Session D2: Transforming Undergraduate Education with Alternatives

Chairs: Brigitte Rusche (Germany) and David Dewhurst (UK)

D2: Replacement of Harmful Animal Use in Life Science Education: The Approach and Activities of Interniche
Nick Jukes. InterNICHE, Leicester LE2 0JE, UK. coordinator@interniche.org.

Harmful animal use in undergraduate education is increasingly being replaced by alternatives, such as computer software, student self-experimentation, mannekins, ethically sourced animal cadavers, and apprentice work with animal patients. Combinations of such alternatives can better meet teaching objectives, reduce costs, and avoid the negative pedagogical and social impact of animal experimentation. Since 1988, the International Network for Humane Education (InterNICHE) has been working with teachers to replace harmful animal use and has been supporting students' right to conscientiously object. This paper presents the approach, history, and current activities of InterNICHE. With a vision of 100% replacement, the network aims for empowerment through information and support.

It works with the belief that most teachers want investment in the best quality and most humane education possible. The InterNICHE book, From Guinea Pig to Computer Mouse, includes practical details of progressive teaching aids and approaches and case studies from teachers who employ such alternatives. In 1999, InterNICHE produced the film Alternatives in Education, now available in nearly 20 languages. Such resources are complemented by outreach trips and conferences, as well as by an Alternatives Loan System, which offers products for familiarization and assessment. The InterNICHE website (http://www.interniche.org) was launched in 2001.

D2: Computer-based Alternatives to Using Animals in Teaching Physiology and Pharmacology to Undergraduate Students
David Dewhurst. Learning Technology Section, Faculty Group of Medicine & Veterinary Medicine, University of Edinburgh, EH8 9XD, UK. d.dewhurst@ed.ac.uk.

A series of ten computer simulation programs has been developed for PC's, running MS Windows, to support teaching and learning in undergraduate physiology and pharmacology courses. In the UK, the majority of animals used for educational purposes are for laboratory practical classes, where live animals or animal tissue are used to provide a basis for learning by investigation, teaching and practicing experimental design, laboratory, and research skills. Computer simulations may provide a 'dry-lab' experience, which may fulfill some, but not all, of the objectives of the animal labs, and may be particularly appropriate where the animal lab is costly to run or requires a high level of technical expertise.

The programs that will be demonstrated include simulations of experiments on the following in vivo and in vitro preparations: frog sciatic nerve; frog sciatic nerve-gastrocnemius muscle; frog heart; red blood cells; rat small intestine to study nutrient absorption; cat superior cervical ganglion-nictitating membrane; rabbit/cat heart (Langendorff); rabbit skin to study effects of pharmacological agents on the inflammatory response; cat sciatic nerve-anterior tibialis muscle to study pharmacology of neuromuscular transmission; and guinea pig airways to study the effect of pharmacological agents.

D2: Education, The Key for Improving Student Attitudes Toward the Use of Animal Alternatives in Research
J.B.F. van der Valk¹ and L.F.M. van Zutphen². ¹NCA, Dept. Animals & Society; ²Dept. Laboratory Animal Science, Faculty of Veterinary Sciences, Utrecht University, NL-3584 CH Utrecht, The Netherlands. valk@las.vet.uu.nl.

Before students start designing animal experiments, they must have had the chance to examine their attitude towards experimental animals, which can be defined as respecting animals and recognizing their intrinsic value, and they must have learned about Three R's alternatives. A respectful attitude toward animals depends on many factors, of which, education could be one of the most important. In the Netherlands, the course on laboratory animal science provides an excellent opportunity, through lectures, discussions and practice, to develop a proper attitude toward experimental animals, and, particularly, towards alternatives. A special session is dedicated to alternatives, in which, the role and opportunities of the Three R's in animal experimentation are discussed. In addition, an algorithm is presented and examined. Students have to apply the algorithm to find substrates, thereby focussing on alternatives with which a particular research question can be solved. In this particular part, the students experience the value of alternatives to satisfactorily answer the research question and at the same time replace or reduce the use of experimental animals.

D2: Our Experience with Developing Digitized Video Streams and their Use in Animal-Free Teaching in Medical Education
M. Cervinka¹, Z. Cervinkova², J. Novak¹, J. Spicak¹, E. Rudolf¹, and J. Peychl¹. ¹Department of Medical Biology and Genetics, ²Department of Physiology, Faculty of Medicine, Charles University, 50001 Hradec Kralove, Czech Republic. cervinka@1fhk.cuni.cz.

Currently, almost uniform use of Powerpoint presentations during lessons and practical classes bound the use of traditional screen-based alternatives (videocassettes and CD ROMs), because these are difficult to modify according to individual requirements of teachers. Therefore, we sought to develop a simple system for inexpensive conversion of video recordings into digitized video streams, which can be easily included in Powerpoint presentations. This approach enables creative teaching of alternatives. Moreover, such presentations can be placed on the Internet, facilitating easy exchange of teaching materials within the global community. We have prepared a complete set of presentations for teaching the Three R's concept at medical schools. We evaluated the effectiveness and the students' attitude to this approach in an anonymous survey and found that the students' responses were very positive. We believe that this approach can significantly reduce the number of animals used in teaching and in the future can promote animal-free teaching. Supported by grant MSM 111500001.

D2: The Psychological Effects on Students of Using Animals in Ways that They See as Ethically, Morally, or Religiously Wrong
Theodora Capaldo. New England Anti-Vivisection Society, Boston, MA 02108-5100, USA. tcapaldo@aol.com.

Studies indicate that 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. Studies by Plous, Milram, Tyhurst, and others show students may suffer psychological trauma as the result of seeing themselves or others engaged in behavior that they find ethically objectionable. Their cognitive abilities may become impaired resulting in less learning. Students may withdraw and lose interest in science when not given the option to conscientiously object. Students--even those who believe they are willing participants--become desensitized and may develop a utilitarian view of animals, thereby diminishing their capacity for compassion and ethical decision-making, as borne out by Paul's and Podberscek's findings. 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 replacement of the harmful use of animals in education.