The world literature on providing instruction for various disciplines without resorting to live animals is abundant. An attempt has been made to list only a few potentially key examples. Although all may not have direct applicability because they may discuss core values, they may still be of interest to those wishing to learn more about the subject. In most cases, the title of the publication is descriptive; if not, a short description is provided. The titles are linked either to a publicly available copy of the document or to a digital object identifier.
If you are aware of other articles you believe to be important to include here, please send the citation(s) to HEVM for consideration.
New addition:
Veterinary Students’ Perspectives on Their Relationship with Animals Used in Veterinary Education
Arluke, Arnold
2004-01-01
The Use of Dogs in Medical and Veterinary Training: Understanding and Approaching Student Uneasiness
Journal of Applied Animal Welfare Science 7(3):197-204
Bachinski, Róber et al
2017
On the journey toward humane education in Brazil: First request for a total ban of harmful animal use in professional and higher education
Alternatives to Laboratory Animals 45(5):287-293
Describes effort to eliminate harmful use of animals in Brazil’s higher education institutions, including veterinary medical schools.
Balcombe, Jonathan
2000
The Use of Animals in Higher Education: Problems, Alternatives, & Recommendations
104 pp Washington, DC: Humane Society Press
The aim of this monograph is to present a comprehensive examination of the issue of animal use in education from an ethical and humane perspective. … It covers animal use in middle and high school, in college and graduate education, and in advanced training in medical and veterinary school. The emphasis, however, is on those grades in which animal use is greatest: the secondary and undergraduate levels.
Mostly about secondary school and undergraduate college or university.
Chadwin, Robin M. et al
2025-12-01
A Public Records Review of Cadaver and Terminal Animal Use in US and Canadian Veterinary Schools
Journal of Veterinary Medical Education 52(6):759-772
Article stated to be freely available.
Veterinary students, interns, and residents have often been taught medical and surgical skills using cadavers or terminal surgeries. However, the number of animals used by veterinary schools, their sources, and the types of procedures taught have never been quantified. In this study, active Institutional Animal Care and Use Committee protocols in which animals were euthanized prior to, during, or following training exercises were requested from public veterinary schools in the United States and Canada between December 2022 and April 2024. … A total of 26 veterinary schools provided 120 Institutional Animal Care and Use Committee protocols meeting the study criteria. Equines (24/26 schools), cows (20/26), and small ruminants (19/26) were the most commonly requested species by schools, although poultry were requested in the highest numbers (8,558). Sources included client donations, commercial vendors, and university-owned animals. The most common justifications for using animals in teaching were that alternatives do not provide an equal learning experience (87/120 protocols) and that live animals are needed for students to learn nonsurgical (71/120) and surgical (65/120) procedures. There was considerable variation in how closely aligned animal use practices were to AAVMC recommendations. Limitations include probable undercounting of cadavers and the inability to verify the numbers of animals used versus requested for use.
Choi, Eugene et al
2025-12-01
Evaluating Veterinary Ethics Education Programs in South Korea from the Learners’ Perspective
Journal of Veterinary Medical Education 52(6):773-782
Article stated to be freely available.
Dalrymple, Aimee M. et al
2026-04-01
Shelter Medicine Programs Support Multiple AAVMC Competency Domains: A Survey of Shelter Medicine Programming at AVMA-Accredited Colleges
Journal of Veterinary Medical Education 53(2):214-222
de Bie, M.H. et al
2012-03-01
The use of digital games and simulators in veterinary education: An overview with examples
Journal of Veterinary Medical Education 39(1):13-20
This article outlines the (future) use of (digital) games and simulators in several disciplines, especially in the veterinary curriculum. The different types of game-based learning (GBL)—varying from simple interactive computer board games to more complex virtual simulation strategies—will be discussed as well as the benefits, possibilities, and limitations of the educational use of games. The real breakthrough seems to be a few years away.
Deguchi, Bernardo G.F. et al
2012
The perception of students on the use of animals in higher education at the Federal University of Paraná, Southern Brazil
Alternatives to Laboratory Animals 40(2):83-90
Elliott, Rosemary
2014-09-01
Personal Reflections on Veterinary Science Training and the Three Rs
Alternatives to Laboratory Animals 42(4):P38-P40
Students against the thoughtless use of animals in veterinary education need support to be true to their values, to use science to uphold them, and to never give up on advocating for the highest standards of animal welfare
Elzaabalawy, Sofia I. et al
2011
Alternatives outreach and a new student movement for humane veterinary education and practice in Egypt
Altex Proceedings 1/12:387-393
Hart, Lynette A. et al
2005
Mainstreaming alternatives in veterinary medical education: Resource development and curricular reform
Journal of Veterinary Medical Education 32(4):473-480
Jukes, Nick et al
2006
Ethical and effective acquisition of knowledge and skills in veterinary education and training
Alternatives to Animal Testing and Experimentation 12(1):7-24
Khoddami, Sherry et al
2026-06-01
Veterinary Students’ Perspectives on Their Relationship with Animals Used in Veterinary Education
Journal of Veterinary Medical Education 53(3):372-381
First, using animals in students’ education caused ethical and moral conflicts that had a negative impact on their emotional well-being; many of these conflicts arose when there was a lack of transparency about animal use or when the harm to animals outweighed the benefits to student learning or animal welfare. Second, students’ well-being and the welfare of animals used for teaching were intertwined, suggesting that educational practices have implications for both. Third, supervisors and their teaching approaches, including the use of live animals or alternatives, had complex effects on student learning. In general, students preferred realistic and supportive learning experiences in which they could provide a service to animals and their community. This study highlights the nuanced perspectives of veterinary students on the animals used in their education. We encourage veterinary colleges to carefully evaluate their use of institution-owned live animals within the curriculum, improve transparency about how these animals are used, and find effective pedagogical methods that consider implications to both student emotional well-being and animal welfare.
Kneebone, Roger et al
2008
Contextualized simulation and procedural skills: A view from medical education
Journal of Veterinary Medical Education 35(4):595-598
Patient-focused simulation (the combination of a simulated patient with an inanimate simulator or item of medical equipment) allows clinical procedures to be practiced and assessed within realistic scenarios that recreate clinical challenges by placing a real person at the center of the encounter.
Article is stated to be open access. Alternately, you may be able to obtain a copy of the paper from: ResearchGate
Knight, Andrew
2008
Humane teaching methods prove efficacious within veterinary and other biomedical education
Alternatives to Animal Testing and Experimentation 14:213-220
Knight, Andrew
2012
The potential of humane teaching methods within veterinary and other biomedical education
Altex Proceedings 1(12):365-375
An overview of the various types of humane teaching methods, with numerous pictures, and of the published educational studies examining their efficacy.
Knight, Andrew
2014
Conscientious objection to harmful animal use within veterinary and other biomedical education
Animals 4(1):16-34
…this paper provides pertinent information about the evolution of conscientious objection policies within Australian veterinary schools, and about the jurisprudential bases for conscientious objection within Australia and the USA.
Lee, Gwi Hyang et al
2010
The current status of animal use and alternatives in Korean veterinary medical schools
Alternatives to Laboratory Animals 38(3):221-230
Martinsen, Siri et al
2005
Towards a humane veterinary education
Journal of Veterinary Medical Education 32(4):454-460
Martinsen, Siri et al
2005
Norwegian veterinary training based on animal alternatives
ALTEX 22(1/05):27
Describes one student’s determination and steps taken to get as humane an education as possible at the Norwegian School of Veterinary Science.
Noyes, Julie A. et al
2020
Is a picture worth a thousand words? Evaluating the design of instructional animations in veterinary education
Journal of Veterinary Medical Education 47(1):69-77
Patronek, Gary J. et al
2007
Systematic review of comparative studies examining alternatives to the harmful use of animals in biomedical education
Journal of the American Veterinary Medical Association 230(1):37-43
Phillips, Clive J.C. et al
2020
Comparison of the moral sensitivity, judgment, and actions of Australian and Turkish veterinary students in relation to animal ethics issues
Journal of Veterinary Medical Education 47(1):8-17
Ruiz, Liliana
2011
Alternatives to animal testing in veterinary education in Mexico
Altex Proceedings 1/12:415-417
Sachana, Magda et al
2014-08-01
Student perspectives on the use of alternative methods for teaching in veterinary faculties
Alternatives to Laboratory Animals 42(4):223-233
Although there was no complete agreement among the student responses, it was apparent that the majority of the students would like traditional training methods to be paired with alternative approaches, and expressed their desire to be exposed to as many humane modes of learning as possible. In addition, the students agreed that alternative teaching methods for training in veterinary science can reinforce existing knowledge that is required at the clinical stage, and that they can be effective supplements to traditional training methods. It was also concluded from the study that the use of new alternative approaches is very much appreciated by the students, whereas the validity and effectiveness of these methods are debatable, suggesting that further optimisation, proper application and evaluation of these alternative methods is required.
Shivley, Chelsey B. et al
2016
Survey of animal welfare, animal behavior, and animal ethics courses in the curricula of AVMA Council on Education-accredited veterinary colleges and schools
Journal of the American Veterinary Medical Association 248(10):1165-1170
Results suggested that AVMA COE-accredited institutions need to provide more formal education on animal welfare, behavior, and ethics so veterinarians can be advocates for animals and assist with behavioral challenges.
Tiplady, Catherine
2012
Animal use in veterinary education — The need for a fourth R: Respect
Alternatives to Laboratory Animals 40(5):P5-P6
Valliyate, M. et al
2012
Current concepts in simulation and other alternatives for veterinary education: a review
Veterinární Medicína 57(7):325-337
Verrinder, Joy M. et al
2014-12-01
Identifying veterinary students’ capacity for moral behavior concerning animal ethics issues
Journal of Veterinary Medical Education 41(4):358-370
Wood, Mary W. et al
2005
Effective bibliographic searching for animal alternatives in veterinary medical education: The UC Davis Web site
Journal of Veterinary Medical Education 32(4):468-472
Not on alternatives themselves, rather how best for educators to find them.
Updated 2026-07-17