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. They may not have direct applicability, but might still be of interest to those wishing to learn more about the subject. The list is arranged alphabetically. In most cases, the title of the publication is descriptive; if not, a short description is provided. If you are aware of other articles you believe to be important to include here, please send the citation(s) to HEVM for consideration.
The titles are linked either to a publicly available copy of the document or to a digital object identifier.
- The Use of Animals in Higher Education: Problems, Alternatives, & Recommendations
- The potential of humane teaching methods within veterinary and other biomedical education
- Conscientious objection to harmful animal use within veterinary and other biomedical education
- Bachinski, Róber; Alves, Gutemberg; de Almeida Souza, Mariângela Freitas; Bones, Vanessa Carli; de Cassia Maria Garcia, Rita; Gebara, Rosangela; Ruiz, Valeska Regina Reque; da Silva Alonso, Luciano; Tréz, Thales; Oliveira, Simone Tostes; Rocha, Alexandro Aluisio; Paixão, Rita Leal; Klein, Roseli Pizzigatti; Gasparetto, Débora; Jukes, Nick and Matera, Júlia Maria. 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.
- Deguchi, Bernardo G.F.; Molento, Carla F.M. and de Souza, Carlos E.P. 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.
- Elzaabalawy, Sofia I.; Abdelbaki, Mohamed A.; Abdelhakim, Angham I.; Alamir, Walaa M.; Elsayed, Mohammed O.; Erian, Mark M.; Hameda, Ahmed M.; Jukes, Nick; Mahdi, Hany M.; Roshdy, Mina A. and Shaheen, Mai A. 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.; Wood, Mary W. and Weng, Hsin-Yi. 2005. “Mainstreaming alternatives in veterinary medical education: Resource development and curricular reform.” Journal of Veterinary Medical Education 32(4):473-480.
- Jukes, Nick and Martinsen, Siri. 2006. “Ethical and effective acquisition of knowledge and skills in veterinary education and training.” Alternatives to Animal Testing and Experimentation 12(1):7-24.
- Kneebone, Roger and Baillie, Sarah. 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.
- Obtain a copy 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; Choe, Byung In; Kim, Jin Suk; Hart, Lynette A. and Han, Jin Soo. 2010. “The current status of animal use and alternatives in Korean veterinary medical schools.” Alternatives to Laboratory Animals 38(3):221-230.
- Martinsen, Siri and Jukes, Nick. 2005. “Towards a humane veterinary education.” Journal of Veterinary Medical Education 32(4):454-460.
- Martinsen, Siri and Smith, Adrian. 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.; Carbonneau, Kira J.; Gotch, Chad M. and Matthew, Susan M. 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. and Rauch, Annette. 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.; Çöl, Ramazan; I·zmirli, Serdar and Verrinder, Joy M. 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.
- Shivley, Chelsey B.; Garry, Franklyn B.; Kogan, Lori R. and Grandin, Temple. 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.; Robinson, N.G. and Goodman, J.R. 2012. “Current concepts in simulation and other alternatives for veterinary education: a review.” Veterinární Medicína 57(7):325-337.
- Wood, Mary W.; Hart, Lynette A. and Weng, Hsin-Yi. 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.