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    1. What EuroNICHE offers
    2. Introduction to Alternatives
    3. Literature available from EuroNICHE
    4. Internet resources
    5. Studies evaluating use of alternatives

1. EuroNICHE offers you:

2. Alternatives

Alternatives are teaching approaches and educational aids that form part of a humane education system or which can replace harmful animal use. The adoption of alternative methods keeps education up to date with progress in the use of technology and with developments in teaching approaches and ethical thought. It shows respect for students' ethical concerns and grants animals their integrity and freedom from harm. With many alternatives, students are enabled to learn at their own pace. The quality of education is enhanced, creating a healthy learning environment with minimum complication, distraction and ethical conflict. Many humane teaching methods are simple, predictable and repeatable, and experimental principles and subject matter can be learned very efficiently. Approaches such as self-experimentation can be highly memorable and fun, and advanced state-of-the-art alternatives such as multimedia and virtual reality are exciting to use and particularly user-friendly. [Top] By using alternative approaches and a combination of specific teaching aids, it is possible to meet fully the teaching objectives of any animal practical. Furthermore, published studies which have evaluated the effectiveness of alternative methods have shown that students using alternatives learn as well as, and in some cases better, than those performing traditional animal experiments. Alternatives are usually more cost effective too: many alternative approaches and teaching aids are inexpensive, while the cost of annually buying animal specimens can be considerable. Other alternatives require a higher initial outlay, but the benefits of the investment are apparent immediately and the costs can be recovered over time. [Top]
Models and simulators
Models and mechanical simulators can be invaluable for the study of anatomy, physiology and surgery. They range from simple, inexpensive models to computerised equipment. Mechanical models such as circulation simulators can give an excellent overview of physiological processes, and patient simulators using computer-linked mannequins and sophisticated operator controls are increasingly replacing animals in medical training. [Top]
Film and interactive video
Films are inexpensive, easy to obtain, long-lasting and easy to use. They offer the possibility of repeating a sequence, using slow motion, and of showing close-ups. Added graphics, animation, and an interactive element can enhance their educational value further; with audiovisual tracks students can watch video recordings of a practical whilst monitoring equipment which records aspects of the experiment. [Top]
Computer simulation and virtual reality
Computer alternatives may be highly interactive and incorporate other media such as high quality graphics, film and sound, often using cd roms and videodiscs. They may be based on actual experimental data or be generated from classic equations, and may include biological variability. Some allow for adaptation by teachers for meeting specific teaching objectives. Computer assisted learning not only allows exploration of the disciplines in new ways and in greater depth, it also trains students for a future where Information Technology is guaranteed to play a major part. Already, developments in the field of virtual reality have brought high-tech imaging techniques to diagnostic work and treatment in the study and practice of human medicine. With the techniques available today, the development of new computer-based alternatives and the refinement of existing products is almost unlimited. [Top]
Self-experimentation
Medical and biology students at many universities actively participate in carefully supervised practicals where they are the experimental animals for the study of physiology, biochemistry and other areas. Ingesting common substances such as coffee or sugar, administering drugs such as diuretics, and using external electrodes to measure nerve conduction velocity are among the many tests that can be carried out on oneself or fellow students. [Top]
Responsible animal use
For students who do need hands-on experience with animals, this can fortunately be met in a number of different ways that are fully humane. Animals which have died naturally, have been euthanased for medical reasons, or have been killed on roads or in pollution incidents are in some universities used for the study of anatomy and surgery. Preserved specimens and plastinated organs or whole animals can be used. For students requiring experience of live animals, clinical practice is of course a widespread, humane approach; within some veterinary courses, for example, surgical skills are learned by students performing supervised operations on animal patients at veterinary clinics. [Top]
Observational and field studies
There is an unlimited amount of alternative practicals that can be carried out using observational and other work in the field. Wild and companion animals, and of course humans, all offer opportunities for designing non-invasive, non-harmful practical work for the study of zoology, anatomy, physiology, ethology, epidemiology and ecology. Such fieldwork may also encourage students to recognise their social and environmental responsibilities. [Top]
Humane experiments in vitro
Many biochemistry practicals involving animal tissue can be adequately performed with plant tissue as a humane alternative. Other in vitro work, particularly in toxicology, can utilise micro-organisms, tissue and cell-culture, replacing animal use and offering excellent preparation for careers in humane research. [Top]


 

3. LiteratureAlternatives booklet

Please contact EuroNICHE for details of further publications.

4. Internet resources

NORINA (A Norwegian Inventory of Audiovisuals) consists at present of information on over 3000 audiovisual aids that may be used as alternatives or supplements to the use of animals in student teaching, at all levels from schools to university. These include computer programs, laser discs, films and more traditional teaching aids such as slide series, 3-D models and classroom charts. There is also a section for Contact Persons who are developing and/or using audiovisuals at their institution, and for suppliers of audiovisuals, to help you getting in touch with suppliers in your part of the world.
 
  • AVAR - database
  • ALTWEB
    • [Top]

    5. Published studies evaluating the effectiveness of alternatives

    Dewhurst et al., 1994 - (14 second year undergraduates) Six students working independently using a computer assisted learning program achieved equal knowledge gain, at one fifth of the cost, as eight supervised students using freshly killed rats.

    Downie & Meadows, 1995 - (2,913 first year biology undergraduates) Cumulative examination results of 308 students who studied model rats were the same as those of 2,605 students who performed rat dissections.

    Greenfield et al., 1995 - (36 third year veterinary students) Surgical skills were evaluated following training with dogs and cats, or soft-tissue organ models; performance of each group was equivalent.

    Jones et al., 1978 - (100 first year medical students) Learning performances of students using films, computer assisted instruction and prosected human cadavers were equivalent to those of students taught using a traditional lecture-dissection program.

    Samsel et al., 1994 - (110 medical students) Students used both computer demonstrations and animal (dog) demonstrations, and rated the former higher for learning cardiovascular physiology.

    Gill Langley, 1992, Alternatives in Education - What kind of learning experience? Paper presented at NICHE Symposium.

    'Comparative studies of dissection and other animal uses in education', compiled by Jonathan Balcombe (The Humane Society of the United States), 1996. [Top]
     
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