Sentiency, bioethics and animal welfare: concepts that need to be discussed in higher education to change the teaching and researching paradigm

• Published in: Semina. Ciências agrárias : revista cultural e científica da Universidade Estadual de Londrina Vol. 36; no. 6; pp. 4031 - 4036
• Main Authors: Duzanski, Anderson Do Prado, Santos, Ana Paula Millet Evangelista dos, Cruz, Mariza Fordellone Rosa, Porto, Emília De Paiva, Porto, Petrônio Pinheiro, Silva, Marcos Augusto Alves da, Marquez, Ellen De Souza, Silva, Carlos Frederico Gitsio Klier T. da
• Format: Journal Article
• Language: English
• Published: Universidade Estadual de Londrina 09.12.2015
• Subjects: 3Rs; Bem-estar animal; Bioética animal; Experimentação animal; Métodos alternativos
• ISSN: 1676-546X; 1679-0359
• DOI: 10.5433/1679-0359.2015v36n6p4031

This study investigated the knowledge of students of Veterinary Medicine and Biological Sciences of the State University of Northern Paraná, Campus Luiz Meneghel, on the ethical and legal guidelines of animal experimentation, as well as the possibility of substitute methods for using sentient animals in classes and scientific practices. The research involved 162 freshman students and graduating students, aged 17 to 32 years. The students responded to the questionnaire containing objective and subjective questions, and the answers were analysed by descriptive statistics. It was observed that 87% of the students were unaware of the concept of the “3Rs” and 81.5% did not know the existence of alternative methods that can replace the use of live animals in studies. In addition, only 24.7% of respondents reported they had studied “bioethics” before graduation. However, 94.3% and 96.2% of the students from veterinary medicine and biological sciences, respectively, considered it important to insert animal welfare and bioethics in the curriculum of such courses. The results demonstrated that the ethical and statutory guidelines that rule the use of animals in scientific experiments and in classes are unknown even among senior students and there is still great resistance to the exclusion of animal models. Thus, it is important that animal welfare and bioethics remain in the curriculum in higher education through the insertion of such subjects, even as elective courses that aim to work with methodologies and innovative strategies in synergistic action with ethics committees for animal use, which are responsible for analysing, guiding and supervising the relevance of animal use in education and research. Therefore, the curriculum will be able to achieve rationalization in the use of animal models, the sustainable and “humanitarian” development of teaching and research, and the training of more conscious and ethical professionals, perceptions that must be achieved through a national education curriculum.