Hello, I couldn't agree more with Hank's position of training and the power of an educated client. In a previous position I held a semi-formal principles and theory session, in front of the instrument and with lots of drawings, and running various beads to make a point. I limited this to no more than 3 attendees at a time. The sessions were highly tailored to what the investigator's goal was, and included lots of hands-on. After that they went into the pool (the shallow end). When they inevitably floundered, I would refer them to their notes and engage them in a deductive analysis of what might be happening (or not) based on what they knew about how the instruments worked, and how a data analysis is set up. The "Aha!" factor, or "Eureka! Moment" was satisfying for all. The lab was open 24/7 to those who demonstrated the ability of independent operation. This was usually after several weeks of supervised operation. One other note, I ALWAYS used a fluorescence microscope to orient the initiate to the physical reality of what is an analog technology. The number of trainees and their Supervisors who have little experience with fluorescence microscopy prior to coming the a FACS lab is large. A basic scope with a set of Calibrite beads leads into a productive demonstration of excitation wavelength specificity, quantum efficiency, and plenty of oohs and ahhhs. A simple buccal smear with a drop of PI goes a long way. Regards, Dave G. David F. Gebhard -Scientist Exploratory Medicinal Sciences-New Leads Pfizer Inc Eastern Point Rd Groton, CT 06370 860-715-0830 -----Original Message----- From: Flow Cytometry Core Lab [mailto:flowcyto@mail.MED.UPENN.EDU] Sent: Thursday, June 07, 2001 4:28 PM To: cyto-inbox Subject: Re: Analyzer training >Hi everybody, >I have some questions to labs who have analyzers with multiple users who >run their own samples. Hi Andy, We run a pretty busy core facility here at Penn. We have a central core facility with four tabletop instruments and two sorters (soon to grow to three sorters). We also have two satellite facilities with two tabletop instruments in each. We serve over 240 Principal Investigators in four different Colleges throughout the University of Pennsylvania. I can give you an idea of what works for us. > >1. What sort of training do you provide for the users who will run >their own samples? (How long (hours/days/weeks?); what do you cover in the >training (general flow pronciples/specifics of the instrument/software?); >how often do you have the training sessions; do you charge for training and >if so how much) We've found that the secret to shared labs operating with a minimum disruption is good training. We invest a lot of time and effort in it. The most important thing to remember is that most of your users enjoy learning, especially flow cytometry. Training for us has grown into two sessions. We start with a formal presentation in a lecture format. I use slides provided by one of the manufacturers, but I plan to peruse the latest collection of images in Paul Robinson's Purdue Cytometry CD to supplement them. Paul has a real interest in education as well, and his web site is a great resource for those of us in the teaching business. If you run a core lab, you'll find yourself teaching one way or another. The emphasis in the initial classroom session is on principles and practice. I try to tailor it to the specific users in that weeks class. The emphasis, however, is always on basic principles. This is what makes our training unique. Most users learn a technique in a lab from someone else in the lab who is doing it already. Young technologists sometimes end up not seeing the forest for the trees. So we think this classroom session is real helpful. We follow the classroom session with a practical session in the lab. This gives us a chance to go over some housekeeping issues. We talk about practical things like waste disposal, signing up for time, cleaning up after your session, etc. But the major emphasis here is on learning the instrument and its associated software. We provide samples for people to run, or they can run their own samples if they like. They learn how to adjust instrument settings, set compensation, and save their data. The idea is for them to become independent operators. Which leads into your next question... > >2. How do you determine if someone is capable to run samples and get >good data? (Do you have them take an exam; run samples with you >supervising, etc.) Basically, we throw them into the pool and see if they can swim. I always let them flounder, but I never let them drown. I never deprive someone of the opportunity to learn by making a mistake. Tabletop instruments are pretty robust, and we can fix most of the common things users do in a shared environment. But give your users some credit. Most of them have the same goals you do; generate consistent data and take care of the instruments. > >The reason I ask this is because I have been doing alot of training >recently for our XL-MCL (users have 24/7/365 access) and I was curious how >other labs handle these situations. It takes a lot of time, but it definitely pays off. We trained over 220 users last calendar year alone. We've been doing it for ten years now. But educated users are your best defense against potential problems. They also become strong advocates for you when it comes time to justify the facility. Principal Investigators see value in a core facility when they can send a new technologist or student down to the core lab to learn how to use a cytometer. And over 95% of our users would prefer to acquire their own data than have us do it for them. That saves on staffing and makes for a more efficient operation. It also allows the user to see the value in careful sample preparation. > >Thanks for any and all replies. >I'll post a summary if I get any responses directly. I'd be interested in other labs comments as well. > >Andy > > Andy Oberyszyn, M.S. > The Ohio State University > Analytical Cytometry Laboratory > 416 Comprehensive Cancer Center > 410 West 12th Avenue > Columbus, Ohio 43210 > Tel: 614/292-FLOW(3569) > Fax: 614/292-7335 > E-Mail: cytometry@osu.edu The final point I'd make is to listen to your users. Ask them what they would like in a core facility. Ask them for a critique on your training. Good teachers are very often good listeners. I think you'll find the effort spent on training will reap substantial benefits. Finally, Go Sixers (with another good teacher in Larry Brown)! Hank -- Hank Pletcher, Technical Director Flow Cytometry and Cell Sorting Shared Resource University of Pennsylvania Cancer Center 297 John Morgan Building 3620 Hamilton Walk Philadelphia, PA 19104-6082 Voice: 215-898-3528 FAX: 215-898-4227 URL: www.med.upenn.edu/flowcyto Email: pletcher@mail.med.upenn.edu LEGAL NOTICE Unless expressly stated otherwise, this message is confidential and may be privileged. It is intended for the addressee(s) only. Access to this E-mail by anyone else is unauthorized. If you are not an addressee, any disclosure or copying of the contents of this E-mail or any action taken (or not taken) in reliance on it is unauthorized and may be unlawful. If you are not an addressee, please inform the sender immediately.
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