JEANNE MARCHIG INTERNATIONAL CENTRE FOR ANIMAL WELFARE EDUCATION Animal welfare in the veterinary...
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Transcript of JEANNE MARCHIG INTERNATIONAL CENTRE FOR ANIMAL WELFARE EDUCATION Animal welfare in the veterinary...
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JEANNE MARCHIG INTERNATIONAL CENTRE FOR ANIMAL WELFARE EDUCATION
Animal welfare in the veterinary curriculum at the
R(D)SVS: Preliminary findings
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Where are we now?
1. Initial audit of the use of animals in teaching
2. Survey of attitudes of students towards animal sentience across all years
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1. Survey of animal numbers
• Animal , Type, No. used/ year, Source, Status and Brief description of use
• 1a. Could the educational aim of your course be achieved through the use of fewer animals, using alternatives?
• 1b. If Yes, please indicate what resources you would require to facilitate this
• 1c. If No, please state why this is the case• 2. Please give any further comments on the
use of animals in teaching here
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Issues: Animals in veterinary teaching
• Discrepancy between courses in the quality of data.
• Poor response rate to survey (50% of courses)• Data complicated:
by animals owned by staff/students by cadavers used as they come in and not
planned/registered? by use of animals in various modules (eg 5 teaching
horses), but no ‘counts’ of use made. By lack of engagement with the survey!
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Issues: Animals in veterinary teaching
Poor understanding of the questions? Eg. Status of animals was not specified in 80% of surveys
Problems with the course organiser’s awareness of actual numbers of animals used in teaching the course content?
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Preliminary RESULTS: Animals used, source
Living
Cadaver
Source
Dog 48 Clinical cases & staff/ student ownedCat 18 Clinical cases & staff/ student owned
Mouse
Rat 6 CommercialRabbit 6 Commercial
Frog
Cow 300 4 Farm
Sheep 300 2 Clinical cases
Horse 6 2 R(D)SVS
Chicken
Other 6 Clinical Cases
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Suggested reduction/ replacement options
More handling per animal would be an option (according to a few)
Comments on replacement: veterinary teaching and especially differential diagnosis requires the use of living animals, both healthy and diseased
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2. Student survey on animal sentience
Background information
Ownership/ work experience with different species
Understanding of welfare of different species
Source on knowledge on the welfare of different species
The sentience of different animal species
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How sentient would you say these species are?1 (not at all) – 9 (just like us)
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Sentience rated by Student year group
Decreasing trend in rated sentience for pets (cats and dogs) in females (from 8.2 in year 1 – 7.4 in year 5)
Increasing trend for production animals (sheep, chicken, pigs) in females(from 6.6 in year 1 – 7.4 in year 5)
No change in sentience levels given by males
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Student Background & Sentience
• Pet-owners (cats & dogs) rated sentience for pets higher than rest– 82% owned/ owns a dog– 57% owned/ owns a cat
• Students that grew up in an urban setting rated sentience in pets higher than rest
• Students that grew up in a rural setting rated sentience in production animals lower than rest
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My understanding of their behaviour and welfare is…1 (poor) – 5 (excellent)
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My understanding of their welfare is mainly based on…
Percentage student agreement per knowledge source
a
b
a: Lower compared to all other species
b: Higher compared to all other species
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Suggestions for future opportunities
• Improved annual audit of all animals & cadavers (and sources), used in teaching at the R(D)SVS
• Focus student groups – to help validate/comprehend students self-assessed understanding of animal welfare.
• Dissemination of information to staff - relating to potential refinement/replacements to animal use in pre-clinical practicals.
• Monitoring the effect of different interventions and replacement models on students’ knowledge and attitudes towards animal welfare throughout their training.