Use Of Animals In Teaching Research Articles

Mainstreaming Alternatives in Veterinary Medical Education: Resource Development and Curricular Reform

Veterinary medical educators are charged with preparing students to enter practice in veterinary medicine during a four-year, intensive, professional education program. This requires giving students in laboratory training that involves dead, anesthetized, or conscious animals, so that they become proficient in the expected range of veterinary knowledge, skills, and abilities. Undeniably, experience with animals is essential to prepare students for a profession in which animals comprise the total domain. However, the consumptive use of animals for teaching students, especially in laboratories, is increasingly subject to regulatory requirements, while also being scrutinized by animal protection groups, and has become a common focus of contention among veterinary students. Not surprisingly, the use of animals in teaching has sharply declined over the past few decades, as new teaching resources and methods, involving less consumptive use of animals, have been incorporated. This change in veterinary medical education has occurred on such a wide scale, in almost all veterinary schools and colleges, that the educational approach can serve as a model for further developments within the veterinary educational community and, indeed, for animal-related material in secondary schools and undergraduate higher education. This article highlights examples of the leadership provided by veterinary educators in developing alternative teaching resources and methods, while maintaining the high level of proficiency expected from traditional educational approaches.

Teaching Animal Welfare at the University of Sydney’s Faculty of Veterinary Science

Animal welfare is part of the Mission Statement of the Faculty of Veterinary Science at the University of Sydney and is taught throughout the undergraduate curriculum. Two units of study have a particular focus on animal welfare: Professional Practice in years 1, 2, and 3 and Animal Behaviour and Animal Welfare Science in year 3. There is an emphasis on the refinement and development of alternatives to the use of animals in teaching. With a conscientious objection policy in place, these elements of our approach demonstrate the increasing importance of ethical teaching in the faculty. Undergraduate students have recently founded a vibrant special interest group called Veterinary Students for Animal Welfare. The faculty is advised on matters relating to animal welfare by its Animal Welfare Advisory Committee, chaired by the Sub-Dean for Animal Welfare. With the development of a Faculty Animal Welfare Policy, the faculty is progressing to a more proactive and public profile on animal welfare issues.

Rumo à regulamentação da utilização de animais no ensino e na pesquisa científica no Brasil

To describe the current situation of Brazilian regimentation for use of animals in teaching and in scientific research. It was identified and discussed the legislation about the use of animals in teaching and in scientific research in Brazil and in Rio de Janeiro State. There is not an updated general and systematizing rule with focus on animal vivisection and experimentation, neither for didactic nor scientific purposes. The only specific law dates from 1979 and it was not regimented. More recent laws equate the practice of scientific experiments to the abuse acts and bad handling of animals, when exists alternative technology. In the city of Rio de Janeiro, vivisection practice and experimentation with animals in public veterinary institutions is forbidden since 2001. Currently, there is a substitutive in discussion at the Chamber of Deputies as a result of the evaluation of more recent law projects, representing an inestimable advance without however corresponding to a body of principles and directives that can adequately guide the question. In our country there is not regimentation for using animals in teaching and in scientific research. It becomes imperative to make lucid and realistic arrangements which can assure the continuity of the use of animals. The scientific community is ready to contribute to that purpose.

Ethics and welfare of animals used in education: an overview

AbstractEthical, regulatory and scientific issues arise from the use of animals in education, from secondary level schooling through to veterinary and medical training. A utilitarian cost-benefit analysis can be used to assess whether animals should be used in scientific education. The ‘benefit’ aspect of this analysis can be examined through comparative studies of learning outcomes from animal-based versus alternative training methods, while the ‘cost’, in terms of harms to the animals used, can be subject to technical assessment using Russell and Burch's (1959) 3Rs rationale. Science has only just begun to delineate the effects of educational exercises on the welfare of subject animals. It has also begun to develop technologies and modes of instruction that reduce, refine or replace animal use in education, and instances of their successful implementation in the UK and in the USA will be highlighted. The implementation of these alternatives to animal use is inconsistent, and barriers to the adoption of alternatives include specific curriculum and legislative requirements, traditional educational methodology, and resource and training limitations, particularly when the alternative methods involve new technologies. A further problem arises from the lack of existing research data comparing the educational value of alternative, with traditional animal-based, instruction methods. Greater consistency in the use of methods that reduce, refine or replace harmful animal use could be achieved through improved knowledge of the extent and type of alternative resources currently used in particular fields of scientific education; international comparisons of educational practice; close scrutiny and harmonisation of evaluation methods; and consistency in the ethical review of educational animal use. Information and training, both in the 3Rs and in the use of specific alternative methods, could be disseminated throughout the life sciences. Evaluative research of the educational efficacy of traditional animal-based methods versus refinements or replacements would provide high quality data on which to base decisions regarding teaching methods. Since educational exercises involving animals also impart ethical training, whether inadvertently or directly, instruction in applied ethics should be considered a key element of any education program involving animals.

Technological Advances that Enhance Teaching Using Animals, and the Application of the Three Rs

The inventions that have progressively contributed to education have never offered opportunities as vast as in the digital era, even though this is still scarcely 25 years old. In this time, digital handling of data led first to text processing, then to bitmap and vector graphics, and now, to digital sound and movies. As these advanced, the storage methods became larger, faster, easier and cheaper. The advancement of technology has been so rapid that the standard of most teaching aids now available is well below what can currently be achieved. We are confronted with an unprecedented opportunity for applying the principles of reduction, refinement and replacement of animals in education. Not only are the visual teaching aids improved by digitising, but all aspects of their development, including the ease, higher speed, and low cost of creation, editing, copying, distribution and access, are improved, as well. Several examples will be given, including access to interactive panoramic movies, animated sequences to explain difficult concepts, on-line tutorials and image databases using digital photography, radiography and other diagnostic methods, as well as the production of desktop movies. The speed of technical advance brings its own problems, but the challenges and possibilities for developing viable alternatives to the use of animals in teaching are vast.

Guidelines for Humane Education: Alternatives to the Use of Animals in Teaching and Training

There are few areas of animal use that are so emotive as that of their use in education. The physical presence of an animal (whether alive or dead) is a dramatic event for most students, and the effects it has will depend heavily on their previous experience with that species, their moral values and the perceived necessity of the practical. Much of the literature on this subject is highly emotive and based on relatively little data. This paper attempts to clarify the issues raised, presents an overview of the alternatives available with their strengths and weaknesses, and finally offers guidelines for humane education that take into consideration both the practical issues and the feelings of all those involved.

The Psychological Effects on Students of Using Animals in Ways that They See as Ethically, Morally or Religiously Wrong

Studies indicate that more students are opposing the use of invasive procedures on animals. When students are forced to use animals in ways that they view as harmful, painful, stressful or lethal to the animals, several reactions may occur. Such students may suffer psychological trauma as the result of seeing themselves or others engaged in behaviour that they find ethically objectionable. Their cognitive abilities may become impaired, resulting in less learning. They may withdraw and lose interest in science when not given the option to conscientiously object. Students--even those who believe they are willing participants--can become desensitised and may develop a utilitarian view of animals, thereby diminishing their capacity for compassion and ethical decision-making. Qualified, compassionate people--especially women--often decide to end their career in science rather than compromise their values. This loss contributes to the gender gap in science and to individuals feeling disappointed and derailed in their career aspirations. The psychological consequences to individuals combined with social, environmental, educational and scientific consequences present a compelling argument for the 100% replacement of the harmful use of animals in education.

How Can We Encourage Teachers to Use Computer-based Alternatives: The UK Higher Education Experience

Computer-assisted learning (CAL) programs, which are now widely available, have the potential to make a significant contribution to reducing the use of animals in teaching, particularly in pharmacology and physiology. A number of databases exist to support teachers in finding information about potential alternatives. The evidence from a number of evaluative studies is that computer programs that provide a virtual simulation of an animal lab can achieve many of the teaching and learning objectives for many students at least as effectively as the live experience. However, the key to reducing animal use is persuading teachers to integrate the alternatives into mainstream practice. Proven strategies to facilitate this process are described.

Activities in German-speaking Countries (Germany, Austria, Switzerland) to Transform School Education with the Objective of Increasing Student Awareness of Animal Welfare Issues

While harmful live-animal procedures in primary and secondary schools are illegal in Germany, Austria and Switzerland, and classroom dissections are either illegal or at least unpopular, there is a relatively new trend in German-speaking schools to handle animal welfare issues by means of voluntary animal welfare lessons. This began in the 1980s, and there is now a growing number of (at this point, more than ten) organisations in German-speaking countries offering such classes and/or well-prepared teaching aids. Apart from outlining the legal situation for animal use in education and training, the different educational concepts for animal welfare as a subject in schools are presented.

Surgical education: attitudes toward animal use in teaching surgery at Louisiana State University.

Concerns over the use of animals in teaching have lead to a reduction in the number of live animal laboratories. A survey of 275 students and faculty was conducted to characterize their attitude toward the use of animals in teaching surgery. Respondents favored live animal use. They believed that model laboratories were helpful in learning aseptic technique and suturing skills but less helpful in learning tissue handling, dissection, hemostasis, or anesthesia.

Alternatives to animal use in education

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In the name of science: issues in responsible animal experimentation

1. The Beginnings of Institutionalized Animal Experimentation: 19th Century 2. Current Attitudes and Ethical Arguments 3. Major Issues 4. Legislation and Growth of Protagonists 5. Animal Subjects and Alternatives 6. Protocol Review 7. Community Members Animal Review Committees 8. Animal Pain Scales in Public Policy 9. Pain, Suffering, and Death 10. Testing 11. From Sunshine Laws and Civil Disobedience to Raids 12. Use of Animals in Education 13. Source of Laboratory Dogs and Cats 14. Editorial Responsibilities 15. Looking Ahead

Biomedical Research & the Animal Rights Movement: A Contrast in Values

Research Article| April 01 1993 Biomedical Research & the Animal Rights Movement: A Contrast in Values Adrian R. Morrison Adrian R. Morrison Search for other works by this author on: This Site PubMed Google Scholar The American Biology Teacher (1993) 55 (4): 204–208. https://doi.org/10.2307/4449633 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn MailTo Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation Adrian R. Morrison; Biomedical Research & the Animal Rights Movement: A Contrast in Values. The American Biology Teacher 1 April 1993; 55 (4): 204–208. doi: https://doi.org/10.2307/4449633 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentThe American Biology Teacher Search This content is only available via PDF. Copyright 1993 National Association of Biology Teachers Article PDF first page preview Close Modal You do not currently have access to this content.

Current pupil attitudes and perceptions and a framework for the future.

The last ten years have seen a great deal of discussion about the use of animals in education. The aim of this paper will be to summarise current pupil attitudes and perceptions, and to provide an ethical framework within which the use of animals in education can be examined. In many countries the recent years have seen a considerable reduction in the use of animals in school science education (Reiss and Beaney, 1992). Whole animal dissection has become significantly less common within the last decade. It is, for example, now required by none of the Examining Boards in the UK, even for advanced level biology. Part of the reason for such changes has been a shift in the perceptions by many pupils and students, and some teachers, about the appropriateness of the use of animals in schools. Recent work by Roger Lock and Katherine Millett has shown how strong are pupil views against animal experimentation and the use of animals in schools (Lock and Millett, 1992; Millett and Lock, 1992). For instance the majority of 14-15 year-olds disagreed with the statement 'New medicines should be tested on animals before they are taken by humans'. Similarly, the majority of these pupils agreed with the statement 'I think that it is wrong to breed animals that will only be used for dissection'.

Use of animals in education: policy and practice in the United States

Attitudes and recent policy developments in the USA on the use of animals in education are reviewed, and the present legislative position outlined. The influence of science competitions and national teacher associations on practice is discussed. The still common invasive experimentation on sentient animals by young and inexperienced students is provoking increasing pressure for change and a more compassionate attitude towards animals.

The Use of Animals in Behavioural Science Education in the USA: Finding Alternatives that Address Personal Concerns and Ethical Dilemmas

In this paper, we describe our efforts to develop a humanitarian approach to the teaching of behavioural science using animals. Reduction, replacement and refinement of animal use in education are most useful if they help reconnect students and teachers with their underlying feelings, attitudes and ethical values related to animal usage. In order to initiate this reconnection process, we established the Northeastern University Center for Science Education (NUCASE) to encourage the dissemination of information and the development of projects that address ethical issues in college science curricula. Two directions that NUCASE has piloted using a humanitarian approach are outlined: an alternative to the traditional animal laboratory course in learning that uses student-run field experiments with feral pigeons in a park; and a conference designed to promote open interchange about personal concerns and ethical dilemmas in the use of animals in education.

Animal Pain Scales in Public Policy

Pain scales classify the severity of pain inflicted on laboratory animals from little or none up to severe. A pain scale as part of public policy serves beneficial purposes that promote animal welfare. It can be used to educate people about the two alternatives of refinement and replacement, and the need to reduce animal pain. Furthermore, a pain scale has practical applications: 1) in review procedures for animal welfare concerns; 2) in developing policies on the use of animals in education; and 3) as a basis for collecting national data on animal experimentation, so that meaningful data can be collected on trends in reduction and control in animal pain. So far, only a few countries (including Sweden, the Netherlands, Canada and New Zealand) have adopted pain scales as part of their public policy. Most countries, including the United States, have not yet done so. The history of the development and adoption of pain scales by various countries is described and the case is presented for wider adoption of a pain scale in countries not currently using one.

Reduction of Animal Experiments in Education in the Netherlands

From an academic point of view the use of animals in education is primarily as tools to achieve learning objectives. The introduction of alternatives in education requires an appreciation of both the learning objectives of these animal experiments and the possibilities and limitations of alternatives. In the Netherlands, a government-funded project is in progress, with the aim of developing the use of alternatives to animal experiments in education The numbers of animals used for educational purposes was reduced by 40% in the period 1978–1988 This paper presents an overview of the objectives of the use of animals for experiments in education and of the alternatives currently available to academia.

The use of animals in biology teaching in higher education.

This article reports surveys of biology staff and students at Scottish universities, concerning attitudes to the use of animals in education. Opinion is very varied, among staff and students, but it is clear that the design of practical work on animals involves a set of choices, from a wide range of possibilities, and that ethical decisions form an important part of this process. There is also widespread agreement that ‘bioethics’ should be an integral part of biology teaching.

Animal Use in Education and the Alternatives

Animal Use in Education and the Alternatives