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Teaching and Three Rs
The CCAC takes as its premise that the use of animals in science is acceptable ONLY if it promises to contribute to understanding of fundamental biological principles, or to the development of knowledge that can reasonably be expected to benefit humans, animals or the environment. Animals used for educational purposes are not being used to discover, prove or develop new ideas or techniques, but rather to demonstrate principles which are already well-known or to learn manual skills and techniques. Thus, before engaging in any discussions on the use of animals for the purposes of teaching, efforts should initially focus on finding a replacement alternative.
In the case where no replacement alternative is used, justification should be provided for the use of animals over the use of replacements such as models, videos, and computer simulations. The level and type of training of the students (graduate/postgraduate, specialized/non-specialized) are important considerations in ascertaining the need to use animals. Painful experiments or multiple invasive procedures on an individual animal, conducted solely for the instruction of students in the classroom, or for the demonstration of established scientific knowledge, cannot be justified.
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What is a humane teaching alternative
Humane teaching alternatives are educational aids and/or teaching approaches that can replace unnecessary animal use or complement existing humane education. Typically, humane teaching alternatives are used in combination to meet existing teaching objectives and to provide other educational outcomes that cannot be met through animal use. General examples of alternatives in teaching include:
- film and video;
- models, mannequins and simulators;
- multimedia computer simulation;
- ethically-sourced animal cadavers and tissue;
- clinical work with animal patients and volunteers;
- student self-experimentation;
- in vitro labs; and
- non-invasive field studies.
(This section has been adapted from Jukes & Chiuia [2006])
For more information on the use of humane teaching alternatives, the following resources may be useful:
CCAC Resources
Online Resources
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Databases of humane teaching alternatives
- European Resource Centre for Alternatives in Higher Education (EURCA) database
- This is a database of alternatives for undergraduate and graduate level teaching needs (i.e. mannequins for surgical and clinical skills training, computer programs to simulate in situ experiments). These are organized into the following categories: anesthesia, anatomy, animal behaviour, biochemistry/molecular studies, dissection, experimental design, laboratory animal science, pharmacology/toxicology, physiology, research training, and surgery/clinical training. The database contains detailed information for each of the products it catalogues, plus independent reviews of their pedagogical quality.
- Jukes N & Chiuia M. 2006. From Guinea Pig to Computer Mouse, 2nd edition. Interniche.
- This book provides comprehensive information on over 500 of the latest products within the fields of anatomy, clinical skills and surgery, critical care, physiology and pharmacology is presented in the book. Listed by discipline and then medium, the application, specifications and source for each product are detailed. (Must register to download).
- Norwegian Inventory of Audiovisuals (NORINA) database.
- The Norwegian Inventory of Audiovisuals (NORINA) is a database containing more than 3800 audiovisual aid alternatives to the use of animals in teaching and training at the elementary school to university level. A description with comments and supplier information is provided for each alternative in the catalogue. Visitors looking for information on dissection alternatives can click on a dissection alternatives link instead of entering search terms.
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