Students’ opinions on welfare and ethics issues for companion animals in Australian and New Zealand veterinary schools

Degeling, Chris; Fawcett, Anne; Collins, Teresa; Hazel, Susan J.; Johnson, Jane; Lloyd, Janice; Phillips, Clive J. C.; Stafford, Kevin J.; Tzioumis, Vicky; McGreevy, Paul D.

doi:10.1111/avj.12590

Cited by 19 publications

(12 citation statements)

References 23 publications

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“…For example, they were discussed as part of the veterinary curriculum by Dolby (66), who emphasised that as veterinarians are a key point of contact for the public's understanding of animal welfare, hidden curriculums within veterinary teaching have a longlasting impact. The formation of these hidden curriculums within veterinary teaching have been discussed as a reason for a lack of veterinary empathy by Degeling et al (67), and it is recognised that much of this occurs in the workplace as well as within the classroom (68). Hidden curriculums were referenced in a veterinary animal welfare teaching context, though not explicitly discussed by Whittaker (16), Batchelor et al (69), and Dolby and Litster (70).…”

Section: Hidden Curriculummentioning

confidence: 99%

Discipline-Based Education Research for Animal Welfare Science

MacKay

2020

Front. Vet. Sci.

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Animal welfare science features interdisciplinary and collaborative working across fields, spanning behavioural ecology, psychology, veterinary sciences, economics, and fundamental biology. However, education research is not yet prevalent within the animal welfare literature. In a Web of Science topic search there were 188 papers which specifically discussed or explored how to teach animal welfare from 1978 to 2017. Of these, only 34% (n = 61) specifically focused on instructional design or pedagogical research, and these were predominantly within veterinary education (57%). Despite this, the literature is in broad agreement that animal welfare education is an important topic that should be done well. Within the UK, there were a possible 586 animal-related courses within Universities College Admissions Service database for potential students to choose from, highlighting the significance of robust and considered educational practice. The current gaps identified in the literature were discussion of hidden curriculums outside of veterinary degrees, animal-centered education, the blueprinting of assessment, and authentic assessment. Therefore, this review proposes that animal welfare scientists interested in education consider discipline based educational research (DBER) practices, and engage more fully with the educational research literature. A key component of DBER is the recognition that specialist knowledge needs to be taught by specialists, and so it is important that animal welfare scientists begin to access educational research too.

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Section: Hidden Curriculummentioning

confidence: 99%

Discipline-Based Education Research for Animal Welfare Science

MacKay

2020

Front. Vet. Sci.

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“…The rating of these topics by educators was very similar to those by undergraduate veterinary science students who completed the same questionnaire (24)(25)(26)32). The educators' focus on practical issues and avoidance of esoteric issues clashes with a perceived need for veterinarians to embrace animal ethics more actively.…”

Section: Discussionmentioning

confidence: 69%

“…These ratings reflect the everyday need for veterinarians to be conversant in these topics in order to give good advice to clients. Over servicing, cosmetic surgery and shelter medicine were rated as least important as Day One competences, as also found in a parallel student survey (25). This may suggest that students mirror the views of the educators teaching them, but any attempt to ascribe causality will require further investigation.…”

Section: Companion Animalsmentioning

confidence: 66%

Educators' Perspectives on Animal Welfare and Ethics in the Australian and New Zealand Veterinary Curricula

Tzioumis

Freire

Hood

et al. 2018

Journal of Veterinary Medical Education

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The current study was designed to explore the importance veterinary science educators in Australian and New Zealand universities assign to animal welfare and ethics (AWE) topics as Day One/initial competences for new graduates. An online questionnaire was deployed in parallel to an equivalent study of veterinary science students at these educators' schools. Responses were received from 142 educators (51% females n=72 and 49% males n=70), representing an overall participation rate of 25%. Questions were clustered according to seven areas of veterinary employment: General Practice; Production Animals; Companion Animals; Wild Animals; Aquatic Animals; Animals Kept for Scientific Purposes; and Animals Used in Sport and Recreation. The most highly rated topics for each of these clusters were: professional ethics in General Practice; euthanasia in Companion Animals; strategies to address painful husbandry procedures in Production Animals; Veterinarians' duties to wild animals in Animals in the Wild; aquatic animal health and welfare issues in Aquatic Animals; competence in the 3Rs (replacement, refinement and reduction) in Animals kept for Scientific Purposes and responsibilities of ownership in Sport and Recreation. Female educators rated many of the topics as significantly more important than did their male counterparts. Educators teaching one or more ethics-related subjects were less likely to rate neutering and euthanasia as important than those not teaching these subjects. The educators' focus on practical issues clashes with a perceived need for veterinarians to actively embrace animal ethics. Overall, the perspectives of these educators should be carefully considered as they are likely to influence student attitudes.

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“…In the context of this data, it can be said that the higher grade students better understood the rights and responsibilities of the profession of being a veterinarian, as a result of the vocational training that they receive. Degeling et al (2017) reported that Australasian veterinary students placed more importance on competency in AWE issues associated with clinical practice (such as neutering and euthanasia) than on professional behaviors (such as over-servicing and animal breeding).…”

Section: Discussionmentioning

confidence: 99%

Türkiye’deki veteriner fakültesi öğrencilerinin ötenaziye bakış açıları: Kafkas ve Adnan Menderes Üniversitesi

Demir

Koç

2018

Mehmet Akif Ersoy Üniversitesi Sağlık Bilimleri Enstitüsü Dergisi

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This study was carried out in order to find out the opinions and general knowledge levels of the students in the Faculty of Veterinary Medicine regarding euthanasia. The material of the research was the data obtained from the survey that was carried out with face-to-face interviews with 638 students, consisting of 320 students from Kafkas University and 318 students from Adnan Menderes University. In the study, it was determined that the average age of the students, who participated in the study, was 23.09±1.45; and 70.5% of them had gained information about euthanasia during their educations at the school. When the views of the faculty of veterinary medicine students on the euthanasia were analyzed, it was determined that 71.2% of participants deemed appropriate that euthanasia can be applied to the animals in the required situations. It was found that 83.1% of the participants had the idea that euthanasia demands of the animal owners should be considered by the veterinarian, and 55.5% of the students thought that religious beliefs should not be regarded as an important reference in the discussions about animal euthanasia. It was determined that there are differences in the views of the veterinarian candidates studying in faculty of veterinary medicine depending on demographic structure, gender, culture and lifestyle.

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Students’ opinions on welfare and ethics issues for companion animals in Australian and New Zealand veterinary schools

Cited by 19 publications

References 23 publications

Discipline-Based Education Research for Animal Welfare Science

Discipline-Based Education Research for Animal Welfare Science

Educators' Perspectives on Animal Welfare and Ethics in the Australian and New Zealand Veterinary Curricula

Türkiye’deki veteriner fakültesi öğrencilerinin ötenaziye bakış açıları: Kafkas ve Adnan Menderes Üniversitesi

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