Ethics teaching in European veterinary schools: a qualitative case study

Abstract

Veterinary ethics is recognised as a relevant topic in the undergraduate veterinary curriculum. However, there appears to be no widely agreed view on which contents are best suited for veterinary ethics teaching and there is limited information on the teaching approaches adopted by veterinary schools. This paper provides an inside perspective on the diversity of veterinary ethics teaching topics, based on an in-depth analysis of three European veterinary schools: Copenhagen, Lisbon and Nottingham. The case study approach integrated information from the analysis of syllabi contents and interviews with educators (curricular year 2010-2011). These results show that the curriculum of veterinary ethics is multidimensional and can combine a wide range of scientific, regulatory, professional and philosophical subjects, some of which may not be explicitly set out in the course descriptors. A conceptual model for veterinary ethics teaching is proposed comprising prominent topics included within four overarching concepts: animal welfare science, laws/regulations, professionalism, and theories/concepts. It is intended that this work should inform future curriculum development of veterinary ethics in European schools and assist ethical deliberation in veterinary practice.

The Importance of Animal Welfare Science and Ethics to Veterinary Students in Australia and New Zealand

“…7 A structured curriculum usually provides scientific evidence and ethical discussion of animal welfare, but can also include a broader range of topics such as regulatory, professional, and philosophical subjects. 8 Teaching and learning in AWE are particularly important for veterinary students as developing ethical skills may assist in dealing with the psychological work-related challenges veterinarians experience. 9,10 For instance, research undertaken on veterinary students at the University of Queensland Australia suggests that those students who understand and appeal to ethical norms for guidance in decision making are less likely to suffer moral distress.…”

Treatment, Palliative Care or Euthanasia? Comparing End of Life Issues in Human and Veterinary Medicine

“…In Magalhães-Sant'Ana's study of ethical teaching in 2014, he found that animal welfare related topics that were mentioned as part of the teaching of ethics include: the five freedoms (freedom from hunger and thirst, freedom from discomfort, freedom from pain injury or disease, freedom to express normal behaviour and freedom from fear and distress); quality of life; animal suffering; and animal pain [59].…”

“…Three papers discuss the training of veterinary students in the ethics of end of life issues and euthanasia, from both the United States and Europe [4,58,59]. Two papers study attitudes to euthanasia of practising veterinarians of varied age, gender, work experience and working circumstances [60,61].…”

“…'However, the crucial ethical challenge in euthanizing an animal has to do with the moral significance of the animal's quality of life and of animal suffering; and that is usually a welfare issue' [59] (p.12). In 2010 Dickinson et al studied veterinary student training [4].…”

“…As part of the teaching, students are introduced to different ethical theories which also helps students understand the range of moral values within a pluralistic society: 'Students should gain the ability to realize that their choices and opinions are based on moral values and it is very important to clarify to them that many of the disagreements we have about animals are based on different moral values' [59] (p.8).…”