Elements and Performance Criteria

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.
Considerations for a site suitable for post-mortem may include:
a suitable laboratory
a post-mortem site that:
can be cleaned both before and after the examination
is located away from other animals to avoid stress to live animals
blood and fluids not being able to contaminate surrounding areas or facilities.
Correct clothing, equipment and resources may include:
an autopsy kit containing:
a knife
a steel or sharpening stone
bucket, scrubbing brush and disinfectant
plastic bags or containers to collect specimens
plastic or rubber disposable gloves
scissors and forceps or tweezers
swabs
clothing:
surgical gowns, caps, masks, boots and gloves
other equipment:
optical aids
pen and notebook
wheelbarrow or trolley for disposal of the carcass.
Animals that may be included are:
on most occasions the animal species will be common laboratory animals:
guinea pigs
mice
rabbits
rats
on some occasions animal species may include:
amphibians, fish and reptiles
dogs and cats
fish
invertebrates
livestock (e.g. sheep, cattle and pigs)
native wildlife (e.g. marsupials and birds)
primates
poultry.
Vitals signs to be checked will include:
pulse, respiration and papillary light reflex.
Preliminary information that should be collected before conducting the post-mortem examination should include:
date of death or the date animal was found dead
identification number and age of animal
location of animal (e.g. pen, shed or paddock number)
weight
body condition
previous health problems
period of ill health if any (e.g. when first noted as being sick or off feed)
health of other animals in the same institution
specific information relating to the experimental program
other details required by the AEC and institutional policies and procedures.
Abnormal characteristics to be considered may include:
abnormal characteristics might be anything that cannot be diagnosed or explained from previous experience
where abnormal characteristics appear to be present, they should be referred immediately to a veterinary laboratory.
OHS hazards associated with animal technician procedures include:
animal bites, kicks or scratches
biological hazardous waste and sharps disposal
handling of anaesthetic agents, chemicals and scavenging systems
gas leakage
inhalation of aerosol particles
intraocular contamination
manual handling, including carrying, lifting and shifting
needle pricks and cuts from other sharps
release of infective agents (animal and human)
zoonoses.
Expert assistance that may be needed includes:
a veterinarian where unusual symptoms are detected:
the presence of notifiable and potentially hazardous conditions or diseases, such as anthrax or other zoonoses
large or small organs
excessive fluid and swellings.
Personal biosecurity clean-up may include:
clothing changed and placed in appropriate bin for laundering
disposable gloves are disinfected before being disposed
footwear disinfected if appropriate
hands thoroughly washed and dried.

EVIDENCE GUIDE
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this unit
The evidence required to demonstrate competence in this unit must be relevant to workplace operations and satisfy all of the requirements of the performance criteria, required skills and knowledge and the range statement of this unit. Assessors should ensure that candidates can:
collect and obtain information about animals to be examined
carry out external and internal assessments of animals and take samples and tissues as required in accordance with OHS and organisation policies and procedures
clean and disinfect equipment, materials and area upon completion of post-mortem examination
handle, move and dispose of animal carcasses
prepare a brief for the veterinarian and/or supervisor to enable an accurate analysis and/or diagnosis of the cause of death and/or to provide data required for the research program.

The skills and knowledge required to carry out post-mortem examination of research animals must be transferable to a range of work environments and contexts and include the ability to deal with unplanned events.

Context of and specific resources for assessment
Assessment of this unit is to be practical in nature and will be most appropriately be assessed in an animal research facility or an environment that reproduces normal work conditions that has a scientific establishment licence and access to an approved AEC.

There must also be access to a range of dead research animals and the relevant information, materials and documentation to enable one to demonstrate competence.

Method of assessment
To ensure consistency in one's performance, competency should be demonstrated, to industry defined standards, on more than two occasions over a period of time in order to cover a variety of circumstances and over a number of assessment activities.

The assessment strategy must include practical skills assessment. Suggested strategies for this unit are:
written and/or oral assessment of candidate's required knowledge
observed, documented and first-hand testimonial evidence of candidate's application of practical tasks
simulation exercises that reproduce normal work conditions
third-party evidence
workplace documentation (e.g. post-mortem brief)
portfolio.

This unit may be assessed in a holistic way with other units of competency relevant to the industry sector, workplace and job role.

Guidance information for assessment
Assessment methods should reflect workplace demands (e.g. literacy and numeracy demands) and the needs of particular target groups (e.g. people with disabilities, Aboriginal and Torres Strait Islander people, women, people with a language background other than English, youth and people from low socioeconomic backgrounds).