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Learning with alternatives

Studies in various fields have shown that students learn just as well without harming animals.

Basic science

• Downie and Meadows (1995). In first year biology at the University of Glasgow, an average of 12% of students a year have opted out of dissection over a 5 year period. These students used models as an alternative. They performed equally well on the final exam, even on questions relating to the dissection practicals (1).

• Lilienfield and Broering (1994). Medical students either studied cardiovascular physiology through dog labs or computer simulations. The computer group performed better on the cardiovascular section of the final exam than the dog lab group (2).

• Dewhurst et al (1994). Second year physiology students studied intestinal absorption either by conducting experiments with rat intestines, or by using computer simulations of these experiments. There was no difference between these two groups on a posttest, but the animal prac was 5 times more expensive, principally in terms of staff time (3).

• Leonard (1992). First year biology students studied respiration either by experimenting with various plants and animals or by working with an interactive videodisc (IVD). In a written report of the experiments, a quiz involving short essay questions, and the final exam, there was no difference between the two groups, although the IVD group used only half as much instructional time as the lab group (4).

• More and Ralph (1992). First year biology students either completed traditional laboratory practicals for a semester, or worked with computer simulations of the same experiments. The computer group showed greater improvement from the pretest to the posttest than the lab group (5).

• Guy and Frisby (1992). Health professionals studied human gross anatomy either with interactive videodiscs (IVD) or the traditional cadaver practicals. On the final exam there was no difference between the two groups, again showing the effectiveness of IVD (6).

• Fawver et al (1990). First year students studied cardiovascular physiology either in 2 dog labs or with an interactive videodisc. There was no difference between the two groups (7).

• Henman and Leach (1983). Second year pharmacology students performed 8 experiments with isolated organs, or studied the same experiments from a biovideograph. The biovideograph group performed better than the laboratory group on 7 of the 8 tests; on the eighth there was no difference between the two groups (8).

• Samsel et al (1994). Medical students saw demonstrations of both a dog lab and a computer simulation. When asked to rate the usefulness of the two, students rated the simulation more highly. When asked which of the two should be offered in future years, two-thirds of the students chose the simulation.

  This study is an important one because students were familiar with both options and therefore could make a meaningful comparison. Studies asking students whether they would prefer to use alternatives after they have done a series of animal pracs is quite pointless if students don't have first hand experience of the alternatives. They are being asked to evaluate something they don't know, and the response is meaningless (9).

Veterinary education

An alternative surgical track is available to students in an increasing number of veterinary schools in North America. Students have the option of learning surgery without harming any animals. They first use models, then cadavers of animals who died of natural causes, then perform necessary surgery under supervision, before completing clinical placements in their final year.

• White et al (1992). Alternative track students performed just as well as their traditional peers in their small animal surgery and anaesthesia clinical placements (10).

• Pavletic et al (1994). Employers were equally satisfied with traditional and alternative students in their first year of practice (11).

• Greenfield et al (1995). Third year students practised a splenectomy, enterotomy, and intestinal resection and anastomosis either on dogs who were subsequently killed, or on soft organ models in a simulated body cavity covered with simulated skin and subcutaneous tissue.

  In two subsequent practicals, ovario-hysterectomies were done on dogs and cats from a local animal shelter, who were then given post-operative care and returned for adoption. There was no difference between the two groups in their performance of these operations, nor was there any difference between them in the next year when they completed the small animal surgery clinical rotation (12).

References