Resources for Biosafety Professionals
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The ABSA Resources for Biosafety Professionals Committee is soliciting submissions to this page. Our goal is to provide a resource of tools and templates to those who provide training in biosafety or closely-related areas.
You may contribute in two ways:
- Send us resources you are willing to share here. (members only)
These can be placed on the public site for full access or on the members-only area for access only by ABSA members. Your content will be reviewed prior to posting. - Please let us know what types of resources you might find useful. The Resources for Biosafety Professionals Committee will gather suggestions and look into what resources are currently available as well as make recommendations for development of appropriate tools.
- Submit feedback with the user evaluation form for each resource you use.
Suggested Resources:
(We are currently looking for these resources that others have suggested. If you have developed these tools, please submit them.)
Training for PI's on the NIH guidelines. How do you boil down a document like the NIH Guidelines in a meaningful course?
(padlock indicates resources are available only to ABSA Members)
General Biosafety
Semester Length 2 or 3 Credit Biosafety Course (PowerPoint and supporting materials)
Target Audience: Students
At the end of training students will be able to...
understand the science of the biosafety profession;
have a solid understanding of the roles and responsibilities of a practicing biosafety professional;
and also learn how to work safely in a variety of settings involving biohazards.
(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.
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.
Mucous Membrane Protection (YouTube Videos)
Target Audience: laboratory researchers
A Brief video showing the difference between MMP and an N95
Animal Biosafety
The following videos describe the procedures animal handlers should follow when working at 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.
Working at Animal BSL1(Flash Video)
Working at Animal BSL2(Flash Video)
Working at Animal BSL3(Flash Video)
Working with Livestock in Biocontainment:
Livestock Behavior and Handling in BSL-3 Facility(Flash Video)
Working with Livestock in a BSL-3 Facility (Risk Assessment)(Flash Video)
Cattle Handling in a BSL-3 Facility(Flash Video)
Handling Sheep and Goats in a BSL-3 Facility(Flash Video)
Swine Handling in a BSL-3 Facility(Flash Video)
Animal and Zoonotic Pathogen References
American Association of Zoo Veterinarians: Transmissible Disease Fact Sheets(web site)
Animal Disease Information, Iowa State University (web site)
Technical disease cards, The World Organisation for Animal Health (OIE) (web site)
Bloodborne pathogens
OSHA BBP Exposure Control Plan Template (MS Word 32KB)
Target Audience: Biosafety Professionals
This is not a training, but a helpful guide for compliance with 29 CFR 1910.1030.
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)
BSL-2
BSL2 Lab Associated Infections Case Studies (MS Word, 244KB)
Target Audience: Laboratory Researchers
At the end of training students will be able to...
demonstrate their awareness with key biosafety risk management practices.
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.
Training Analysis for a BSL-2 Biomedical Laboratory (PDF 381KB)
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.
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.
BSL-3
BSL3 Case Studies and Suggested Responses (Case Study, MS Word 189KB)
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.
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.
Chemical Safety
Chemical Fume Hood: How it Works to Protect You (YouTube video & accompanying PDFs)
Target Audience: Students
At the end of training students will be able...
avoid undesirable situation to an individual, lab, or institution
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), are developing new training media. This is the first of several planned projects. We are nearly done with an animation project on the use of an autoclave to process biological waste, which will be available spring 2011. All of these materials are in the public domain and we actively encourage distribution and sharing with others.
About the animation(PDF 416KB)
Chemical Fume Hood Flyer(PDF 740KB)
Decontamination, disinfection, and sterilization
Autoclave Safety Animation (English) (mediatype)
Target Audience: laboratory researchers
Compliant with CFC: 1910.1030 HD animation demonstrates proper autoclave use in the official UN languages plus Dutch and German
Laboratory Biosafety
Laboratory Biosecurity - Build Security Into Good Lab Practices (web site)
Target Audience: Laboratory Researchers
At the end of training students will be able...
gain a better understanding of biosecurity in laboratories.
The following interactive training program from the CDC Office of Health and Safety (http://www.cdc.gov/od/ohs/) defines biosecurity, highlights differences and similarities between biosafety and biosecurity, discusses elements of a laboratory biosecurity program and gives examples of how to perform a Laboratory Biosecurity Risk Assessment. It begins with a historical overview of biosecurity and stresses the need to develop a biosecurity awareness culture in the workplace. Three main course modules include: Biosafety vs. Biosecurity, Risk Assessment, and Develop a Biosecurity Plan. This training is based on the guidelines in the 5th Edition of the BMBL.
Laboratory Safety and Regulatory Requirements
Aerosol Transmissible Diseases (PowerPoint 6.31MB)
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.
California Code of Regulations 5199 and 5199.1 I discusses the requirements of the standard, provides safety recommendations, implementation strategies, and lab acquired infection cases
Recombinant DNA and human gene transfer
The Use of Transgenic Insects in Research and Teaching (PDF 36KB)
Target Audience: Principal Investigators
At the end of training students will be able to...
Better understand rules associated with transgenic insects.
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).
Regulations, standards and guidelines
NIH Guidelines
NIH Guidelines online training (PPT, 412KB)
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.
This is a basic training on the NIH Guidelines for researchers, which we designed as an annual training for PIs.
Guide to the NIH Guidelines (PDF, 71KB)
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.
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.
Select agents, bioterrorism
Facility Inspections under the Select Agent Regulations for Biosafety (videos)
Target Audience: Responsible Officials
At the end of training students will be able to...
better prepare for a Select Agent inspection.
The following videos from the National Select Agent Registry provides in-depth information related to the inspection of BSL-3 select agent laboratories. The video describes how to prepare for an inspection and what transpires during and after an inspection.
Facility Inspections under the Select Agent Regulations for Toxin Laboratories (videos)
Target Audience: Responsible Officials
At the end of training students will be able to...
better prepare for a Select Agent inspection.
The following videos from the National Select Agent Registry provides in-depth information related to the inspection laboratories posessing select agent toxins. The video describes how to prepare for an inspection and what transpires during and after an inspection.
The training materials available on this site were developed by the submitters to meet specific training needs of their place of business, and may contain site specific information that is not universally applicable. It is the responsibility of the user to verify the applicability of the training materials for their place of business, and to make the necessary changes to meet their specific training needs.
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