Ethical problems and solutions of experimental animals in functional experiment teaching

Chen Desen; He Huaqiong; Peng Jixia; Zhang Youwang; Li Li; Fan Jinming; Sun Min; Li Xianyu; Wu Shengying

doi:10.3760/cma.j.cn116021-20201011-01245

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Ethical problems and solutions of experimental animals in functional experiment teaching

Teaching Reform | 更新时间：2023-05-12

- Ethical problems and solutions of experimental animals in functional experiment teaching
- Chinese Journal of Medical Education Research Vol. 22, Issue 4, Pages: 551-555(2023)
- 作者机构：
  
  1.湖北医药学院基础医学院机能实验室，十堰　442000
  2.十堰市太和医院神经内科，十堰　442099
  3.湖北医药学院基础医学院病理生理学教研室，十堰　442000
- 作者简介：
  
  Wu Shengying, Email: 147578766@qq.com
- 基金信息：
  
  Teaching Research Project of Hubei University of Medicine(YHJ2018006)
- DOI：10.3760/cma.j.cn116021-20201011-01245
  CLC： R-05
- Published：20 April 2023，
  
  Received：11 October 2020，
扫描看全文
陈德森, 何华琼, 彭吉霞, 等. 机能实验教学中存在的实验动物伦理问题及解决办法[J]. 中华医学教育探索杂志, 2023, 22(4): 551-555.

Chen Desen, He Huaqiong, Peng Jixia, et al. Ethical problems and solutions of experimental animals in functional experiment teaching. [J]. Chinese Journal of Medical Education Research 22(4):551-555(2023)
陈德森, 何华琼, 彭吉霞, 等. 机能实验教学中存在的实验动物伦理问题及解决办法[J]. 中华医学教育探索杂志, 2023, 22(4): 551-555. DOI： 10.3760/cma.j.cn116021-20201011-01245.

Chen Desen, He Huaqiong, Peng Jixia, et al. Ethical problems and solutions of experimental animals in functional experiment teaching. [J]. Chinese Journal of Medical Education Research 22(4):551-555(2023) DOI： 10.3760/cma.j.cn116021-20201011-01245.

摘要

目的

调查医学实验及实验教学中的实验动物伦理观及存在的问题，并制定应对措施，使动物伦理和动物福利在医学实验中得以真正地体现。

方法

本研究针对实验动物伦理认知情况、动物实验是否道德和如何看待动物伦理与实验教学问题，以及虚拟仿真实验教学认知情况等3个方面，制定了含25条问题的“基础机能实验中心动物实验问卷调查表”。采用发放问卷调查表的方式对湖北医药学院2017级留学生（五年制）、2017级五年制本科生和2018级护理（四年制）学生及教师、科研人员及实验动物中心从业人员（均具有本科及以上学历）进行调查。调查结果以百分比表示。

结果

本研究调查表回收率为98.04%（2 451/2 500）。其中实验动物中心从业人员、教师及科研人员实验动物伦理观清晰明了，但学生中普遍存在伦理观滞后现象。有16.24%（398/2 451）的学生未接受过动物实验伦理教育和培训，29.46%（722/2 451）的不清楚动物保护相关法律法规，7.14%（175/2 451）的认为动物实验不道德。对动物福利及伦理知识的认知情况模糊占比29.54%（724/2 451）。不熟悉操作步骤的占25.91%（635/2 451）。操作失误导致动物额外受伤中，无所谓的占9.38%（230/2 451）；动物大出血后如何处理中，选择放弃实验的占7.83%（192/2 451），及时止血并输液后继续实验仅占5.43%（133/2 451），而是否做与本次实验无关操作的占9.26%（227/2 451）。在实验结束后采用放血处死动物的占2.28%（56/2 451）、只有5.51%（135/2 451）的学生选择过量麻醉安乐死，且仍有1.96%（48/2 451）选择颈椎脱臼、暴力处死。对动物尸体时选择缅怀2 min的仅占15.79%（387/2 451）。仅有32.56%（798/2 451）的被调查者了解虚拟仿真实验，34.92%（856/2 451）的被调查者认为可以应用虚拟仿真实验或实验教学录像代替现有活体动物实验，77.56%（1 901/2 451）的被调查者认为应该加强虚拟仿真实验室建设。

结论

加强学生实验动物伦理观教育势在必行，这有利于医学生建立正确的实验动物伦理观，使“3R”原则和动物福利得以真正落实于实验教学和科研实验中。

Abstract

Objective

To investigate the ethics and existing problems of experimental animals in medical experiments and experimental teaching

and to formulate countermeasures so that animal ethics and animal welfare can be truly reflected in medical experiments.

Methods

In this study

a "Basic Function Experiment Center Animal Experiment Questionnaire" with 25 questions was formulated from three aspects: the ethical cognition of experimental animals

whether animal experiments are ethical or not

how to view the problems of animal ethics and experimental teaching and the cognition of virtual simulation experiment teaching. Questionnaire was sent to Hubei University of Medicine to investigate the international students of Batch 2017 (5-year program)

undergraduates of Batch 2017 (5-year program) and nursing students of Batch 2018 (4-year program) as well as teachers

researchers and employees of laboratory animal center (all with bachelor degree or above). The survey results were expressed as percentage.

Results

The recovery rate of the questionnaire in this study was 98.04%(2 451/2 500)

among which the practitioners

teachers and researchers in the laboratory animal center clearly understood the ethics of experimental animals

but there was a widespread phenomenon of lagging ethics among the students. For example

16.24% (398/2 451) students had not received animal experiment ethics education and training

29.46% (722/2 451) were not clear about animal protection laws and regulations

7.14% (175/2 451) thought animal experiments were immoral; 29.54% (724/2 451) had vague cognition of animal welfare and ethical knowledge; 25.91% (635/2 451) were not familiar with the operation steps; 9.38% (230/2 451) were indifferent to the extra treatment of animals due to operation errors

7.83% (192/2 451) chose to give up the experiment in the treatment of animals after massive bleeding

only 5.43% (133/2 451) chose to continue the experiment after timely hemostasis and infusion

and 9.26% (227/2 451) chose to do operations unrelated to the experiment. After the experiment

2.28% (56/2 451) chose to kill the animals by bloodletting

only 5.51% (135/2 451) chose excessive anesthesia euthanasia

and 1.96% (48/2 451) chose to kill the animals by cervical dislocation and violence. Only 15.79% (387/2 451) chose to remember the dead animal for 2 minutes. Only 32.56%(798/2 451) of the respondents understood virtual simulation experiment

34.92% (856/2 451) of the respondents thought that virtual simulation experiment or experimental teaching video could be used to replace the existing live animal experiment

77.56% (1 901/2 451) believed that the construction of virtual simulation laboratory should be strengthened.

Conclusion

It is imperative to strengthen the education of students' ethics of experimental animals

which is conducive to the establishment of correct ethics of experimental animals for medical students

so that the "3R" principle and animal welfare can be truly implemented in experimental teaching and scientific research experiments.

关键词

机能实验动物福利伦理“3R”原则教学质量和教学效果

Keywords

Function experimentAnimal welfareEthics"3R" principleTeaching quality and teaching effect

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