Elhadidy Mohamed, El-Tholoth Mohamed, Brocard Anne-Sophie
University of Science and Technology, Zewail City of Science and Technology, Giza, Egypt.
Department of Bacteriology, Mycology and Immunology, Faculty of Veterinary Medicine, Mansoura University, Mansoura, Egypt.
Appl Biosaf. 2019 Jun 1;24(2):100-110. doi: 10.1177/1535676019836998.
Frequent reports of laboratory- and hospital-acquired infection in Egypt suggested a deficiency in handling hazardous samples and microorganisms among different researchers and professionals. The most common cause of laboratory incidents and potential exposure is often identified as a lack of biosafety training.
In this study, we designed and implemented an effective laboratory biorisk management (BRM) training. Two workshops were delivered to 42 faculty members working in laboratories handling biological material in Egypt. The workshop modules were based on the global biorisk management curriculum developed by Sandia National Laboratories, with some modifications. The content was delivered to actively engaging participants in the learning process that included group work, case studies and scenarios, short presentations, demonstrations, hands-on activities, and questions and answers that created analytical thinking situations. These workshops introduced the concept of biorisk management, which combines risk assessment, risk mitigation, and performance systems and dual-use research of concern.
Results of pre-tests/post-tests revealed significant ( < .001) improvement in knowledge acquisition among participants. Course evaluation surveys indicate that most participants felt that these teaching methods met their needs and that their personal laboratory practices would change as a result of the training course.
We conclude that using varied hands-on strategies in teaching biorisk management provided the participants with the skills, tools, and confidence to guide their laboratory staff and colleagues on sustainable biorisk management to reduce the risks associated with infectious disease research in a laboratory setting.
埃及频繁报告实验室获得性感染和医院获得性感染，这表明不同研究人员和专业人员在处理危险样本和微生物方面存在不足。实验室事故和潜在暴露的最常见原因通常被认为是缺乏生物安全培训。
在本研究中，我们设计并实施了一项有效的实验室生物风险管理（BRM）培训。为埃及42名在处理生物材料的实验室工作的教员举办了两期讲习班。讲习班模块基于桑迪亚国家实验室制定的全球生物风险管理课程，并做了一些修改。培训内容旨在让参与者积极参与学习过程，包括小组作业、案例研究和情景模拟、简短报告、演示、实践活动以及问答环节，从而营造分析性思维情境。这些讲习班介绍了生物风险管理的概念，该概念将风险评估、风险缓解、绩效系统以及两用性关注研究结合在一起。
预测试/后测试结果显示，参与者在知识获取方面有显著（<.001）提高。课程评估调查表明，大多数参与者认为这些教学方法满足了他们的需求，并且他们个人的实验室操作会因培训课程而改变。
我们得出结论，在生物风险管理教学中采用多种实践策略，为参与者提供了技能、工具和信心，以指导他们的实验室工作人员和同事进行可持续的生物风险管理，从而降低实验室环境中与传染病研究相关的风险。
