Welfare Courses Research Articles

Reproducible strategy for excisional skin-wound-healing studies in mice.

Wound healing is a complex physiological process involving various cell types and signaling pathways. The capability to observe the dynamics of wound repair offers valuable insights into the effects of genetic modifications, pharmaceutical interventions or other experimental manipulations on the skin-repair process. Here, we provide a comprehensive protocol for a full-thickness, excisional skin-wound-healing assay in mice, which can easily be performed by any scientist who has received an animal welfare course certificate and can be completed within ~3 h, depending on the number of animals. Crucially, we highlight the importance of considering key aspects of the assay that can dramatically contribute to the reliability and reproducibility of these experiments. We thoroughly discuss the experimental design, necessary preparations, wounding technique and analysis. In addition, we discuss the use of lineage-tracing techniques to monitor cell migration, differentiation and the contribution of different cell populations to the repair process. Overall, we explore key aspects of the skin-wound-healing assay, supplying a detailed procedure and guidelines essential for decreasing variability and obtaining reliable and reproducible results.

Partnering with a child welfare agency to design and deliver a BSW child welfare course: mixed results and lessons learned

ABSTRACT This paper describes a collaboration between a university and a local child welfare agency in the development and delivery of a Bachelor of Social Work (BSW) child welfare course featuring lived experience knowledge and learning situated in community-based child welfare sites. We present results of an exploratory mixed methods pre-post survey and focus group evaluation which examined changes in student general knowledge, perceptions of skills for decision- making and orienting beliefs about child welfare families. The results did not yield uniform significant results. The discussion delves into lessons learned about the importance of supporting students to develop skills for respectfully gathering and critically analyzing information and how to break through what we observed as student reluctance to learn about child welfare wrongdoings. We reflect on why, despite centering curriculum on lived experience knowledge, we were not successful in overturning students’ negative orienting beliefs about families and children receiving child welfare services. We conclude with considerations for new directions in BSW child welfare curriculum.

Crucial but Neglected: Limited Availability of Animal Welfare Courses in Education of Wildlife Researchers.

Animal welfare is a subject of increasing scientific and ethical concern in today's society, crucial for the well-being of animals used in research and the integrity of scientific data. Equipping researchers in the life science disciplines with a science-based knowledge of animal welfare, behaviour, physiology, and health is, therefore, essential. Nevertheless, previous studies evaluating animal welfare education focused on veterinary, laboratory, or farm animal science. Consequently, the aim of this study was, for the very first time, to map the prevalence of animal welfare courses in the university education of ecologists, wildlife biologists, and conservation managers in Europe, Canada, the USA, Australia, and New Zealand. A comprehensive assessment of 1548 universities was conducted, resulting in the identification of 596 relevant programs at the bachelor's and master's levels. Analysis of the curricula revealed that only 1% of the programs offered a formal course on animal welfare, while 65% provided courses on animal behaviour, 59% on animal physiology, and 34% on animal health. However, the majority of these courses were listed as electives rather than mandatory components of the programs. These results underscore the need for universities to incorporate more formal and obligatory education in animal welfare in order to better prepare future ecologists, wildlife biologists, and conservation managers for the challenges of working with wildlife.

Student insights towards animal welfare science and law. Survey results from Sassari University, Italy.

In this paper, we describe the results of an online survey consisting of 23 questions created to evaluate the knowledge and interest on animal welfare by students attending 15 different scientific, medical, and biomedical courses at University of Sassari, Italy. The survey collected students' demographic data, level of knowledge both on animal welfare and 3Rs, as well as their opinions on animal experimentation. The majority of the cohort was female and over 24 years of age. About a third of the students responded that their graduate programme included subjects that taught science, ethics, and animal welfare legislation. Just 21.2% of respondents had heard about the concept of 3Rs. About a quarter of the students believed that animal models can be replaced by in vitro and in silico methods while half believed that both are needed. However, 70% of the participants did not know the existence of an Ethics and Animal Welfare Committee. The result showed the importance of an Animal Welfare Course for the professional future of a larger number of students and underlined the key role of veterinary medicine in promoting ethics and animal experimentation.

Electoral Candidate Debates for Policy Learning in Large First-Year Classes

The benefits of experiential learning are well-documented, but large course enrollment can be seen as a barrier to providing meaningful experiential learning experiences. Political science literature on experiential learning in large undergraduate classes has prioritized simulations of political processes over direct student engagement in actual political processes. This multiple case study analyzes two in-class electoral candidate debates, one municipal and one federal, organized in a 300-student introductory social welfare course. Detailing the tensions inherent to organizing for maximum student engagement, and drawing on qualitative data from 73 student reflections, we found that in-class electoral candidate debates are feasible and effective as an experiential civic education activity. Though preparation work was complex and substantial, in-class candidate debates resulted in a rich learning foundation for the whole course. Key components for effective learning included student generated topics and questions and a wide range of candidates. Debriefing was also essential given the varied levels of prior knowledge inevitable in large classes. This paper extends the literature on teaching in the large policy classroom to a promising new experiential learning activity. It provides useful guidance for others who wish to harness the benefits of experiential civic education in large classes.

문제중심학습(Problem-based learning)의 적용과 효과성

Objectives The purpose of this study is to apply Problem-based learning (PBL) to a school social welfare class and explore its effectiveness and experience of learners’ participation. Methods To do this, PBL method was applied to 14 students who were enrolled in the school social welfare course in the second semester for about 8 weeks from October to December in 2019. The pre-post test was conducted on problem-solving ability, communication ability, and self-directed learning ability for 11 students who agreed to participated in the study and Wilcoxon signed-rank test was used to analyse the data. In addition, a group interview was conducted at one time on seven of the 11 students who agreed to participate in a group interview and the analysis was conducted using topic analysis method. Results As a result of pre-post test, PBL improved learners' problem-solving ability. As a result of the thematic of group interviews, four key themes were found: “thinking about problem solving without answers,” “being a self-directed learner,” “working together to find a solution,” and “getting to understand the role of professors in promoting the learning process. Conclusions Based on these results, implications for effective PBL in social welfare classes were suggested.

사회복지 교과목에서 긍정탐구(AI)의 적용과 그 효과성에 관한 사례연구

Objectives The purpose of this study is to identify the effectiveness of appreciative inquiry (AI) and how it can be applied to social welfare coursework. Ultimately, the present study aims to boost participatory learning, discover positive aspects of students, and enhance the capability of voluntary AI learning. Methods D University students (N = 34) participated in the 5-D model AI learning. Pre- and post-test was completed to evaluate the effectiveness of AI. Results The 5-D model (e.g., Define, Discovery, Dream, Design, and Desitny) with a single theme for each group appears to be the most desirable method for employing AI in social welfare coursework. Pre- and post-test reveals that the AI class effectiveness of individuals, teams, and team cooperation is augmented. Specifically, the individuals' positive psychological capital varaibles illustrate the highest (average .53 higher). Conclusions Results suggest that AI application in social welfare coursework may be effective for participatory learning and voluntary AI learning. To better implement AI in coursework, future research should consider developing systematic AI processes and objective evaluation tools based on the 5-D model, as well as exploring an action plan, a best practice, and positive questions corresponding to social welfare courses.

Needs Assessment for the Animal Welfare Curriculum for the Bachelor of Veterinary Science (BVSc) Degree in Zimbabwe

Animal welfare is a day one competency requirement for veterinarians the world over. In Zimbabwe, as well as in other countries globally, animal welfare was taught to students in the Bachelor of Veterinary Science (BVSc) degree but was never assessed as a standalone course. A need assessment was conducted to determine the need for standalone animal welfare curriculum for Bachelor of Veterinary Science degree in Zimbabwe. An interviewer administered questionnaire which captured both qualitative and quantitative responses was used for data collection. All the respondents suggested that there was need for a standalone animal welfare curriculum for the BVSc course. Most popular reason cited by participants (100%) for the need of the animal welfare course was that there was no stand-alone animal welfare curriculum available. Components of the course suggested include: Animal welfare Science, ethics and law. Animal welfare is a relevant course to the BVSc programme in Zimbabwe whose contents should include animal welfare science, ethics, and law and animal behaviour.

Chinese College Students' Attitudes towards Animal Welfare.

Simple SummaryCollege students, specifically from veterinary, animal, agricultural, and life sciences majors represent the future professionals who will closely work with animal industry stakeholders. Therefore, it is important to understand their attitudes towards animals and their knowledge about animal welfare. A survey on Chinese college students was conducted across different majors and Chinese geographical regions to understand their attitude towards the animal Sentient and the Five Freedoms models for pets, laboratory, farm, and wild animals. Most of the respondents exhibited a good attitude towards both the animal Sentient and the Five Freedoms models, with best scoring for pet animals followed by wild animals. Respondents showed less concerns towards farm and laboratory animals. A previous animal welfare education, the ownership of animals, and the participation in laboratory work involving animals positively influenced the attitude of the respondents towards animal welfare. These experiences might have helped students to develop concerns towards the animals’ treatment. When compared to previous studies, our results suggest that Chinese college students improved their attitudes towards animals in recent years. Understanding the attitude of stakeholders towards animals is critical for the development and improvement of animal welfare in a country. College students from veterinary, animal, and life sciences majors represent future key stakeholders that will interact with professionals from animal industries. Therefore, it is critical to understand these college students’ attitudes towards animals and their knowledge about animal welfare. The present survey aimed to investigate Chinese college students’ concerns towards different animal classes (i.e., pets, farm, laboratory, and wild animals) through the animal Sentient and Five Freedoms models. Chinese college students from different majors (i.e., related to animal sciences or not) scored very well in their attitude towards both the animal Sentient and Five Freedoms models, with differences depending on the animal class considered. Pets (dogs and cats) had better consideration for both animal Sentient and Five Freedoms models, followed by wild animals, while farm and laboratory animals were less considered. Veterinary science major students showed the strongest differences in attitudes depending on the animal classes considered compared to other majors. Furthermore, respondents showed better attitude scoring if they currently owned or had owned animals, had participated in animal welfare courses, or in laboratory work that involved animals. When compared to previous studies, our results suggest a general improvement of Chinese college students’ attitudes towards animals.

Attitudes towards animals and belief in animal mind among first-year veterinary students before and after an introductory animal welfare course

AbstractVeterinarians are increasingly looked to for guidance on matters relating to animal welfare, yet little is known about US veterinary students’ attitudes and beliefs about animals. In 2019, we surveyed all first-year veterinary students at a major US veterinary college (n = 123) before and after taking a required one-credit introductory animal welfare course. Attitudes were measured using the Pests, Pets and Profit (PPP) scale and belief in animal mind (BAM) was measured using anad hocmeasure adapted from previous work. Pre- and post-course comparisons indicated the introductory animal welfare course had no immediate effect on veterinary students’ attitudes or BAM. Veterinary students’ attitudes were most positive for animals considered pets, followed by pests and those used for profit. Students believed most species possess a wide variety of mental capacities, including many secondary emotions often considered uniquely human (eg guilt, embarrassment, jealousy). Sociodemographic variables consistently associated with more positive attitudes towards animals were: female gender, vegetarianism and liberal political ideology. Preferring a career involving large or food animal practice was consistently associated with less positive attitudes towards animals. Belief in animal mind explained 3% of the variation in attitude scores, whereas sociodemographic variables explained 49% of variation in attitude scores. Female gender, vegetarianism and preferring small (vs large or food animal practice) were all associated with greater BAM scores. Understanding veterinary student attitudes towards animals and beliefs about the mental capacities of animals is important when evaluating a veterinarian's ability to adhere to their oath.

‘Impactful’ animal welfare course celebrates 30th anniversary

‘Impactful’ animal welfare course celebrates 30th anniversary

Perceptions of animal welfare and animal welfare curricula offered for undergraduate and graduate students in animal science departments in the United States.

While perceptions of animal welfare have been assessed in veterinary students and students internationally, there remains a gap in research concerning undergraduate and graduate student perspectives of animal welfare in animal science programs at colleges and universities across the United States. A survey was developed to assess current animal science student perspectives of the importance of animal welfare as part of their education, their knowledge of available educational opportunities, and resources they think should be included in animal welfare curricula. An online survey was distributed to a national listserv of university administrators of animal science programs in the United States. A total of 624 survey responses were statistically summarized. Most respondents were undergraduate students (78.0%, n = 487), between the ages of 18 and 24 (85.9%, n = 536), and female (86.1%, n = 537). Results indicated that despite most respondents not taking an animal welfare course previously (60.7%, n = 379), most students strongly agreed that the inclusion of an animal welfare course is an important part of the animal science curriculum (72.0%, n = 449), that animal welfare is an important component of their education (63.1%, n = 394), and that animal welfare courses would be helpful for their future careers (70.0%, n = 437). When asked what attributes would be most important in an animal welfare class, students identified many different types of information and resources. The majority of respondents answered that discussing current hot topics in animal welfare (76.1%, n = 475), ethical discussions (76.0%, n = 474), and practical, applied questions (75.3%, n = 470) were important course components. Suggestions for future research include investigating how animal science student perceptions change before and after taking an animal welfare course and exploring opportunities to expand formal welfare education in animal science departments. Inclusion of animal welfare into the curriculum is critical as many of the students currently enrolled in animal science departments will become the future stakeholders in animal-focused industries.

Minding the Gaps in Fish Welfare: The Untapped Potential of Fish Farm Workers

The welfare of farmed fish is often regarded with less concern than the welfare of other husbandry animals, as fish are not universally classified as sentient beings. In Norway, farmed fish and other husbandry animals are legally protected under the same laws. Additionally, the legislature has defined a number of aquaculture-specific amendments, including mandatory welfare courses for fish farmers who have a key role in securing animal welfare, also with regards to noting welfare challenges in the production process. This article uses fish welfare courses as a site from which to inquire about the common-sense understanding of fish welfare in Norwegian fish farming. The focus is specifically on fish farm employees, their experiences of welfare-related issues and contradictions in their daily work, and the struggle to act responsibly in aquaculture settings. Through participant observation at welfare courses, as well as interviews and conversations with fish farm workers, the article details how challenges are experienced ‘on the ground’, and suggests how fish farm workers’ own experiential knowledge might be mobilized to improve the general welfare of farmed fish.

Gjin taalsoarch yn de soarch. De rol fan Frysk en Meartaligens yn de soarch- en wolwêzenssektor yn Fryslân

This article discusses how university-level healthcare and welfare course programs in the official bilingual Province of Friesland/Fryslân can best be aligned with healthcare practice regarding the use of Frisian and the inclusion of other forms of multilingualism. 15 interviews with healthcare and welfare professionals confirm previous findings on the significant role of minority languages in the healthcare and welfare sector. When minority languages, such as Frisian, are used the bond between healthcare recipient and care provider is strengthened and the patient is better able to communicate. However, the 9 interviews with lecturers, directors and team leaders of healthcare and welfare programs in Fryslân show that these pay little attention to Frisian and multilingualism in their curriculum. At the same time, it appears that those involved in the teaching understand the importance of addressing communication in Frisian and other languages and recognise that this aspect should be embedded in courses that focus on properly connecting with the personal context of the care recipient. These results will be discussed by providing recommendations for healthcare and welfare programs in higher education on how to incorporate minority languages, in particular, and multilingualism, in general.

Gender and job characteristics of slaughter industry personnel influence their attitudes to animal welfare

AbstractThe aim of this study was to gain an understanding of the attitudes that those involved in the slaughter industry have towards animal welfare and animal welfare aspects of their work, and also to investigate if gender or characteristics of employment (eg previous training, role and experience) influence such views. A paper questionnaire consisting of 20 Likert items regarding either animal welfare or working in the slaughter industry and seven questions designed to gather information on participant gender and job characteristics was distributed to attendees at eleven Animal Welfare Officer (AWO) and Poultry Welfare Officer (PWO) courses run by the University of Bristol. Responses were received from 215 personnel involved in the slaughter industry. It was found that the views of the majority of the respondents towards animal welfare were positive. Being female, working routinely with mammals, having a longer period of time working in the industry, and having previous AWO/PWO training course experience were all associated with significantly more positive attitudes towards animals and working in the slaughter industry; while working with birds, and working in an enforcement or stockperson role had a significant negative influence on the response to some animal welfare- and employment-related statements. Although it should be considered that individuals attending an animal welfare course may already have an interest in animal welfare, the results suggest that gender and employment factors do influence attitudes to animal welfare in the slaughter industry, and that the origins and reasons for development of certain negative views warrant further investigation.

Comparison of Norwegian health and welfare regulatory frameworks in salmon and chicken production

AbstractThe health and welfare of farmed fish are often regarded with less concern than for other production animals. This review compares the Norwegian legal health and welfare frameworks for broiler chickens and farmed salmon, with the aim of improving regulations for salmon farming in Norway. Highlighting differences in laws, regulations and governmental organisation are also highly relevant in general, especially in developing welfare regulations for farmed fish in other countries. Norwegian chicken farmers must comply with two main laws, the Norwegian Animal Welfare Act and the Food Act, governed by the same ministry and governmental agency. The salmon farmers must in addition relate to the Aquaculture Act, different ministries and several agencies with different objectives. Compared to the regulation of chicken farming, the regulation of salmon farming is more complex, has potentially conflicting aims and uses less positive welfare phrasings. Thus, the regulation may be perceived as focusing on profitability over welfare. Despite having many similar paragraphs to regulation for chicken farming, salmon farming regulation is less strict in the daily securing of animals and recordings of mortality. There is no specified slaughterhouse control of high‐density productions, as there is for broiler chickens. There are also differences in the mandatory welfare courses, one being that infection prevention is a stated topic for chickens. The Norwegian Animal Welfare Act has no possibility of dispensation, meaning exceptions, and treats fish and other animals equally. Future regulatory frameworks for farmed fish production should avoid unintended downgrading of fish health and welfare.

Opinions towards Companion Animals and Their Welfare: A Survey of Croatian Veterinary Students

Simple SummaryAlthough veterinarians are expected to have the main role in ensuring the welfare of all animals, it has been established that their perception of animal welfare may vary regarding animal species observed. To the best of our knowledge, there is no literature report on a comprehensive study focusing solely on veterinary attitudes and opinions towards companion animal welfare. The present study included students of veterinary medicine in Croatia and revealed them to have strongly positive opinions, with minor oscillations, towards companion animals and their welfare throughout the study years. Study results can contribute to the knowledge of veterinary perception of animal welfare and their opinions and attitudes towards welfare of different animal species, including companion animals and welfare challenges nowadays encountered in these species.This survey was the first one investigating opinions of veterinary students in Croatia towards companion animals and their welfare, with special reference to dogs and cats as the most popular companion animals in the European Union. The study included students of all six years of the integrated undergraduate and graduate veterinary medicine study programme in Croatia. First-year students were surveyed twice, before and after having attended the course on animal welfare. Student opinions were assessed on the basis of their mean responses to five-point Likert scale questions and frequency of responses to Yes/No/I do not know questions and ratio scale questions. Study results revealed students to have strongly positive opinions towards companion animals and their welfare. The majority of student statements did not differ significantly between the first and sixth study years or before and after having attended the animal welfare course in the first study year, mostly yielding a straight, non-fluctuating line. Students were not sure whether welfare of companion dogs and cats was compromised. Study results pointed to reliable and reasonable opinions of veterinary medicine students in Croatia towards companion animals and their welfare, as well as to the welfare issues these species may be facing nowadays.

Scaffolding critical reflection across the curricula of a social welfare degree

ABSTRACT This paper reports findings of the second phase of a formative peer review into the critical reflection curricula in a Bachelor of Social Welfare course in a university in regional Australia. This study investigated the scaffolding of the ‘declared’ critical reflection curricula. It extends the first phase of the review, which was an analysis of the critical reflection assessment tasks; the ‘learned’ curricula (English 1978, cited in). During phase one, the authors learned most students did not engage with critical reflection comprehensively. Therefore, in this phase we critically examined how critical reflection was described in the written curricula throughout the course. Findings revealed the curricula informed students about reflective processes, and linked critical reflection to the development of personal and interpersonal communication skills, cultural safety, ethical practice, empowering practice, and the integration of theory and practice. However, instead of introducing critical reflection incrementally across the entire course, comprehensive and complex descriptions about critical reflection were introduced repeatedly from the beginning of the course. Conclusions include how the authors will use analysis of the ‘declared’ curricula to explicitly guide students through the scaffolding of critical reflection curricula, including incorporating a map of this scaffolding into course-wide learning materials.

Knowledge and Opinions of Third Year Veterinary Students Relevant to Animal Welfare Before and After Implementation of a Core Welfare Course.

Although leading veterinary organizations emphasize the importance of animal welfare knowledge, there exists a gap in current veterinary student animal welfare education and training. A survey instrument was created to assess third-year Doctor of Veterinary Medicine (DVM) student knowledge of key animal welfare topics, opinions regarding the inclusion of welfare education in the veterinary curriculum, and views on veterinarian responsibilities as advocates. In Spring 2018, Colorado State University added a required animal welfare course to the DVM curriculum. Pre- and post-course paper surveys were distributed to the third-year students enrolled in the animal welfare course. One hundred thirty one completed pre-course surveys were collected and 125 completed post-course surveys were collected. Of the pre and post-course surveys collected, 61 were paired with identification codes and utilized for statistical comparison. Results indicated that the course led students to view the inclusion of an animal welfare course in the veterinary curriculum more favorably (p = 0.009) and improved their confidence in conducting research on animal welfare topics (p < 0.001). The course did not change students' sense of responsibility toward welfare advocacy. Associations were not found between attitudes toward these issues and demographic variables of home community, respondent gender, and track selection (p > 0.06). Veterinarians were consistently ranked by students as the most influential member of a community in matters of animal welfare. Future research on the lack of veterinary student knowledge of animal welfare should be done on a national scale to facilitate strategic development of mandatory animal welfare courses in veterinary curricula. Future research should be designed to gain knowledge regarding DVM students' opinions and attitudes regarding effective methods of incorporating animal welfare education into their professional training.

Perception on bioethics and animal welfare by veterinarians

The present study investigated veterinarians’ perceptions of bioethics and animal welfare training. Participants were divided in two groups: Group 1 graduated in or before 2003, and Group 2 graduated after 2003. One hundred forty participants completed the questionnaire: 62 (44.3%) from Group 1 and 78 (55.7%) from Group 2. One participant (1.6%) in Group 1 and 8 participants (10.2%) in Group 2 were taught bioethics as an elective or required course before graduating (p=0.003). Fifty-nine participants (95.2%) from Group 1 and 75 (96.2%) from Group 2 believed thata bioethics course should be required to graduate (p=0.959). Four participants (6.4%) from Group 1 and 24 (30.8%) from Group 2 were taught animal welfare as an elective or required course before graduating (p=0.003). Fifty-seven participants (91.9%) from Group 1 and 77 (98.7%) from Group 2 believed that animal welfare should be requiredto graduate(p=0.959). All participants considered both subjects highly relevant to the profession. Most participants were not taught bioethics or animal welfare courses before graduating; however, the availability of these courses increased after 2003. It was concluded that more emphasis should be given to teaching bioethics and animal welfare in veterinary undergraduate training.