Effectiveness Evaluation of Pre-Service Training for Laboratory Animal Practitioners Based on the

doi:10.12300/j.issn.1674-5817.2026.017

Abstract

Abstract:

Objective To summarize the practical application experience of the "Three-Segmentation"model in the pre-service training of laboratory animal practitioners and scientifically and systematically evaluate its training effectiveness. Methods A retrospective analysis was conducted on 8 009 trainees who practitioners who participated in pre-service training at the Fujian Provincial Laboratory Animal Training Base from January 2010 to December 2025. Among them, 1 250 trainees from January 2010 to December 2017 were included in the control group (traditional training model), and 6 759 trainees from January 2018 to December 2025 were included in the evaluation group ("Three-Segmentation" model). The "Three-Segmentation" model with simultaneous optimization of fee affordability. The comprehensive ability performance and training satisfaction of the two groups were compared and analyzed using independent sample t-test, χ2 test, and Wilcoxon rank-sum test. Results The overall satisfaction rate of the evaluation group was 92.49%(961/1 039), significantly higher than that of the control group (77.78%, 455/585), with a highly significant difference (χ2=72.495,P<0.001). The evaluation group also showed significantly higher positive ratings in dimensions such as course pertinence, time flexibility, assessment rationality, and fee affordability. The comprehensive qualification rate of the evaluation group (95.53%) was significantly higher than that of the control group (86.24%), with a highly significant difference (P<0.001). Conclusion The scientific application of the "Three-Segmentation" model can accurately match the competency requirements of different positions, optimize the training and assessment system, reduce participation barriers through fee affordability, effectively improve the comprehensive quality and training satisfaction of laboratory animal practitioners, achieve better teaching outcomes, and provide replicable and promotable practical references for the standardized upgrading of the training system in the laboratory animal industry.

Key words: Laboratory animal science, Practitioners, Pre-service training, "Three-Segmentation" model, Training effectiveness, Assessment system, Continuing education

CLC Number:

R-332

WEN Fuli,XU Yongjun,FU Yunfeng,et al. Effectiveness Evaluation of Pre-Service Training for Laboratory Animal Practitioners Based on the "Three-Segmentation" Model[J]. Laboratory Animal and Comparative Medicine. DOI: 10.12300/j.issn.1674-5817.2026.017.

Figures/Tables 4

References 20

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组别 Group	时间/年 Time/year	总人数/人Total Trainees/person	年龄 /岁 Age /year	不同性别人数/人 Number of individuals by gender/person		不同学历层次人数/人 Number of individuals with different levels of education/person				不同岗位类型人数/人 Number of employees for different job categories/person
组别 Group	时间/年 Time/year	总人数/人Total Trainees/person	年龄 /岁 Age /year	男 Male	女Female	研究生以上 Postgraduate or above	本科 Bachelor＇s	大(中)专 College/Vocational	高中及以下 High school or below	管理类 Management	科研类 Research	饲育类 Animal Husbandry/Care	兽医类 Veterinary
对照组 Control Group	2010	167	32.4	86	81	97	40	13	17	32	105	19	11
	2011	147	31.3	70	77	91	34	8	14	28	92	14	13
	2012	148	31.8	72	76	84	35	12	17	22	94	18	14
	2013	207	35.2	108	99	118	32	6	51	18	155	16	18
	2014	130	34.7	68	62	79	36	5	10	15	98	11	6
	2015	151	33.6	76	75	70	56	15	10	24	108	12	7
	2016	171	32.3	92	79	94	52	13	12	40	112	11	8
	2017	129	33.2	62	67	58	42	14	15	13	88	22	6
评估组evaluation group	2018	365	34.0	178	187	188	132	14	31	66	258	32	11
	2019	493	35.1	241	252	262	146	30	55	75	349	44	25
	2020	631	33.8	308	323	335	187	38	71	94	446	58	33
	2021	798	34.2	390	408	424	236	49	89	116	556	73	53
	2022	920	32.7	450	470	489	272	56	103	134	641	84	61
	2023	1033	31.5	505	528	549	306	63	115	151	720	94	68
	2024	1210	31.0	592	618	643	358	74	135	177	843	110	80
	2025	1309	32.9	640	669	696	388	80	145	191	912	119	87
P值 P-value		＞0.05	＞0.05	＞0.05	＞0.05	＞0.05	＞0.05	＞0.05	＞0.05	＞0.05	＞0.05	＞0.05	＞0.05

组别 Group	时间/年 Time/year	总人数/人Total Trainees/person	年龄 /岁 Age /year	不同性别人数/人 Number of individuals by gender/person		不同学历层次人数/人 Number of individuals with different levels of education/person				不同岗位类型人数/人 Number of employees for different job categories/person
组别 Group	时间/年 Time/year	总人数/人Total Trainees/person	年龄 /岁 Age /year	男 Male	女Female	研究生以上 Postgraduate or above	本科 Bachelor＇s	大(中)专 College/Vocational	高中及以下 High school or below	管理类 Management	科研类 Research	饲育类 Animal Husbandry/Care	兽医类 Veterinary
对照组 Control Group	2010	167	32.4	86	81	97	40	13	17	32	105	19	11
	2011	147	31.3	70	77	91	34	8	14	28	92	14	13
	2012	148	31.8	72	76	84	35	12	17	22	94	18	14
	2013	207	35.2	108	99	118	32	6	51	18	155	16	18
	2014	130	34.7	68	62	79	36	5	10	15	98	11	6
	2015	151	33.6	76	75	70	56	15	10	24	108	12	7
	2016	171	32.3	92	79	94	52	13	12	40	112	11	8
	2017	129	33.2	62	67	58	42	14	15	13	88	22	6
评估组evaluation group	2018	365	34.0	178	187	188	132	14	31	66	258	32	11
	2019	493	35.1	241	252	262	146	30	55	75	349	44	25
	2020	631	33.8	308	323	335	187	38	71	94	446	58	33
	2021	798	34.2	390	408	424	236	49	89	116	556	73	53
	2022	920	32.7	450	470	489	272	56	103	134	641	84	61
	2023	1033	31.5	505	528	549	306	63	115	151	720	94	68
	2024	1210	31.0	592	618	643	358	74	135	177	843	110	80
	2025	1309	32.9	640	669	696	388	80	145	191	912	119	87
P值 P-value		＞0.05	＞0.05	＞0.05	＞0.05	＞0.05	＞0.05	＞0.05	＞0.05	＞0.05	＞0.05	＞0.05	＞0.05

调查维度 Survey dimension	评估组（n=1 039）好评率(一般率/差评率)/% Evaluation group (n=1 039)Positive Review Rate (Positive Rate / Negative Review Rate)/%	对照组（n=585）好评率(一般率/差评率)/% Control group (n=585)Positive Review Rate (Positive Rate / Negative Review Rate)/%	χ²值 χ² value	P值 P-value
课程内容与岗位需求匹配度 Relevance of course content to job requirements	86.82(11.93/1.25)	61.03(32.65/6.32)	142.856	<0.001
培训时间安排灵活性Flexibility of training schedule	90.57(8.28/1.15)	48.21(42.56/9.23)	361.134	<0.001
教学方式实用性（理论+实操） Practicality of teaching methods (theory + practice)	88.64(9.72/1.64)	55.56 (36.07/8.37)	229.354	<0.001
考核方式合理性（分类考核） Rationality of assessment methods (categorized assessment)	91.31(7.53/1.16)	51.80(39.83/8.37)	359.270	<0.001
收费合理性 Reasonableness of fees	93.17(6.45/0.38)	35.21(58.46/6.33)	627.683	<0.001
实操提升效果 Effectiveness in improving operational skills	84.89(13.28/1.83)	59.32(32.14/8.54)	132.956	<0.001
理论知识掌握程度 Level of theoretical knowledge acquisition	81.14(16.94/1.92)	66.67(26.32/7.01)	42.855	<0.001
岗位工作适配性 Job suitability	86.81(11.55/1.64)	62.91(30.26/6.83)	125.495	<0.001
培训满意度 Training satisfaction	92.49(6.84/0.67)	77.78(18.97/3.25)	72.495	<0.001

调查维度 Survey dimension	评估组（n=1 039）好评率(一般率/差评率)/% Evaluation group (n=1 039)Positive Review Rate (Positive Rate / Negative Review Rate)/%	对照组（n=585）好评率(一般率/差评率)/% Control group (n=585)Positive Review Rate (Positive Rate / Negative Review Rate)/%	χ²值 χ² value	P值 P-value
课程内容与岗位需求匹配度 Relevance of course content to job requirements	86.82(11.93/1.25)	61.03(32.65/6.32)	142.856	<0.001
培训时间安排灵活性Flexibility of training schedule	90.57(8.28/1.15)	48.21(42.56/9.23)	361.134	<0.001
教学方式实用性（理论+实操） Practicality of teaching methods (theory + practice)	88.64(9.72/1.64)	55.56 (36.07/8.37)	229.354	<0.001
考核方式合理性（分类考核） Rationality of assessment methods (categorized assessment)	91.31(7.53/1.16)	51.80(39.83/8.37)	359.270	<0.001
收费合理性 Reasonableness of fees	93.17(6.45/0.38)	35.21(58.46/6.33)	627.683	<0.001
实操提升效果 Effectiveness in improving operational skills	84.89(13.28/1.83)	59.32(32.14/8.54)	132.956	<0.001
理论知识掌握程度 Level of theoretical knowledge acquisition	81.14(16.94/1.92)	66.67(26.32/7.01)	42.855	<0.001
岗位工作适配性 Job suitability	86.81(11.55/1.64)	62.91(30.26/6.83)	125.495	<0.001
培训满意度 Training satisfaction	92.49(6.84/0.67)	77.78(18.97/3.25)	72.495	<0.001