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Concepts in Animal Welfare: Contributing to a humane veterinary curriculum

Concepts in Animal Welfare: Contributing to a humane veterinary curriculum. Jasmijn de Boo, Education and Training Coordinator World Society for the Protection of Animals (WSPA) London, Headquarters. About WSPA. 12 WSPA offices throughout the world

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Concepts in Animal Welfare: Contributing to a humane veterinary curriculum

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  1. Concepts in Animal Welfare: Contributing to a humane veterinary curriculum Jasmijn de Boo, Education and Training Coordinator World Society for the Protection of Animals (WSPA) London, Headquarters

  2. About WSPA • 12 WSPA offices throughout the world • United Nations, Council of Europe, World Health Organisation & World Animal Health Organisation • 660 Member Societies in 142 Countries • Work through programs, campaigns, education and member societies Vision A world where animal welfare matters and animal cruelty ends Mission To build a united global animal welfare movement

  3. Introduction to animal welfare education • Animal welfare has developed into a science in its own right - increasingly recognised by governments, national and international bodies, academic institutions and individuals throughout the world • Growing amount of research funded by governments and other agencies • Inclusion of AW in further education is increasing

  4. Importance of animal welfare education for veterinarians • Veterinarians are acknowledged as authorities on almost any subject regarding animals • They are seen to be ‘rational’, ‘informed’, and ‘scientific’ • Importance for veterinarians: broadens career options; allows them to make a real difference

  5. Influence of veterinary profession Veterinarians influence animal welfare at local, national and international levels • Veterinary practices • Local and national government • Research institutes • Industry: pharmaceutical/feed/equipment/etc. • Inspection: transport/slaughter/meat

  6. The Role of Veterinarians in Animal Protection Work • Animal shelters & charity veterinary clinics • Veterinary practices (e.g. witnesses in cruelty cases) • Involvement in animal protection campaigns and projects • Legislation • Education • Disaster relief

  7. Example of impaired welfare

  8. Example of impaired welfare

  9. Example of improved welfare

  10. Example of improved welfare

  11. Concepts in Animal Welfare Syllabus

  12. Development of CAW • WSPA realised there is an omission of animal welfare topics in most veterinary curricula • In 2000, WSPA launched an Animal Welfare syllabus outline • In 2003, WSPA and the University of Bristol launched the ‘Concepts in Animal Welfare’ syllabus on CD ROM

  13. Concepts – Aims • To develop an understanding of animal welfare relevant to an animal’s physiological and psychological well-being • To explain welfare, ethical and legal implications and to be able to apply critical analysis from each perspective, for different species in different situations • To stimulate focused critical thinking on welfare issues, which can be developed throughout the course and the individual’s professional career

  14. Concepts content outline • 31 Theoretical teaching units in 30 modules • PowerPoint with practical examples and case studies • Small group discussion • 3 topics with associated key points for the lecturer • Project work • 5 topics with associated key points • Assessment material • 10 short answer questions with brief model answers • Suggested reading lists and additional relevant materials

  15. Implementation ofConcepts in Animal Welfare

  16. AFRICA • South Africa – University of Pretoria is using ~80% of CAW as of 2006 • Ethiopia – 7 universities have received CAW in March ’06 • Egypt – 2 universities have received CAW in 2005 • Kenya – Kabete University is likely to include AW in undergraduate BVM course

  17. ASIA • Malaysia – June 2005 newsyllabus 50% Concepts • Indonesia – workshop in 2003, follow-up July 2004, adaptation of materials in 2005-2006 • Philippines – workshop in 2003: 19 of 20 Vet Schools present; follow-up in 2005: parts of CAW are being used and official recommendation to include AW in all veterinary schools is being developed • Taiwan – already introduced into National Taiwan Univ. • Thailand – discussions have taken place with Mahidol University to introduce the syllabus • India – Bangalore Conf 2003; 10 University Centres visited in 2004 in conjunction with InterNICHE. Follow up in Bangalore November 2005; 22 faculty representatives were present, including 1 from Bangladesh.

  18. Jakarta 2004 Manila 2005 Bangalore 2005

  19. Tsukuba 2006

  20. Latin America 1 • Mexico – Training for the Mexican Association of Veterinary Faculties, autumn 2005, and distribution of CAW manuals for students, summer 2005 • Universidad de Guadalajara, to be implemented in 2006 • Universidad Benito Juarez de Oaxaca, start implementation • Costa Rica – Re-introduction of CAW in the only two vet faculties in the country • El Salvador – Training on use of CAW and distribution of CAW for students, autumn 2005 • Universidad de El Salvador, to be implemented late 2005 • Universidad Salvadorena Alberto Masferrer, to be implemented in 2006 • Guatemala – promotion of CAW by WSPA team

  21. Latin America 2 • Colombia - animal welfare made compulsory in 14 universities (implemented when curriculum is being revised) • Chile – contact made with four universities • Peru/Ecuador – 2 universities in each country + presentation in 2005 at Pan American Federation of Veterinary Faculties (PFVF) with 35 representatives • Paraquay/Uruquay – 1 university in each country • Argentina – Distribution of CAW manuals for students, summer 2005. Universidad del Salvador, implemented 50% as they have only 4 months to teach it and Universidad de La Pampa started implementation

  22. Mexico 2005

  23. Brazil • Materials translated in Portuguese, active WSPA team • Three workshops 2004: 83 participants/35 institutions • São Paulo: Botucatu University • Paraná: Curitiba University • Rio Grande do Sul: Santa Maria University • Three workshops in 2005: 129 participants/39 institutions • Rio de Janeiro • Pernambuco • Brasília • Two-third of insitutions have included or will include AW in the curriculum • One workshop (Minas Gerais, next week) and a major international AW conference planned in October 2006

  24. Universidade de Brasilia - UnB

  25. www.wspabr.org wspabr@wspabr.org

  26. Europe • Distribution of CAW to EU universities upon request • Central andEastern European Conference on the Integration of Animal Welfare in Higher Education, Brno, Czech Republic, April 2004 – many universities present • Presentation to members of OIE, March 2005 and distribution of CAW to EU veterinarians • Farm AW presentation at Romanian Veterinary Faculties in Bucharest and Cluj, Romania • Presentation of CAW at 2nd InterNICHE conference on ‘Alternatives to animal use in education’ in Oslo, May 2005 • Presentation of CAW at 5th World Congress on Alternatives and Animal use in the Life Sciences in Berlin, August 2005 • One-day workshop for veterinary and agricultural faculties in Poland, October 2005 • Very positive feedback from many academics/veterinarians

  27. USA / Canada / Australasia • Distribution to all (35) USA/Canada Veterinary faculties • Presentation of CAW at the Annual meeting of the WVA and AVMA in Minneapolis, 2005 • Poster presentation of CAW at AAVMC Education symposium about the 3Rs in veterinary education • Very positive feedback (or endorsement) from certain universities (eg Tufts, Cornell, Missouri, Florida) • 10 faculties in Australia and New Zealand have received a copy of CAW. Positive feedback from Prof. Clive Philips (Queensland), Dr Robert Dixon (Sydney) and support from immediate past president of the WVA, Dr Jim Edwards (NZ)

  28. Summary implementation • CAW translated into Spanish, Portuguese, and Polish • The syllabus has been sent to over 700 universities • Over 300 universities were involved in conferences / workshops organised by WSPA • Many universities are successfully using (parts) of the resource in: Australia, New Zealand, Canada, North America, South America (Argentina, Brazil, Colombia, Costa Rica), South Africa, India, Indonesia, Taiwan, and the Philippines

  29. Future Concepts projects • Currently being translated into Japanese and Russian • Minor and major revisions/update of modules in 2006 • Evaluate number of universities using CAW and extent of implementation • Start to develop a long-term evaluation methodology to assess student attitudes and behaviour towards animals

  30. Conclusion Most veterinarians will remain relatively ignorant of animal welfare science and issues unless they learn about them during their formal education. We hope that the ‘Concepts in Animal Welfare’ syllabus will play an important role in assisting veterinarians to develop a sound understanding of this increasingly important field.

  31. Thank you for your attention!Muito obrigada

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