Schuft, Abigail2023-09-192023-09-192023-05https://hdl.handle.net/11299/257066University of Minnesota Ph.D. dissertation. May 2023. Major: Animal Sciences. Advisors: Erin Cortus, Krishona Martinson. 1 computer file (PDF); x, 127 pages.It is well documented that implementing biosecurity on an animal farm is beneficial to the animal’s health and wellness and in reducing the risk of production losses caused by diseases. However, compliance of biosecurity protocols has been shown to be low, and a lack of training has been blamed. A preliminary Systems Thinking model is presented to demonstrate how complex factors, including biosecurity, are intertwined with disease response such as Highly Pathogenic Avian Influenza (HPAI). Additionally, to increase the appeal of biosecurity education and better understand teaching methods specific to biosecurity, three research projects were completed. First, biosecurity workshops were developed and delivered to youth in Minnesota to encourage positive changes and long-term outcomes for healthier animals. Nine animal species were the focus of programs where learning gains increased by 38% (p≤0.001) on average and the participants retained the knowledge over time. Most participants indicated they would make one or two changes because of the workshop and follow-up evaluation indicated many did implement changes. By implementing the changes, they further demonstrated how youth can act as an agent of change within the family, farm, and community. Another study evaluated education methods for biosecure barn entry and exit protocols by assessing the number of errors, length of time to complete and how it affected biosecurity compliance over time. Three simulated farm entryways were constructed with a unique set of protocols assigned (Protocol) using common industry practices. A participant learned operating procedures in one of three educational modalities (Method): listen, read, or watch. When half of the participants returned after a lapse of time (> 1 month), they had to rely on their recall of the procedures. Education method had no effect on errors or time to complete biosecure procedures. However, the number of steps required and time between visits were found to be predictors of errors and time. Finally, three biosecurity games were developed to explore disease spread risk and to engage group-based discussion to devise strategies to mitigate the associated risks. In the games, simulated people and places each have a stock of particles, and a daily routine of interactions promotes the transfer of particles back and forth. The combinations of the pathogen source, its concentration, biosecurity protocols and sequence of events could be explored through game play. The concepts of the games were assessed to explore their impact and adaptability for use in specific farm systems, facilities, and audiences. Qualitative feedback occurred through participant feedback and observations. Quantitative data was collected to validate particle transfer during the games. Players of all backgrounds learned about the variability of particle movement through interactions that mirror the reality of day-to-day pathogenic particle transfer risk because of playing all three biosecurity game designs. In conclusion, biosecurity communications that encourage dialogue, learning and action proved to be impactful for the various participants.enBiosecurityEducationExtensionGamesYouthThesis or Dissertation