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From the AAVLD USAHA Annual Meeting Oct 8, 2022
Mylissia Smith, MPH, RBP, Pacific Northwest National Laboratory
Stephanie Kutz, Associate Biological Safety Officer, IBC and Laboratory Operations Manager, University of Wisconsin, Madison
Nicole Marlenee, DVM, Biosafety Officer, ARO, Colorado State University
Robert Heckert, BSc (Agr), DVM, Heckert Consulting
PERSONAL PROTECTIVE EQUIPMENT IN BSL-3 & ABSL-3 Laboratories (MS Powerpoint Presentation)
Nicole Marlenee, DVM, ARO, Biosafety Officer, Colorado State University
AAVLD Resources (MS Powerpoint Presentation)
These videos, sponsored by ABSA International and Elizabeth R. Griffin Program, describe the procedures animal handlers should follow when Working Safety in Animal Biosafety level 1, 2, or 3. Each video provides guidance on a wide range of topics including donning and doffing personal protective equipment, decontamination of work areas, handling of animals, working with sharps, and transporting animals.
These videos, sponsored by ABSA International and Elizabeth R. Griffin Program, describe the procedures animal handlers should follow when Working Safety in Animal Biosafety level 1, 2, or 3. Each video provides guidance on a wide range of topics including donning and doffing personal protective equipment, decontamination of work areas, handling of animals, working with sharps, and transporting animals.
These videos, sponsored by ABSA International and Elizabeth R. Griffin Program, describe the procedures animal handlers should follow when Working Safety in Animal Biosafety level 1, 2, or 3. Each video provides guidance on a wide range of topics including donning and doffing personal protective equipment, decontamination of work areas, handling of animals, working with sharps, and transporting animals.
These videos, sponsored by ABSA International and Elizabeth R. Griffin Program, describe the procedures animal handlers should follow when Working Safety in Animal Biosafety level 1, 2, or 3. Each video provides guidance on a wide range of topics including donning and doffing personal protective equipment, decontamination of work areas, handling of animals, working with sharps, and transporting animals.
This is a Word document provided by Maryland Occupational Safety and Health. It is designed as a starting point for administrators creating a Bloodborne Pathogens Exposure Control Plan for their facility. (see OSHA website and CPL 2.2-69)
The OIE has updated the technical disease cards for 34 important animal diseases, including 33 OIE-listed diseases. These are currently available in English only.
This is a Word document provided by Maryland Occupational Safety and Health. It is designed as a starting point for administrators creating a Bloodborne Pathogens Exposure Control Plan for their facility. (see OSHA website and CPL 2.2-69)
The OIE has updated the technical disease cards for 34 important animal diseases, including 33 OIE-listed diseases. These are currently available in English only.
Includes biosecurity risk assessment considerations
Biosecurity Central is a publicly available web-based library that helps users find relevant and reliable sources of information for key areas of biosecurity. It includes guidelines, policies, legislaation, protocols, & training materials for worldwide agencies.
The Law & Policy section will give you a clear understanding of the many laws, regulations, policies, and guidance documents that exist around Biorisk Management.
Perkins D, et.al
This publication includes a model exposure control plan to meet the requirements of the OSHA bloodborne pathogens standard and a model hazard communication program to meet the requirements of the hazard communication standard. The full text of these two OSHA standards, including the requirement for the written documents, is found in 29 CFR 1910.1030 and 29 CFR 1910.1200, respectively.
(Self) Assessment Framework (PDF) and accompanying excel template (PDF)
Author: Glenda Dvorak, DVM, MS, MPH
Portions Reviewed By: James Roth, DVM, PhD, DACVM; Sandra Amass, DVM, PhD, DABVP
Iowa State University, Center for Food Security and Public Health, 2008
The purpose of this handout is to provide 1) an overview of factors to consider when developing and implementing an effective disinfection protocol, 2) an overview of chemicals used for disinfection, their advantages and limitations, and 3) essential steps of an effective disinfection protocol. Following development of a disinfection plan, it is equally important to train personnel of the proper procedures to use and safety issues involved as well as to have the steps posted in prominent locations throughout the facility to serve as a reminder of proper disinfecting techniques.
HD animation demonstrates proper autoclave use in the official UN languages plus Dutch and German
The video covers prepping the autoclave, loading the autoclave, operating the autoclave, and unloading the autoclave including the appropriate PPE to wear when operating an autoclave.
Template for capturing and prioritizing the capabilities, events, and procedures that should be tested as part of a comprehensive exercise program for the select agent program.
Target Audience: Those responsible for design and implementation of exercises and drills
At the end of training students will be able to…
Form designed to facilitate the design, conduct, and evaluation of exercises and drills conducted for compliance with select agent program requirements
Target Audience: Person in charge of running exercises
At the end of training students will be able to…
BSL3 Training Case Studies were prepared to engage researchers in the review of laboratory acquired infections with related research materials to reemphasize key points that were presentated at initial BSL3 training or as part of a BSL3 refresher class. Suggested responses were formulated for review of group answers to focus discussion on critical components of the case exercises.
The attached case studies can be altered with the agent(s) specific to the group to be trained for tailoring to the target audience. They can be used as a template for altering training content for BSL3 refresher courses on an annual basis.
Target Audience: Laboratory Researchers
At the end of training students will be able to…
Understand the factors that led to the occupational exposures and infections; identify the risk managment factors that can prevent or minimize the potential for exposure; and verify their awareness with essential BSL3 work practice and management practices.
You must have access to the my.ABSA.org website.
The Training Analysis for a BSL-2 Biomedical Laboratory was created to define all tasks and subtasks in biosafety for all persons working in an international infectious disease detection laboratory. The analysis was done using the Instructional Systems Design (ISD) methodology defined in the publication, ISD From the Ground Up1. The product is a template that can be used as a reference for developing a laboratory-based biosafety training program for BSL-2 biomedical laboratories or as a base for the development of training for microbiological and containment laboratories. This template was originally used in the design of a competency training program. Application of the training analysis in a competency training program is more fully described in “Quantifying Competency in Biosafety: Application of the Instructional Systems Design (ISD) to Biosafety and Laboratory Biosecurity”, Delarosa, P., et al., Applied Biosafety 16:3, 2011. However, this type of analysis can be applied to any training design and can be readily applied to the development of both didactic and practical training materials.
Target Audience: All persons designing biosafety training. Persons interested in competency training in Biosafety
This is a “do it yourself” methodology for the development of biosafety training that incorporates biosafety tasks into working procedures and practices in the laboratory. The goal of the training design is to accurately define all biosafety training that an individual needs to safely complete their work and establish a method for practical integration of biosafety procedures on the job.
BSL2 case studies for use in training to reemphasize key lessons taught in course lecture. Also provides an interactive exercises for students to practice and used what was learned in the biosafety training class.
Target Audience: Laboratory Researchers
At the end of training students will be able to…
demonstrate their awareness with key biosafety risk management practices.
You must have access to the my.ABSA.org website.
Class II biological safety cabinets are primary engineering controls typically used for microbiological studies, cell culture, pharmaceutical procedures and toxicology. BSC classifications and standards for the United States are set by NSF International. NSF defines four types of Class II cabinets (A1, A2, B1 and B2) that are distinguished by differences in airflow patterns and velocities, HEPA air filter positions, ventilation rates and exhaust methods. The classification system has changed throughout the years, and the following overview refers to the 2011 NSF/ANSI 49 2011 manual.
This manual provides guidance and standards which represent the best practices in facility design, the design team assembled over 200 professionals from industry, academia, and government including designers, architects, engineers, researchers, veterinarians, maintenance staff, biosafety specialists, and others; all with expertise in a variety of disciplines and unique insights into the complicated design, construction, and functional issues involved in building NIH facilities to write this manual.
Developed by the NIH, this pdf outlines the all the do’s, don’ts and other requirements and recommendations for placing and working in a BSC.
Dartmouth College, in cooperation with the Division of Safety and Health at the National Institutes of Health and the National Biosafety and Biocontainment Training Program (NBBTP)
About the animation(PDF 770KB)
Chemical Fume Hood Flyer(PDF 740KB)
Class II biological safety cabinets are primary engineering controls typically used for microbiological studies, cell culture, pharmaceutical procedures and toxicology. BSC classifications and standards for the United States are set by NSF International. NSF defines four types of Class II cabinets (A1, A2, B1 and B2) that are distinguished by differences in airflow patterns and velocities, HEPA air filter positions, ventilation rates and exhaust methods. The classification system has changed throughout the years, and the following overview refers to the 2011 NSF/ANSI 49 2011 manual.
Developed by the NIH, this pdf outlines the all the do’s, don’ts and other requirements and recommendations for placing and working in a BSC.
The Training Analysis for a BSL-2 Biomedical Laboratory was created to define all tasks and subtasks in biosafety for all persons working in an international infectious disease detection laboratory. The analysis was done using the Instructional Systems Design (ISD) methodology defined in the publication, ISD From the Ground Up1. The product is a template that can be used as a reference for developing a laboratory-based biosafety training program for BSL-2 biomedical laboratories or as a base for the development of training for microbiological and containment laboratories. This template was originally used in the design of a competency training program. Application of the training analysis in a competency training program is more fully described in “Quantifying Competency in Biosafety: Application of the Instructional Systems Design (ISD) to Biosafety and Laboratory Biosecurity”, Delarosa, P., et al., Applied Biosafety 16:3, 2011. However, this type of analysis can be applied to any training design and can be readily applied to the development of both didactic and practical training materials.
Target Audience: All persons designing biosafety training. Persons interested in competency training in Biosafety
This is a “do it yourself” methodology for the development of biosafety training that incorporates biosafety tasks into working procedures and practices in the laboratory. The goal of the training design is to accurately define all biosafety training that an individual needs to safely complete their work and establish a method for practical integration of biosafety procedures on the job.
BSL2 case studies for use in training to reemphasize key lessons taught in course lecture. Also provides an interactive exercises for students to practice and used what was learned in the biosafety training class.
Target Audience: Laboratory Researchers
At the end of training students will be able to…
demonstrate their awareness with key biosafety risk management practices.
You must have access to the my.ABSA.org website.
BSL3 Training Case Studies were prepared to engage researchers in the review of laboratory acquired infections with related research materials to reemphasize key points that were presentated at initial BSL3 training or as part of a BSL3 refresher class. Suggested responses were formulated for review of group answers to focus discussion on critical components of the case exercises.
The attached case studies can be altered with the agent(s) specific to the group to be trained for tailoring to the target audience. They can be used as a template for altering training content for BSL3 refresher courses on an annual basis.
Target Audience: Laboratory Researchers
At the end of training students will be able to…
Understand the factors that led to the occupational exposures and infections; identify the risk managment factors that can prevent or minimize the potential for exposure; and verify their awareness with essential BSL3 work practice and management practices.
You must have access to the my.ABSA.org website.
WHO Laboratory Biosafety Manual 4th edition (LBM4) are available in all UN official languages and Vietnamese:
LBM4 core doc https://iris.who.int/handle/10665/337956
Risk assessment monograph https://iris.who.int/handle/10665/337966
Lab design monograph https://iris.who.int/handle/10665/337960
Outbreak monograph https://iris.who.int/handle/10665/337959
Biosafety programme management monograph https://iris.who.int/handle/10665/337963
Biosafety cabinets monograph https://iris.who.int/handle/10665/337957
Decontamination monograph https://iris.who.int/handle/10665/374887
PPE monograph https://iris.who.int/handle/10665/337961
Zhang H, Peng C, et al.
Biosafety Stewardship – Safety Begins With You (PDF, Poster/Handouts/Factsheets/Guide)Poster on safety stewardship to improve safe lab practices and maintaining accurate inventory of infectious agents and biological materials
Semester Length 2 or 3 Credit Biosafety Course
(includes Powerpoints, instructor guide, syllabus, exercises, etc.)
This ‘packaged’ course can serve as a starting template for Bisoafety Professionals who are interested in teaching a biosafety course at their institution or a local educational institution. Slides for 13 lectures, and supplemental course materials are also included for interested instructors to eliminate the need to have to develop a class from scratch. A variety of course topics are included with ideas for promoting interaction within the class to help teach a comprehensive biosafety course to interested students. Course Materials were used for 5 years for teaching a Biosafety course at the Yale School of Public Health.
Target Audience: Students
At the end of training students will be able to…
All of the training and instructional materials are provided at the website above and is currently located at the Yale Center for Public Health Preparedness under their educational resources. The course was assembled by Benjamin Fontes with formatting by Dr. Srdjan Stakic and others at the Yale Center for Public Health Preparedness.
What You Work With Can Make You Sick: Follow safe lab practices—and don’t bring germs home with you. (PDF, Poster/Handouts/Factsheets/Guide)This is a poster publicly available through the CDC that would benefit investigators,researchers, technicians, lab workers, etc. It’s an awareness poster on laboratory workers and researchers, can prevent bringing contaminates and pathogens home.
Target Audience: Laboratory Researchers
At the end of training students will be able to…
follow safe work practices to prevent bringing workplace contaminates (biological and other) home.
A Brief video showing the difference between MMP and an N95
The BMBL lists a ‘lab-specific biosafety manual’ for BSL2 and up. During lab inspections I found many researchers routinely deficient in this area. I created a skeleton document to start the ball rolling, asking them to fill in the details.
Target Audience: Principal Investigators and lab staff
The purpose of this document is to encourage researchers to think about the hazards specific to their labs and ways to prevent exposures and injuries.
A Laboratory Overview of the California Aerosol Transmissible Disease Standard Regulations (Applicable only in CA)
Discusses the requirements of the standard, provides safety recommendations, implementation strategies, and lab acquired infection cases
Target Audience: Laboratory Researchers
At the end of training students will be able to…
have a understanding of the requirements of an aerosol transmissible disease program.
This basic-level eLearning course module provides information on the safe use of Class II biological safety cabinets. Topics covered include major parts of a BSC, how a BSC works, how to work safely inside a BSC, and what to do if there is an emergency while working in a BSC. Videos, interactive exercises, job aids, and a modifiable checklist template are included in the course to enhance the learning experience.
Serve Your Community: Consider Volunteering for a Local Institutional Biosafety Committee (IBC) (PDF, Poster/Handouts/Factsheets/Guide)National Institutes of Health, Office of Biotechnology Activities, Conduct of Institutional Biosafety Committee (IBC) Meetings, Content of IBC Meeting Minutes and Public Transparency Expectations of the NIH Guidelines for Research Involving Recombinant or Synthetic Nucleic Acid Molecules (NIH Guidelines) Frequently Asked Questions (FAQs)
The use of transgenic or genetically modified insects (including fruit flies, bees, ants and butterflies) in research and teaching is governed by the NIH Guidelines for Research Involving Recombinant DNA Molecules (NIH Guidelines).
Target Audience: Principal Investigators
At the end of training students will be able to…
Better understand rules associated with transgenic insects.
Manual that describes step-by-step how to set up a respiratory protection program in a clinical setting.
Target Audience: Hospital Staff
PPE/Safe Glove Removal –The “Beaking” Method (PDF, Video, Poster/Handouts/Factsheets/Guide)If your lab coat or glove cuffs are contaminated, the “Beaking” Method is the safest glove removal method.
Targeted audience:
Biosafety Professionals
Researchers Laboratorians
Clinical / Diagnostic Laboratorians
Shipping / Receiving Staff
Students
Trainers / Educators
This is a one-page ‘cheat sheet’ for the NIH Guidelines, summarizing what types of research need IBC review. On the back is section IV of the Guidelines listing the PI’s responsibilities.
This is a basic training on the NIH Guidelines for researchers, which we designed as an annual training for PIs.
Target Audience: Principal Investigators
At the end of training students will be able to…
determine whether their research should be registered and reviewed by the IBC.
You must have access to the my.ABSA.org website.
A Laboratory Overview of the California Aerosol Transmissible Disease Standard Regulations (Applicable only in CA)
Discusses the requirements of the standard, provides safety recommendations, implementation strategies, and lab acquired infection cases
Target Audience: Laboratory Researchers
At the end of training students will be able to…
have a understanding of the requirements of an aerosol transmissible disease program.
WHO Risk Assessment Tool app is now available on App stores with the following links:
ANDROID : https://play.google.com/store/apps/details?id=org.who.biorat
IOS: https://apps.apple.com/in/app/who-rast/id6469030151
Designed for use by laboratory biorisk officers, these models provide a visualization of relative risks and help to identify appropriate mitigation measures. They have incorporated GCBS and international biorisk officer experience in drafting sets of criteria, prioritizing the criteria, and outlining their scoring functions. The main objective of these models is to help strengthen laboratory risk governance by providing standardized, systematic, and repeatable assessment methods. Biorisk subject matter expertise was critical in their development, as there currently is no primary imperial data for laboratory biorisks.
The Federal Select Agent Program has posted inspection checklists to assist entities with preparing for an inspection.
A mechanism for capturing relevant information about each training course offered by EHS (or other group). Designed to justify the need for training from a regulatory and best practices perspective, identify key audience, and capture Training objectives and Learning objectives.
Target Audience: Regulators/Compliance personnel and trainers
Dangerous Good Provision for non infectious specimens. Non Infectious specimens from vertebrates, insects and other invertebrates containing small quantities of ethanol, formaldehyde, isopropanol and other alcohols are not subject to the regulations provided that the packing and marking requirements are met.
You must have access to the my.ABSA.org website.
Frequently Asked Questions from the ABSA hosted panel on July 11, 2013
You must have access to the my.ABSA.org website.
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