The Impact of Computer-Based Alternatives on the Use of Animals in Undergraduate Teaching: A Pilot Study

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.

Section: Results Of Research Into Students' Attitudesmentioning

confidence: 99%

“…Many studies have been made to assess the effects of animal use and alternatives on students, both in terms of emotional consequences and knowledge gain (20)(21)(22)(23)(24)(25)(26). The results of such studies are often quoted to support more-anecdotal impressions.…”

Section: Evaluations Of the Impact Of Animal Alternativesmentioning

confidence: 99%

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

Smith¹,

Smith²

2004

“…Overall, the alternative model is cheaper than purchasing and caring for large groups of animals. The use of an alternative can also often save time for both the tutor and the students (13).…”

Section: Advantages Of Alternativesmentioning

confidence: 99%

“…Several alternatives have been evaluated (13,(19)(20)(21)(22)(23)(24)(25). In general, students who used the non-animal models performed as well as those who used the animal model, or even better.…”

Section: Evaluating Alternativesmentioning

confidence: 99%

Alternatives to the Use of Animals in Higher Education

Valk¹,

Dewhurst

Hughes

et al. 1999

Self Cite

“…Many major advances toward developing and implementing alternatives in education have come about from the contributions of individual scientists. For example, David Dewhurst over many years has systematically compared the performance of students participating in live animal laboratories versus those using simulations via computer-assisted learning (1)(2)(3). One veterinary faculty member, Cathy Greenfield, has succeeded with colleagues in creating model organs with a texture similar to actual tissue; these have been used successfully in teaching suturing techniques to veterinary students (4-7).…”

Section: Introductionmentioning

confidence: 99%

Uses of Animals and Alternatives in College and Veterinary Education at the University of California, Davis: Institutional Commitment for Mainstreaming Alternatives

Hart

Wood

2004

uses of animals in teaching for college, veterinary and medical education in the USA has sharply declined in recent decades. Economic disincentives and public discussions have diminished this use of animals, as well as the growing availability of alternative resources for teaching. In the USA, the use of live animals in teaching at the post-secondary level requires a protocol review similar to that used for research, whereas protocols are not required for the use of non-living specimens. Many outstanding alternatives have been created that supplant some uses of animals. Creating alternatives for a comprehensive biological or veterinary curriculum can best be addressed by a long-term commitment of leadership at the institutional level, leading to an incremental development of alternatives. Economic realities and the demonstration of educational results equal to, or exceeding that of the consumptive uses of animals support supplanting the more traditional methods. Committed leadership at the University of California, Davis, has facilitated the development of teaching tools and the mainstreaming of alternatives within the standard undergraduate and veterinary curriculum. The institutional culture supports these resources, and finding further solutions requiring less consumptive uses of animals. We introduce here a web-based tool providing improved access to these resources: www.vetmed.ucdavis.edu/Animal_Alternatives/main.htm.