how these can be met.
4.6 Describe how to provide water and an appropriate diet for laboratory animals including the sourcing,
storage and presentation of suitable foodstuffs and water
7.9 Describe the biological consequences of transport, acclimatization, husbandry conditions and
experimental procedures on the species concerned and describe how these can be minimised.
G. Ponte – Administration of substances. Theoretical considerations of practical methods
7.4 Describe techniques/procedures including, for example, injection, sampling and dosing techniques
(routes/volumes/frequency), dietary modification, gavage, tissue biopsy, behavioural tests, use of
metabolic cages
7.5 Describe how to perform minor techniques and relate appropriate sample volumes and sampling
frequencies for the relevant species
7.6 Describe the need for rigour and consistency in conducting scientific procedures and the correct
recording and handling of samples
7.7 Describe appropriate methods for the assessment of the welfare of animals with respect to the severity
of procedures and know what appropriate action to take

Recognition of pain, suffering and distress – G. Fiorito 

2.8 Describe the concept of harms to animals including avoidable and unavoidable suffering, direct,
contingent and cumulative suffering
5.1 Recognise normal or desirable behaviour and appearance of the individuals in the context of species,
environment and physiological status
5.2 Recognise abnormal behaviour and signs of discomfort, pain, suffering, or distress, as well as signs of
positive well-being and principles of how pain, suffering and distress can be managed
5.3 Discuss factors to be considered and methods available for assessing and recording the welfare of
animals e.g. score sheets
5.5 Describe the severity classifications included in the Directive and give examples of each category;
explain cumulative severity and the effect this may have on the severity classification
5.6 Describe the circumstances when anaesthesia or analgesia may be necessary to minimise pain,
suffering, distress or lasting harm
6.1.3 Explain why someone competent to kill animals should be available at all times (whether care staff or
person carrying out procedures)

• Other Training Events

CBC Trainees and Faculty members – CBC2022 Trainees: Experiencing cephalopods

2.3 Identify ethical and animal welfare issues in their own work and be aware and able to reflect on the
consequences of their own actions
7.7 Describe appropriate methods for the assessment of the welfare of animals with respect to the severity
of procedures and know what appropriate action to take

CBC Trainees and Faculty members – Practicals, including hands-on

Module 3.2: Basic and appropriate biology – species specific (practical) [Function Specific for Functions
A, C and D]
3.2.1 Be able to approach, handle/pick up and restrain an animal and return it to its cage/pen in a calm,
confident and empathetic manner such that the animal is not distressed or caused harm
8.1 Select and explain the best methods for common procedures (such as blood sampling and application of
substances) including route/volume/ frequency as appropriate
8.2 Demonstrate that s/he can handle and restrain the animal in the best position for the technique.
8.3 Perform minor techniques under supervision, in a manner that does not inflict unnecessary pain,
suffering, distress or lasting harm
6.2.1 Proficiently and humanely carry out euthanasia using appropriate techniques on relevant species of
laboratory animals
6.2.2 Demonstrate how death is confirmed and how cadavers should be processed or otherwise disposed of.
20.6 Discuss the relative merits / drawbacks and principles of selection of different agents and their
application, including calculation of doses, in relevant species, including injectable and volatile agents
(or dissolved agents in the case of aquatic species), including local anaesthesia regimes
20.9 Describe and demonstrate the correct set-up, operation and maintenance of anaesthetic equipment
appropriate to the species concerned
20.10 Evaluate and appreciate the different levels and planes of anaesthesia (voluntary excitement,
involuntary excitement, surgical anaesthesia (light, medium & deep), excessively deep).
20.11 List the factors indicating that an animal is suitably anaesthetized (stable and of appropriate depth) to
enable procedures to be undertaken and what actions should be taken if an adverse event occurs. This
will include basic “hands on” and “observational” anaesthetic monitoring techniques, including
assessment of reflexes appropriate for species
20.12 Describe methods of optimising post anaesthetic recovery (e.g. heat blankets, analgesia, reversal
agents, access to food and water, environmental conditions) to ensure a smooth and rapid recovery
from anaesthesia.
20.13 Demonstrate an understanding of safe/good working practices with regard to use, storage and disposal
of anaesthetic and analgesic agents