Date of Award
2001
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Programs for Higher Education
Advisor
Karen D. Bowser
Committee Member
G. Jeremiah Ryan
Committee Member
Richard C. Conrath
Keywords
assessment interviews, assessments, benchmarking, biomedical research, committees, compliance, curriculum, curriculum development, curriculum objectives, data collection, delivery methods, educational curriculum, evaluation, federal government, formative committee, implementation, job skills assessment, laboratory animal technician, laboratory animals, learning needs, literacy programs, literature review, participant needs, program evaluation, research personnel, research programs, sequencing, skill assessment, summative committee, technician training, training, Tuskegee, Tuskegee University, Veterinary Medicine, veterinary school
Abstract
As the field of biomedical research grew, regulating research programs became more difficult for the federal government to manage internally. Biomedical research institutions were given authority and responsibility for ensuring their research personnel were trained to perform their duties involving laboratory animals.
The proposed project's purpose was to develop a curriculum for Tuskegee University's laboratory animal technician staff. The following research questions guided this project:
1. What is the demand for the new curriculum?
2. What is required to ensure compliance for biomedical research?
3. What data are needed to assess the participant's learning needs?
4. How should this data be collected?
5. What components should constitute the curriculum and in what sequence?
6. What are the curriculum objectives?
7. What options are available to deliver this curriculum?
8. What are the appropriate elements for the implementation and evaluation of the curriculum?
The development and evaluation methodologies were used for this study. There were eleven procedures initially; however, a twelfth procedure was added. The first was a review of the literature. Second, interviews were held with the Director of Tuskegee's Biomedical Research facility and the Dean of the Veterinary School. Third, formative and summative committees were formed. Fourth, a meeting was held with the formative committee to review the data. Fifth, benchmarking data were collected. Sixth, the assessment instrument was designed. Seventh, interviews with program participants were coordinated and conducted. Eighth, the assessment interviews were summarized. Ninth, a draft of the curriculum objectives, sequencing, and delivery methods were recommended. Tenth, the curriculum objective, sequencing and delivery methods were approved. Eleventh, the plans for implementation and evaluation were approved. Twelfth, a final report was presented to the Dean of Tuskegee's School of Veterinary Medicine
As a result of this study, an educational curriculum for Tuskegee University's Laboratory Animal Technician staff was developed and included plans for implementation and evaluation. Recommendations for future considerations included the following:
1. Provide a basic program for general population of the biomedical staff not directly involved with animal husbandry,
2. Provide literacy programs for individuals,
3. Provide a multiphase program for the advanced technicians,
4. Use assessments to ensure the program will meet the participants needs, and
5. Develop a job skills assessment to measure the skill level of the technician staff.