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 application experience of the "Three-Separation" model in the pre-service training of laboratory animal practitioners and scientifically evaluate its training effectiveness. Methods A retrospective analysis was conducted on 8 009 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-Separation" model, based on separating job requirements, differentiating exam content, and categorizing exam methods). Meanwhile, a questionnaire survey was conducted to evaluate training effectiveness, yielding 1 624 valid questionnaires (585 from the control group and 1 039 from the evaluation group). The "Three-Separation" model simultaneously optimized fee structures to improve affordability and inclusiveness. The comprehensive competencies and training satisfaction of the two groups after training were compared and analyzed using the 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=72.50, P<0.001). The evaluation group showed a more favorable distribution of positive, neutral, and negative ratings in dimensions such as course pertinence, time flexibility, assessment rationality, and reasonableness of fees, and the positive rating rates were highly significantly higher than those in the control group (P<0.001). The comprehensive pass 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-Separation" model can accurately match the competency requirements of different positions, optimize the training and assessment system, reduce participation barriers by making training fees more affordable and accessible, 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 and other industries.

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

CLC Number:

WEN Fuli,XU Yongjun,FU Yunfeng,et al. Effectiveness Evaluation of Pre-Service Training for Laboratory Animal Practitioners Based on the "Three-Separation" Model[J]. Laboratory Animal and Comparative Medicine, 2026, 46(5): 771-778. 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 Total trainees	平均年龄/岁（） Average age/years （）	不同性别人数 Number of individuals by gender			不同学历层次人数 Number of individuals with different levels of education					不同岗位类型人数 Number of employees for different job categories
组别 Group	时间/年 Time/year	总人数 Total trainees	平均年龄/岁（） Average age/years （）	男 Male	女 Female		研究生 Postgrad-uate	本科 Undergrad-uate	大（中）专 College/Voca-tional	高中及以下 High school and below		管理类 Manage-ment	科研类 Re-search	繁育类 Bree-ding	兽医类 Veteri-nary
对照组 Control group	2010	167	32.4±9.1	86	81	97		40	13	17	32		105	19	11
	2011	147	31.3±8.8	70	77	91		34	8	14	28		92	14	13
	2012	148	31.8±8.4	72	76	84		35	12	17	22		94	18	14
	2013	207	35.2±8.2	108	99	118		32	6	51	18		155	16	18
	2014	130	34.7±8.0	68	62	79		36	5	10	15		98	11	6
	2015	151	33.6±8.4	76	75	70		56	15	10	24		108	12	7
	2016	171	32.3±7.5	92	79	94		52	13	12	40		112	11	8
	2017	129	33.2±8.7	62	67	58		42	14	15	13		88	22	6
评估组 Evaluationgroup	2018	365	34.0±8.9	178	187	188		132	14	31	66		256	32	11
	2019	493	35.1±9.3	241	252	262		146	30	55	75		349	44	25
	2020	631	33.8±6.5	308	323	335		187	38	71	94		446	58	33
	2021	798	34.2±8.4	390	408	424		236	49	89	116		556	73	53
	2022	920	32.7±7.9	450	470	489		272	56	103	134		641	84	61
	2023	1 033	31.5±8.3	505	528	549		306	63	115	151		720	94	68
	2024	1 210	31.0±8.6	592	618	643		358	74	135	177		843	110	80
	2025	1 309	32.9±9.0	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 Total trainees	平均年龄/岁（） Average age/years （）	不同性别人数 Number of individuals by gender			不同学历层次人数 Number of individuals with different levels of education					不同岗位类型人数 Number of employees for different job categories
组别 Group	时间/年 Time/year	总人数 Total trainees	平均年龄/岁（） Average age/years （）	男 Male	女 Female		研究生 Postgrad-uate	本科 Undergrad-uate	大（中）专 College/Voca-tional	高中及以下 High school and below		管理类 Manage-ment	科研类 Re-search	繁育类 Bree-ding	兽医类 Veteri-nary
对照组 Control group	2010	167	32.4±9.1	86	81	97		40	13	17	32		105	19	11
	2011	147	31.3±8.8	70	77	91		34	8	14	28		92	14	13
	2012	148	31.8±8.4	72	76	84		35	12	17	22		94	18	14
	2013	207	35.2±8.2	108	99	118		32	6	51	18		155	16	18
	2014	130	34.7±8.0	68	62	79		36	5	10	15		98	11	6
	2015	151	33.6±8.4	76	75	70		56	15	10	24		108	12	7
	2016	171	32.3±7.5	92	79	94		52	13	12	40		112	11	8
	2017	129	33.2±8.7	62	67	58		42	14	15	13		88	22	6
评估组 Evaluationgroup	2018	365	34.0±8.9	178	187	188		132	14	31	66		256	32	11
	2019	493	35.1±9.3	241	252	262		146	30	55	75		349	44	25
	2020	631	33.8±6.5	308	323	335		187	38	71	94		446	58	33
	2021	798	34.2±8.4	390	408	424		236	49	89	116		556	73	53
	2022	920	32.7±7.9	450	470	489		272	56	103	134		641	84	61
	2023	1 033	31.5±8.3	505	528	549		306	63	115	151		720	94	68
	2024	1 210	31.0±8.6	592	618	643		358	74	135	177		843	110	80
	2025	1 309	32.9±9.0	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	不同组别好评率（一般率/差评率）/% Different groups’ positive review rate (neutral rate/negative review rate)/%		χ²值 χ² value	P值 P value
调查维度 Survey dimension	评估组（n=1 039） Evaluation group (n=1 039)	对照组（n=585） Control group (n=585)	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)	142.86	<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)	361.14	<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)	229.35	<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)	359.27	<0.001
收费合理性 Reasonableness of fees	93.17 (6.45/0.38)	35.21 (58.46/6.33)	627.68	<0.001
实操技能提升效果 Effectiveness in improving practical skills	84.89 (13.28/1.83)	59.32 (32.14/8.54)	132.96	<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)	42.86	<0.001
岗位工作适配性 Job suitability	86.81 (11.55/1.64)	62.91 (30.26/6.83)	125.50	<0.001
培训满意度 Training satisfaction	92.49 (6.84/0.67)	77.78 (18.97/3.25)	72.50	<0.001

调查维度 Survey dimension	不同组别好评率（一般率/差评率）/% Different groups’ positive review rate (neutral rate/negative review rate)/%		χ²值 χ² value	P值 P value
调查维度 Survey dimension	评估组（n=1 039） Evaluation group (n=1 039)	对照组（n=585） Control group (n=585)	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)	142.86	<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)	361.14	<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)	229.35	<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)	359.27	<0.001
收费合理性 Reasonableness of fees	93.17 (6.45/0.38)	35.21 (58.46/6.33)	627.68	<0.001
实操技能提升效果 Effectiveness in improving practical skills	84.89 (13.28/1.83)	59.32 (32.14/8.54)	132.96	<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)	42.86	<0.001
岗位工作适配性 Job suitability	86.81 (11.55/1.64)	62.91 (30.26/6.83)	125.50	<0.001
培训满意度 Training satisfaction	92.49 (6.84/0.67)	77.78 (18.97/3.25)	72.50	<0.001