Approaches to Teaching Animal Welfare at 13 Veterinary Schools Worldwide

Hewson, Caroline J.; Baranyiová, Eva; Broom, Donald M.; Cockram, M. S.; Galindo, Francisco; Hanlon, Alison; Hänninen, Laura; Lexer, D.; Mellor, D. J.; Molento, Carla Forte Maiolino; Ödberg, Frank; Serpell, James A.; Sisto, Anne Maria; Stafford, Kevin J.; Stookey, J. M.; Waldau, Paul

doi:10.3138/jvme.32.4.422

Cited by 49 publications

(36 citation statements)

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“…Today the assessment of animal welfare is based on value notions of what is better or worse for an animal [37], which has changed the scientific field and the teaching approach to a more value based foundation. Since the discipline nowadays combines natural sciences and normative considerations, the teaching is most commonly grounded in discussions of current case-studies and sometimes in formal debates and role-play [21]. Thus, teachers need to be able to articulate ethical negotiations on how science fits into the social debate [37], but not all animal scientists feel confident in conducting such ethical discussions.…”

Section: A Literature Reviewmentioning

confidence: 99%

“…Teaching in animal welfare has undergone a paradigm shift from teaching based purely on lectures to a mixture of lectures and participatory activities such as ethical discussions emphasizing reflections of societal relevance [21]; or in other words from acquisition of knowledge to a more participatory approach [22]. Generally, the Internet can potentially change the view from transfer of content to share and mutually construct content through participatory activities, which is a social view on learning [11].…”

Section: Introductionmentioning

confidence: 99%

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Teachers’ Perceived Value, Motivations for and Adoption of Open Educational Resources in Animal and Food Sciences

Algers

Silva‐Fletcher²

2015

Int. J. Emerg. Technol. Learn.

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Abstract-Teachers' motivations behind their view on valueand adoption of open educational resources (OER) were investigated based on 101 questionnaire answers from teachers in animal welfare, animal science and food science. A factor analysis uncovered the underlying dimensions for teachers' motives and indicated that they were complex and linked to subject area. Underlying dimensions for the motives to adopt OER were identified at three levels; individual (e.g. altruism), institutional (e.g. collaboration with peers), and societal (e.g. reaching beyond borders of the academy). The underlying dimensions for the inhibitors for adoption at individual and institutional level were challenges regarding individual competences, quality assessment and teaching practices. When using activity theory, an affinity space could be identified for teachers in animal welfare with its own norms and expectations with regards to the open educational practices. The results suggested that sharing for the benefit of others and collective collaboration with other peers were stronger incentives for teachers in the specific subject of animal welfare than it was for teachers in broader and less contested subject areas. Animal welfare teachers also had low agreement with problems such as OER being deviant to higher education and for being difficult to adapt to teaching context, and these teachers also had a higher adoption rate than other teachers. Furthermore, this study provides evidence that OER challenges the boundaries of higher education and that an affinity space can enable OER adoption.

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Section: A Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Teachers’ Perceived Value, Motivations for and Adoption of Open Educational Resources in Animal and Food Sciences

Algers

Silva‐Fletcher²

2015

Int. J. Emerg. Technol. Learn.

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“…The education of veterinary students in animal welfare has gained more attention recently (Hewson et al, 2005). Most Australian veterinary faculties now include courses or modules in this subject (McGreevy & Dixon, 2005), and since the 2004/2005 academic year, animal welfare courses/modules have been included in two veterinary faculties in Turkey (Giirler, 2007).…”

mentioning

confidence: 99%

Attitudes of Australian and Turkish Students of Veterinary Medicine toward Nonhuman Animals and Their Careers

2014

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We examined attitudes toward nonhuman animal welfare and rights and career aspira tions in Australian and Turkish veterinary students. A representative university was selected in each country, with 190 first-and third-year students sampled in each. Survey questions addressed attitudes toward nonhuman animal welfare/rights, and intended career. Australian and Turkish students were predominately female and male, respectively, but attitudes were similar between sexes. Australian students rated keeping companion animals and hormonal desexing more acceptable, and food and rest deprivation, pain during slaughter, and using animals in experiments less acceptable than Turkish students. Keeping companion animals related strongly with students' moral values, their decision to study veterinary medicine, and program satisfaction.More Australian than Turkish students wanted to enter clinical practice. Thus veteri nary students of these two culturally contrasting countries demonstrated both differences and universalities, such as companion animal keeping, which influenced their attitudes toward animals and career aspirations.

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“…O reconhecimento da necessidade de ensino para balizar tal postura já está consolidado na literatura internacional (Hewson et al, 2005;Tadich, 2010). A Organização Mundial de Saúde (OIE), da qual o Brasil é membro, recomenda um ensino de bemestar animal obrigatório para o curso de medicina veterinária (Main, 2009;Molento e Calderón, 2009).…”

unclassified

“…Beaver (2005), Levine (2005) e Lord e Walker (2009) ressaltam que as escolas de veterinária não têm enfatizado a capacitação na área de bem-estar animal de maneira suficiente. Hewson et al (2005), em estudo com 13 universidades de diferentes regiões da Europa, América do Norte e América do Sul, destacam que a formação em bem-estar animal não segue uma mesma exigência ou padrão em todas as escolas, refletindo muitas vezes em variações de aprendizado efetivo.…”

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Ensino de bem-estar e dor animal em cursos de medicina veterinária no Brasil

Borges

Sans

Braga

et al. 2013

Arq. Bras. Med. Vet. Zootec.

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RESUMOCurrículos de medicina veterinária devem disponibilizar ferramentas para que os futuros profissionais atendam a demanda da sociedade, que inclui preocupações diretas com os animais. O objetivo deste trabalho foi traçar um perfil do panorama geral do ensino da medicina veterinária em relação a questões de bem-estar e dor animal. O método utilizado foi análise de documentos disponíveis online e coleta de dados via aplicação de questionários para coordenadores de curso de medicina veterinária. A descrição do curso, sua grade curricular e ementário foram estudados. Observou-se que 46% das 94 instituições estudadas apresentavam a disciplina de bem-estar animal e 26% ofereciam a disciplina de etologia. Houve evidência de que há uma pronta relação com a esfera física do bem-estar animal, sendo que as outras duas esferas, comportamental e psicológica, não recebem atenção similar ao longo dos cursos. Na avaliação do ementário, o termo "bem-estar animal" é empregado com caráter difuso e o termo "dor" encontra-se presente em 54% dos cursos estudados, relacionado principalmente a disciplinas de patologia, fisiologia, farmacologia e anestesiologia. Conclui-se que o ensino brasileiro de medicina veterinária enfatiza a esfera física do bem-estar animal, sendo importante o enriquecimento em relação às esferas comportamental e psicológica e ao ensino da dor.Palavras-chave: bem-estar animal, currículo, dor animal, ensino, medicina veterinária ABSTRACT

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Approaches to Teaching Animal Welfare at 13 Veterinary Schools Worldwide

Abstract: This paper comprises brief descriptions by faculty at 13 veterinary schools in Europe, North America, South America, and Australasia that summarize undergraduate training in animal welfare at the respective schools and how students are assessed.

Cited by 49 publications

References 10 publications

Teachers’ Perceived Value, Motivations for and Adoption of Open Educational Resources in Animal and Food Sciences

Teachers’ Perceived Value, Motivations for and Adoption of Open Educational Resources in Animal and Food Sciences

Attitudes of Australian and Turkish Students of Veterinary Medicine toward Nonhuman Animals and Their Careers

Ensino de bem-estar e dor animal em cursos de medicina veterinária no Brasil

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