Abstract
Simple SummaryDespite the fact that there are currently many humane teaching methods available, harmful animal use in education and training remains widespread among life and health sciences disciplines. The use of humane teaching methods instead is based not only on legal, ethical, and economic factors, but also on evidence that these training techniques are just as efficient or even better in improving knowledge, understanding, and clinical or surgical skills proficiency among students. However, studies systematically comparing the learning outcomes of both harmful animal use and humane teaching methods are more than a decade old, and the evidence needs to be updated. Here, we assess and summarize the currently available studies through the process of a systematic review. We found 50 relevant studies and established that in 90% of studies humane teaching methods were as or more effective than harmful animal use in achieving desired learning outcomes. These results are clear—there is no valid educational reason for continued harmful animal use in education and training. Humane alternatives to harmful educational animal use include ethically-sourced cadavers, models, mannequins, mechanical simulators, videos, computer and virtual reality simulations, and supervised clinical and surgical experiences. In many life and health sciences courses, however, traditional animal use persists, often due to uncertainty about the educational efficacy of humane alternatives. The most recent comprehensive reviews assessing learning outcomes of humane teaching methods, in comparison to harmful animal use, were published more than 10 years ago. Therefore, we aimed to collate and analyse the combined evidence from recent and older studies about the efficacy of humane teaching methods. Using specific search terms, we systematically searched the Web of Science, SCOPUS, and EMBASE databases for relevant educational studies. We extracted information on publication years, the country in which the study was conducted, field, humane teaching methods, form of learning outcome assessment, and the learning outcome of the humane teaching methods, in comparison with harmful animal use. We found 50 relevant studies published from 1968–2020, primarily stemming from the USA, UK, and Canada. Humane teaching methods produced learning outcomes superior (30%), equivalent (60%), or inferior (10%) to those produced by traditional harmful animal use. In conclusion, a wide-spread implementation of humane teaching methods would not only preserve learning outcomes, but may in fact be beneficial for animals, students, educators, and institutions.
Highlights
Students in life sciences need to learn numerous skills in order to become experts in their field
Highest represented within the 50 relevant studies were articles on teaching animal anatomy, physiology, and surgical skills in veterinary medicine (Figure 2B; Table 1)
This systematic review identified a broad range of studies comparing learning outcomes achieved by traditional harmful animal use, with those achieved by humane teaching methods, including computer and virtual reality simulations, models, mannequins and simulators, videos, cadavers, self-experimentation, clay sculpting exercises, or online learning modules
Summary
Students in life sciences need to learn numerous skills in order to become experts in their field. Harmful animal use has been deemed necessary for efficient learning. The animals are often killed at the end of these procedures. Within veterinary surgical and clinical skills training, students in many countries have traditionally practiced surgical procedures on healthy animals before killing them via anaesthetic overdose [1]. The growing interest in animal welfare within academic institutions [3] as well as the increasing opposition from the general public against using animals in experimental procedures [4,5] have led to questioning the necessity of continued harmful animal use within education
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