How Do You Get A Permit To Use Animals For Education In Illinois
J Am Assoc Lab Anim Sci. 2017 Sep; 56(5): 500–508.
Published online 2017 Sep.
Considerations When Writing and Reviewing a Higher Education Teaching Protocol Involving Animals
Tracy H Vemulapalli
Departments of 1 Comparative Pathobiology and
6Department of Veterinarian Pathobiology, College of Veterinary Medicine, Texas A&G University, College Station, Texas
Shawn S Donkin
Departments of 2 Creature Sciences and
Timothy B Lescun
threeVeterinary Clinical Sciences, College of Veterinary Medicine;
Peggy A O'Neil
4Laboratory Animal Programme, Office of the Executive Vice President for Research and Partnerships, Purdue University, West Lafayette, Indiana; and
Patrick A Zollner
fiveForestry and Natural Resources, College of Agronomics; and
Received 2017 Mar 30; Revised 2017 May 4; Accepted 2017 Jul twenty.
Abstract
The targeted utilize of animals in teaching at institutions of higher learning is primal to educating the next generation of professionals in the biologic and animal sciences. As with animate being enquiry, universities and colleges that use animals in didactics are subject to regulatory oversight. Instructors must receive approval from their IACUC earlier using animals in their didactics. However, the questions asked on many institutions' fauna intendance and use protocol (ACUP) are often geared more than toward the use of animals for research. These questions may not be wholly appropriate in evaluating a education protocol; some questions are not applicable (for example, power analysis to justify animal numbers) whereas other important questions may be missing. This article discusses the problems surrounding the rationale for animal use in teaching; information technology also proposes a framework that instructors and IACUC members alike can use when writing and reviewing teaching ACUP. We hope this framework will help to ensure the virtually advisable IACUC review of the upstanding employ of animals in higher education.
Abbreviations: ACUP, animal intendance and use protocol; AWAR, Beast Welfare Act Regulations; PHS, Public Health Service
Higher education plays a central function in developing the noesis and skills of tomorrow'south workforce. As such, it has a duty to provide the highest standards. Critical to the success of those wanting to enter many fields inside the biologic sciences is the ability to safely and ethically piece of work with animals.
A articulate demand exists for the establishment of a common framework of understanding and expectation between an IACUC and kinesthesia preparing fauna care and use protocols (ACUP) that relate to educational activity. This need is motivated by a desire to validate and document the ethical and effective intendance received by animals used in didactics, just like their research counterparts. In add-on, institutions of higher learning are subject field to regulatory oversight by various agencies (Effigy 1) in regard to their use of animals in both teaching and enquiry also every bit to the internal motivation of providing an exceptional learning surround for students. Declining to run into these obligations could result in unwarranted hurting and distress in these animals besides as an unpleasant, counterproductive learning experience for students. The consequences of such a failure could outcome in the temporary or permanent cessation of the use of animals for pedagogy and research at these aforementioned institutions. Furthermore, societal expectations regarding not only the utilise of animals simply also the quality of the care given to them are increasing.
Selected governmental and grant agencies with regulatory oversight of institutions of higher learning.
The prevailing opinion in science educational teaching recognizes that although a reduction in the full number of animals used in teaching is both necessary and upstanding, their use cannot be completely eliminated. 2,v,15,36,48,fifty Therefore, the question is not if nosotros should use animals in higher education but rather nether what circumstances. Now more always, when, where, and how animals are used in education needs to be considered carefully. Specifically, Russell and Burch's revolutionary concept of the 3Rs (that is, replacement, reduction, and refinement) asks that investigators using animals consider ways in which to optimize fauna utilize. 56 For IACUC, the questions become What specific standards or guidelines should be used to determine which educational experiences warrant the use of animals? and How are the concepts of the 3Rs to be implemented in an educational setting?
In 2016, Purdue University'southward Acquaintance Vice President for Research Compliance created a task strength to examine the existing guidance on how institutions review didactics ACUP. The job strength consisted of faculty from various departments on the main campus, where considerable teaching using animals occurs. These included the departments of Animal Sciences, Biologic Sciences, Comparative (Veterinary) Pathobiology, Forestry and Natural Resources, and Veterinary Clinical Sciences. As well included on the task strength was a clinical veterinarian from the Laboratory Beast Program office.
After several early meetings of the task force, information technology became apparent that, in contrast to research protocols, very little guidance was bachelor that focused on the evaluation of animal use in didactics protocols. Furthermore, a review of the current literature revealed that almost all published articles dealt with the feasibility and educational value of nonanimal alternatives. 1,8,x,19,24,31,34,57,58 Although these alternatives enable students to gain necessary fundamental skills and confidence, they are often not suited to wholly supercede live fauna experiences used to teach complex, multifaceted skills, such as fauna handling and surgery. In addition, piece of work with animals may increase the depth of agreement and retention of knowledge, 51,55,58,67 particularly those related to circuitous concepts and procedures. 22,51,58,60 For case, each yr in many veterinary colleges across the country, veterinarian students are asked to perform (under supervision) an ovariohysterectomy on a alive domestic dog in a surgical skills laboratory. During the ovariohysterectomy procedure, the student must exist able to perform the process by using aseptic technique while making near-instantaneous evaluations of the patient'due south welfare and health status. Is there evidence of hemorrhage? Are the tissues and organs pale, indicating loss of claret pressure level or claret volume? Is my tissue handling technique appropriate or volition it lead to excessive tissue harm? Learning to quickly assess and correctly react to situations that may arise during surgery is a skill that can merely truly be developed on a higher-stakes activeness such as a surgery lab using alive animals. Laboratory experiences like this permit students a safe and supervised introductory experience working with animals when compared with on-the-job animate being training, with its additional force per unit area of public expectations (for case, on-the-job grooming of a veterinary assistant).
The purpose of this document is to serve as guidance to faculty writing teaching protocols and IACUC members evaluating those protocols regarding how the concepts of the 3Rs should be implemented when using live animals in instruction. Furthermore, this certificate provides a framework for futurity discussions to refine expectations and responsibilities in the use of live animals in instruction and other educational purposes.
Number of Animals Used in Higher Pedagogy
In striving to implement the 3Rs in education, it is useful to know how many animals are used in teaching currently. However, the current reporting requirements of the USDA do not separate animals used for education from those used for research. Further hampering an accurate count of animals used in the U.s.a. in either research or teaching is the fact that only institutions bailiwick to the AWAR are required to report beast numbers. In addition, reporting is not required beyond all species. For example, institutions are not required to written report the annual usage of rats (Rattus spp.), mice (Mus spp.), and poikilotherms. In improver, on protocols using minimally invasive activities, such as animal husbandry classes, animals may be used for more than ane protocol, further obscuring the total number of individual animals used. Because elementary and secondary schools are not required to adhere to the AWAR, they are non required to provide United States federal agencies with fauna use numbers even when they use AWAR-covered species (for example, hamsters, guinea pigs).
The European Marriage, in contrast, requires that its 27 member states allocate the purposes of experiments. During the year 2011 (the latest study bachelor), 179,981 (one.56%) of the 11,481,521 total animals reported were used in experiments classified as "education and training." 23
The Demand for Animals in Current Educational activity Pedagogy
One of the core missions of higher educational activity is providing education and grooming that will prepare its students for the career of their option. For individuals seeking a career involving animals, it is critical that institutions provide appropriate instructional opportunities for students to gain familiarity and proficiency in animal care and handling. Clearly, in that location are times when the employ of animals in instruction is justified, whereas other circumstances exist when nonanimal models can effectively be used for reducing the number of animals used in teaching (for instance, synthetic 'pare' for learning to suture skin, computer simulations demonstrating Mendelian genetics; Figure 2). We believe that the distinction regarding when the utilise of alive animals is justified relative to alternatives is a complex office of the effectiveness of the alternatives equally well as the learning objectives of the relevant curricula, classes, and assignments. Several key associations involved in science education have written position statements that specifically address the need for animals in education. 2,5,15,36,48,50
Examples of nonanimal preparatory work prior to student use of live animals in higher teaching.
For example, the Human Anatomy and Physiology Society (HAPS) sums upward the demand as follows:
"Function of promoting excellent anatomy and physiology education is recognizing elements of instruction that provide meaningful support to developing and fostering an understanding of structure and function past our students. One such critical instructional chemical element is the exploration and dissection of animal tissues, organs, and bodies. HAPS supports animal utilize as a cornerstone of anatomy and physiology instruction, provided that such animal apply conforms with federal and country statutes governing such utilise, and fulfills clearly defined educational objectives. HAPS further believes that science educators should retain responsibleness for making decisions regarding the educational employ of animals for the betterment of their student's learning. HAPS opposes whatsoever coating restrictions on animal use as encroachments on the academic liberty and decision-making role of grade directors in choosing how best to meet their educational objectives." 36 (emphasis added)
The Wild fauna Society, an international non-for-profit association dedicated to the responsible stewardship of wildlife, "endorses the principle that conservation education should emphasize experiential learning that fosters admiration and respect for nature and understanding of the interconnectedness amid all living things." 65
Curricula are often developed to allow students to develop and demonstrate proficiency in certain technical skills that are prerequisites for various certification programs (for example, American Fisheries Guild, three The Wild animals Society 66 ) and accredited schools (for example, AVMA Council on Education; 6 Figure 3). Many professions spell out the technical standards in which candidates must demonstrate proficiency before granting a caste, certificate, or license (Figure iv). In addition, kinesthesia members and their departments are responsible for ensuring that their curriculum all-time serves the needs of students for foundational knowledge, fauna handling experience, and readiness to enter a field of piece of work. Thus, degree programs' and instructor expectations of knowledge and skills are equally important to those promulgated by certifying bodies. Such knowledge and skills are necessary to ensure graduates are competitive in the job market, both at the entry-level 32,35,45,46 and throughout their careers. xx,30,59,62 Societal expectations play a key office in what professionals, such as veterinarians, are expected to perform every bit "day one" competencies. 44
Selected fields of study, responsible certifying bodies, and the guiding documents used for setting forth essential and recommended skills.
Selected tasks recommended or required by a certifying trunk.
The Needs of Students and Learners
For the students, the use of animals in educational activity develops more than just an appreciation for the intricacies of the animals themselves. Studies show that non all students have the same learning styles (that is, visual, auditory, read–write, kinesthetic). 26,71 For case, with kinesthetic learners, the deed of doing the procedure may permit for amend understanding and retention of key concepts, compared with watching (for example, video, simulation) or reading near the process (for example, text consignment). Several authors have noted that hands-on physiology experiments increased student interaction and learning in the course laboratories. 17,54 In add-on, laboratory exercises designed to teach dissection techniques led to improve performance on laboratory tests nineteen equally well as improving the students' power to design experiments and interpret data. 47 Although alternative methods may comprise kinesthetic experiences, they oft neglect to capture the breadth and variability inherent in working with live animals. In many cases, both from a practical and learning standpoint, the observations and measurements on animals require intact biologic systems. An invaluable holistic component is added when animals are used in education. For example, when the procedure to be learned will have a systemic effect on the creature, the whole animal is necessary so that the educatee may develop proficiency at not disrupting multiple physiologic systems. In addition, live animals allow students to develop an understanding of how a process might affect multiple systems. Furthermore, many technical skills require repeated exercise in which the educatee performs the actual action on a live brute under the supervision of an experienced instructor; this repetition allows the student to develop the proficiency expected past employers from students graduating with these degrees. 42,73 For example, when veterinarian technician students learn how to place intravenous catheters on dogs and cats, it is benign that they perform the procedure on multiple live animals. In this way, they simultaneously experience how veins tin can 'roll,' the advisable amount of pressure to enter the skin, and the feel of the catheter entering the vein (the 'pop'). This experience is coupled with the real-world claiming of learning to successfully perform the procedure on an fauna that may react in an unexpected manner.
Many of today's students accept limited feel in handling animals prior to coming to an institution of college learning. 43,53,61 In a survey involving undergraduate brute scientific discipline students, 86% of the respondents self-identified as having minimal or no experience with large domestic animals. 53 In another form survey, most of student respondents surveyed (> 61%) indicated that they had enrolled in the specific beast science class precisely to gain experience of working with beefiness cattle, whereas 39% wanted to "enhance their application" to veterinary schoolhouse. 43 Student inexperience can limited itself in ways that are detrimental to the wellbeing of the animals and negatively bear upon the learning experience. For example, inexperienced students may showroom increased levels of anxiety when faced with the requirement to apply animals. 16,41 In our experience, exposures to multiple animals farther increases students' comfort level over time. These considerations cannot be replicated adequately past using nonanimal methods. Supervised animate being employ in the context of a controlled didactics environment tin overcome these anxieties and ultimately provide the professional competencies needed to succeed in the workforce. In improver, increased comfort in a particular species may open a pupil to working with a species that they would non have considered previously. 21,73
Existing Regulatory Guidance on Protocols Using Animals in Teaching
Currently, no federal laws, regulations, or policies clearly and specifically address ACUP involving the use of animals in pedagogy. The Brute Welfare Act Regulations 70 (AWAR) only tangentially bear on the content and review of teaching ACUP. The AWAR explicitly excludes animals used in K–12 education but applies to animals used "for research, tests, experiments, or instruction" in higher education (AWAR §1.1). seventy
The AWAR states that "unnecessary duplication of inquiry involving animals" should be avoided (AWAR §2.32 (a) 5 (3). 70 To that terminate, the AWAR makes articulate that it is the institution'due south responsibleness to ensure the training of personnel to use databases and other information services (for example, National Library of Medicine, National Agriculture Library) to ensure that such unnecessary duplication does non occur. The AWAR, nonetheless, is silent on what would constitute unnecessary duplication in educational activity protocols.
For pedagogy protocols supported through Public Health Service (PHS) funds, adherence to the PHS Policy, 49 Guide for the Care and Use of Laboratory Animals 38 , and US Government Principles for the Utilization and Care of Vertebrate Animals Used in Testing, Research, and Preparation 49 is required also. In addition, many institutions state on their PHS Balls Statement that all ACUP volition be treated as though they were supported by using PHS funds, regardless of the actual funding source. Thus, all protocols would be expected to adhere to the PHS-related regulatory guidance at those institutions. Although exceptions can exist made to the US Government Principles, they "should not be made solely for the purposes of instruction or demonstration." 49
The procedures in instruction protocols may exist subject to additional regulatory oversight, such equally special permits, depending on the brute species used and the procedures performed. For example, state fish and wild animals departments may require educators to obtain educational or scientific collection permits. 37,64,72 In add-on, wild fauna classes that teach field procedures, such as condom trapping, handling, and release techniques, may require the issuance of a federal let by the Usa Fish and Wildlife Service. 69 At AAALAC-accredited institutions, teaching ACUP involving agriculture animals needs to adhere to the Guide for the Care and Utilize of Agricultural Animals in Research and Teaching. 25
IACUC Evaluation of Teaching Protocols
Teaching protocols accept very unlike objectives and upshot criteria than inquiry protocols. Therefore, the evaluation of teaching protocols requires a different arroyo. Several areas of didactics protocol review crave unique consideration. Adherence to the 3Rs ways, in part, adhering to the principle of eliminating the unnecessary duplication of animal use. To avoid unnecessary duplication, the protocol reviewer may find information technology helpful for the principal investigator to requite data specific to the pedagogy approach in their discipline (Figure 3). Educational activity protocols often require the duplication of the same types of animal utilise over the course of multiple class sections, semesters, and fifty-fifty years. In those circumstances, providing the context of learning objectives will be invaluable for both those writing and reviewing protocols. For example, the placement of a particular animal-related activeness (for example, early on during a lower-level grade) and how such work prepares students for college-level working and critical-thinking skills is of import to empathise, not simply in terms of the individual grade but also within the broader goals of the curriculum. Whereas in enquiry protocols, animal numbers and group sizes can most oft be justified past using statistical power analysis, this aforementioned principle cannot be applied to teaching protocols. Therefore, other criteria must exist used in evaluating the animal use, and these should be linked to the number of repetitions and interval of exposure to the learning activity (Figure five).
Examples of criteria used to evaluate animal numbers used in a didactics animal care and employ protocol.
One set of criteria that tin exist used to evaluate a instruction ACUP relates to the learning objectives of the course. For instance, in an upper-level wildlife course, it may be critical to a student's pedagogy to become good in the safe trapping and handling of live wild fauna in the field by using techniques that minimize stress to the animal. Students wishing to pursue a career in, for example, beef cattle direction should be able to safely and efficiently piece of work a herd of cattle through chutes and a head gate to provide preventive care, such as checking hoof health, giving anthelmintics, and performing pregnancy checks. The rationale that these skills should be taught to students in a controlled environment with sufficient oversight by professionals (for case, the teacher) is a valid 1.
Meeting professional person standards promulgated past accrediting bodies, such equally the AVMA's Council on Education and Commission on Veterinary Technician Education and Activities, is another valid justification by educators seeking IACUC approval of specific activities on a didactics ACUP. The Committee on Veterinary Technician Didactics and Activities requires competencies are possibly the about task-oriented as compared with other certifying bodies. 4 Many of these are hands-on techniques involving animals. For example, prior to graduation, a veterinary technician student must be able to demonstrate the ability to safely and efficiently apply a bovine halter, position horses for radiographs, and utilise a balling gun or dose syringe in big fauna species. four Required tasks involving small animals such every bit dogs and cats include cephalic venipuncture, performing the Schirmer tear test, collecting and evaluating skin scrapings, and administering gas anesthesia to patients. four Although preliminary instruction in the proof-of-concept of these methods may have an applicable nonanimal alternative, at some indicate during their preparation, students are expected to perform these skills competently on live animals. All the same, the use of live animals in education increasingly has come nether question past the public.
The educational requirements gear up by the AVMA's Council on Instruction for students pursuing a Dr. of Veterinary Medicine degree tend to be more performance-based than task-specific. 6 However, this emphasis does non mean that all animal work tin be substituted with nonanimal alternatives. Although substituting a portion of students' curriculum using such nonanimal alternatives as surgery boards 68 to learning surgical knot tying or surgical simulators, 27,28,33,52,63 some schools use whole-torso cadavers ix,xiv in the laboratory to teach critical concepts in surgical technique. Even today, live brute survival surgery is used to assistance students develop the necessary skills of hemostasis, advisable tissue handling, anesthesia, and postoperative care. Many schools are moving abroad from terminal surgeries that result in the euthanasia of the animal prior to coldhearted recovery. Terminal surgeries take been found to cause distress and a psychologic toll on some students. 7,13 Some schools, such as Purdue'south College of Veterinary Medicine, are teaching surgery past using rescue or shelter animals in survival spay and neuter surgeries, both within the schoolhouse and through mobile units. 11,29 These services non simply benefit the students' education but likewise increment the possibility of animal adoption. 18 Thus, these activities serve to reduce and refine brute utilize because boosted animals are not needed for training—a single surgery serves to provide multiple benefits (for example, training, adoption). Even though the institutions do not own these animals, schools that accept used this option most often however require the formal inclusion of the learning experience on a teaching ACUP.
Although non all certification programs are as prescriptive every bit the AVMA in the list of required tasks, many deem the use of live animals a necessary role of a student's education. The Wild fauna Guild'southward certification plan does not listing specific hands-on tasks. Yet according to Keith Norris, Manager of Government Affairs and Partnerships for The Wild animals Social club, "information technology is implicit that alive animate being 'use' is a common element of beingness a professional wildlife biologist, and I think it is prophylactic to say that many career paths inside the wildlife profession crave an understanding and ability to safely capture and handle live animals. Lack of that experience could curtail or otherwise limit an individual's career options."
The preceding discussion does not mean that the use of nonanimal alternatives should not exist encouraged or even expected by today's IACUC. Indeed, the IACUC should be encouraged to enquire that instructors provide information regarding the nonanimal alternatives that exist in their bailiwick, what (if any) alternatives an instructor volition be using prior to the creature piece of work listed on the ACUP, and the pros and cons of the culling methods considered with regard to meeting the course learning objectives. Finally, the instructor should exist asked to provide a rationale equally to why the inclusion of animals in teaching is necessary to meeting grade objectives.
In improver to the question of when to give approving for the use of animals in teaching, the IACUC may struggle with the number of animals used on a teaching ACUP. Although the avoidance of 'unnecessary duplication' is mandated, exactly what falls under this umbrella statement is unclear. In an effort to attach to the reduction of animate being numbers, some instructors may choose to reuse a set of animals for multiple class sections or courses over the entire semester. Although this practice does decrease total fauna numbers, care must exist taken to avert the overuse of any individual animal. Posing certain questions to the instructor may assist the IACUC in determining the total number of animals used in teaching, and even more chiefly, the rate of reuse of animals in teaching (Figure 6). For example, an instructor may exist teaching fauna science or veterinary medical students how to perform pregnancy examinations through rectal palpation in a colony herd of teaching cows. To reduce the full number of cows palpated in whatsoever one laboratory, an instructor might allow 2 or more than students to palpate the aforementioned cow. A reasonable question for the IACUC to enquire is how the number of cows requested was adamant. Example questions to pose to the instructor(south) include:
Examples of questions to elucidate the justification and rationale for the use of animals in teaching in a particular teaching setting.
• Are animal numbers in the protocol based on the available number of cows in the instruction herd? The total student enrollment in the grade?
• In cases where cows will be palpated past more than one person, what is the maximum allowable number of palpation events per moo-cow per form session?
• What are the risks associated with echo palpations on the health of the moo-cow? How will the instructor manage these risks?
For example, a known adventure of rectal palpation is rectal fierce. It would be of import for the instructor to explain how this, and other risks, will be managed in the course'south laboratory.
Occupational Health and Prophylactic Considerations for Teaching ACUP
Function of the evaluation of whatever ACUP is to determine that all creature users are enlightened of and tin take the appropriate steps to meliorate whatsoever associated risks related to animal work. Such an evaluation often requires input from and coordination with other related institutional committees (for example, the institutional biosafety committee). Well-nigh oft, the establishment's biosafety officer performs this review, which should include performing a risk assessment. Occupational risks associated with animal apply include the development of animal allergies, concrete hazards (for instance, bites, scratches), and zoonoses. 39 Once a risk assessment is performed, the IACUC, in consultation with the institution's biosafety officer, may require the use of various control and prevention strategies. These include engineering controls, process controls, and the use of advisable personal protective equipment. 38
One of the potentially higher risk creature experiences is the field setting. The health status of an individual wild-caught brute typically is unknown, and therefore the likelihood of whatsoever individual animal acting every bit a reservoir for zoonoses is based on electric current epidemiologic data. A run a risk assay of the zoonoses that the field students are near likely to encounter should be performed. In the risk analysis, special significance should be placed on the zoonoses that have loftier morbidity and mortality in humans. Appropriate control measures that prevent or minimize exposure to the health hazards that are the virtually likely and highest risk should then be put in place. For example, the overall probability of developing hantavirus pulmonary syndrome, an uncommon simply severe respiratory disease, when working with wild rodents was reported to be extremely depression (about 1 in 1400 persons). 40 In that report, the field biologists surveyed experienced loftier occupational exposure to wild rodents across their careers; forty thus, transmission hazard is probable significantly lower for the exposure events more than typical for students. Still, development of hantavirus pulmonary syndrome has an overall fatality rate of approximately 30%, making this pathogen important to protect against. 12 Therefore, it is often recommended that field personnel, including students, wear an N95 mask or similar respiratory protection when working with permissive species of wild rodents (for example, Peromyscus). The utilise of such personal protective equipment frequently requires that occupational health intendance staff obtain an individual's respiratory wellness history and perform fit testing. The unabridged institution benefits when the IACUC and the teacher work together to communicate conspicuously to the students the requirements regarding personal protective equipment, including any necessary paperwork, to facilitate compliance. This paperwork can plant a high regulatory brunt on instructors when ane considers the number of students involved. The IACUC and occupational health and safety department within the institution should exist encouraged to work together to discover innovative ways in which to streamline this process and concurrently optimize the safety of the students.
Work with teaching animals in a relatively more structured setting, such as a farm, still requires a risk assessment. Working with farm animals carries an inherent risk of personal injury by excitable livestock (for example, kicks, bites, crushing injuries) or past use of equipment such equally cattle restraint chutes. Therefore, an IACUC may wish to know what type of restraint will exist used (for instance, physical, chemical, or combination) and what condom preparation the students will receive prior to working with livestock. In add-on, information should be obtained regarding the degree of instructional oversight used to ensure that condom atmospheric condition be during the learning experience (for example, instructor-to-educatee ratio).
Elimination of injuries sustained from animals may exist impossible, given the unpredictability of how any one particular animal or group of animals will react to the teaching setting. Likewise, a pupil's reaction to a species it is unfamiliar with or potentially fearful of handling may exacerbate this. All the same, consideration of the risks just mentioned can help to reduce the incidence of personal injury or affliction.
Recommendations for the Review of Didactics ACUP
The targeted use of animals in didactics is fundamental to ensuring that students are adequately prepared for various careers in the biologic sciences. Still, institutions of college education have come under increased force per unit area from social club to limit or even eliminate the use of cadavers and live animals in teaching. Teaching with animals can provide a kinesthetic approach to learning that may help students more actively connect with the concepts being taught. In addition, several certifying bodies have either explicit or implicit expectations regarding the student's power to work appropriately and safely with animals. Although some certifying bodies have very specific task-oriented objectives, others (for example, American Fisheries Social club) have more than overarching animal care and use objectives.
In the electric current protocol review organisation of many colleges and universities, the questions asked on an ACUP are geared toward the use of animals for research. Often these questions are not wholly advisable in evaluating a teaching protocol; some questions are non applicable, whereas other of import questions may exist missing. Animal numbers cannot be calculated using the traditional power assay. Instead, learning objectives and number of needed iterations for mastery are some of the criteria which should be considered when requesting a specific number of animals for pedagogy. Replacement of animals should be highly encouraged, all the same in some situations the use of alive animals is critical, especially when students must integrate and use information in a multisystems approach. Some institutions are already reducing and refining the use of animals through service learning opportunities, such every bit mobile spay pedagogy clinics. 29 Many institutions of higher learning require the IACUC to review a large number and wide diversity of protocols over fourth dimension. An IACUC member who is reviewing a instruction ACUP may not sympathize how that particular ACUP fits into the overall teaching goals of a particular college, major, or career path. A protocol that may appear to promote unnecessary duplication may exist entirely advisable in the context of animate being use for education. Therefore, the IACUC should develop a framework that supports the appropriate and critical evaluation of how these protocols advance learning nevertheless attach to the 3Rs. In summary, nosotros believe that the following measures may help investigators and ACUP reviewers increase their understanding of the review procedure and serve as a 'best practices' for both groups. These recommendations include:
-
Create a questionnaire or supplementary set up of questions specific to teaching protocols
-
Include a question to place if the protocol is coming together a professional standard
-
Include questions to identify (if applicable) the sequence of coursework required and how the current protocol fits into this sequence and meets the class or class series objectives.
The exact questions posed to instructors volition vary from institution-to-institution depending on the specific educational needs of their students and the programme objectives of the establishment. Examples of questions that the task force felt were important to include on a Purdue ACUP are:
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What is the sequence of coursework required in the degree program within which this class is situated? How does the current protocol fit into this sequence and how does the animal piece of work meet the form or course series objectives? Volition the animal apply on the current protocol serve as foundational knowledge for higher-level coursework?
Is the proposed animal apply designed to aid students come across a professional standard or certificate program? If so, please identify that standard or program (Figure 4).
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Why must a live animal exist used? Does the proposed animal use build on cognition and skills gained from a student'due south previous use of nonanimal models or simulations (Effigy two)? If so, how?
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What is the ground for the total number of animal requested? How do the total numbers requested consider stress to the animal and the potential furnishings of cumulative apply on an individual animal? If and then, delight explicate (Figure 5).
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Volition multiple or repeated procedures exist performed on the same fauna(s)? (for example, canine intubation lab) How many students will employ the same animal? What are the risks associated with repeat procedures on the animal? How will the instructor manage these risks? What will be the minimum recovery time between repeat procedures/uses?
These recommendations likely will aid the IACUC in balancing the costs and benefits of using animals in teaching every bit we provide strong foundational knowledge and prepare students for careers in scientific discipline.
Acknowledgments
Nosotros extend our appreciation to the other members of the taskforce, Drs. Don Ready and Ed Bartlett (Department of Biological Sciences, School of Science), for their help and insight during job force discussions and deliberations. We as well thank Dr. Howard (Howie) Zelaznik (Associate Vice President for Research Compliance) and Dr. Janice Kritchevsky (chair of the Purdue IACUC) for their support of the task force's work.
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Source: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5605173/
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