Results of a national survey of US veterinary college faculty regarding attitudes toward farm animal welfare

OBJECTIVE: To examine attitudes toward farm animal welfare among veterinary college faculty. DESIGN: E-mail survey. STUDY POPULATION: 157 US veterinary college faculty with large animal or food animal emphasis. PROCEDURE: Veterinarians from 27 US veterinary colleges were contacted via e-mail and asked to complete a 7-page survey relating to farm animal welfare issues. Thirty-one percent of those contacted responded. RESULTS: 71% of respondents self-characterized their attitude toward farm animal welfare as "we can use animals for the greater human good but have an obligation to provide for the majority of the animals' physiologic and behavioral needs." An additional 19% of respondents were more concerned about animal welfare than was indicated by that statement, and 10% were less concerned about farm animal welfare than was indicated by that statement. Significant relationships among demographic variables and attitude scores were observed, including more concerned attitudes among females, those with more liberal political views, and those who cited lower religiosity. No relationship between attitude and age was observed. CONCLUSIONS AND CLINICAL RELEVANCE: Veterinary college faculty have the opportunity to impact many stakeholders within the animal agriculture industries (eg, future veterinarians and policy makers looking for a veterinary science perspective). Results indicated that a considerable level of concern toward farm animal welfare is present in this population. Although the process of change may not be rapid, it is likely that the influence of these respondents will factor heavily into enhancing farm animal welfare.     

A longitudinal study of veterinary students and recent graduates: 1. Backgrounds, plans and subsequent employment

Objective To examine factors that influence career choies by veterinary graduates.
Design Longitudinal study.
Population Students – 77 female and 77 males - who began studying veterinary science at The University of Queensland in 1985 and 1986.
Procedure Questionnaires were completed in the first and fifth year of the course, and in the second year after graduation. The data were arranged into an aggregated data set, then analysed using the SAS System for Windows.
Results These students chose veterinary science, many cases at an early age, because of their attitude towards animals rather than advice from other people. Most had extensive experience with animals, and many gained this in cities rather than on farms. Between half and two-thirds of them looked forward to a career in private practice when they were in first year. The proportion planning a career in private practice was highest for those who chose veterinary science before they were 12 years old. One-quarter of those in first year were undecided about what they would do after graduation. When they were surveyed in fifth year, most planned to enter mixed private practice at least initially. In fact, 59% entered mixed practice and 28% small animal practice. There were no significant relationships between prior experience with animals and either career plans or success in the job market. When asked in their second year after graduation, about half planned to continue in private practice over the longer term, and a quarter were undecided.
Conclusions The decision to study veterinary science is often made at a young age, and is influenced mainly by attitudes towards animals. The career path planned by the majority involves private practice, but for about a quarter the future is unclear, both when they enter the course and after they have worked as veterinarians.     

Can teaching veterinary and animal-science students about animal welfare affect their attitude toward animals and human-related empathy?

Attitudes toward animals are important in influencing how animals are treated. Few studies have investigated attitudes toward animals in veterinary or animal-science students, and no studies have compared attitudes to animals before and after a course teaching animal welfare and ethics. In this study, students enrolled in veterinary (first-year) or animal-science (first- and third-year) programs completed a questionnaire on attitudes toward different categories of animals before and after the course. Higher attitude scores suggest a person more concerned about how an animal is treated. Normally distributed data were compared using parametric statistics, and non-normally distributed data were compared using non-parametric tests, with significance p < .05. Attitudes toward pets (45.5-47.6) were higher than those toward pests (34.2-38.4) or profit animals (30.3-32.1). Attitude scores increased from before to after the course in the veterinary cohort on the Pest (36.9 vs. 38.4, respectively, n = 27, p < .05) and Profit (30.3 vs. 32.1, respectively, n = 28, p < .05) subscales, but not in the animal-science cohorts. Attitude scores in all categories were higher for women than for men. Currently having an animal was associated with higher pet scores (46.8 vs. 43.8, ns = 120 and 13, respectively, p < .05), and having an animal as a child was associated with higher profit scores (31.0 vs. 26.6, ns = 129 and 8, respectively, p < .05). Students electing to work with livestock had lower scores on the Pest and Profit subscales, and students wanting to work with wildlife had significantly higher scores on the Pest and Profit subscales. This study demonstrates attitudinal changes after an animal-welfare course, with significant increases in veterinary but not animal-science students.     

Assessing attitudes toward farm animal welfare: a national survey of animal science faculty members

A survey to measure attitudes toward farm animal welfare was developed. We targeted animal science faculty because of their influence on animal production in the United States. We initially interviewed 34 faculty members from a large Midwestern public university to assist with questionnaire development. After our written survey was developed, we pilot-tested our questionnaire at this same university. Thereafter, we sent an e-mail advance notice, first survey, and follow-up survey/thank-you to the national population of animal science faculty members. With an n = 446 (response rate = 45%), we observed the following: 51% (for layer birds), 58% (for meat birds), 66% (for swine), 84% (for dairy), 86% (for sheep), and 87% (for beef) of our respondents agreed that the predominant methods used to produce various types of animal products provided appropriate levels of animal welfare. Our findings showed that greater than 90% of respondents support general principles of animal welfare, such as keeping animals free from unnecessary fear and distress. However, specific practices that have been shown to elicit distress (e.g., castration without anesthetic) were deemed a concern by only 32% of the respondents. Various industry practices/outcomes were assessed for level of concern and varied from a high of 83% of respondents agreeing that flooring effects on lameness in intensively farmed animals are a concern, to a low of 16% agreeing that early weaning in pigs is a concern. Summed attitude scores showed significant relationships with the demographic variables of gender (P < 0.01) and political ideology (P < 0.01), with women and those holding more liberal political views being more concerned about farm animal welfare issues. Gaining an awareness of various stakeholders' attitudes (e.g., animal scientists, veterinarians, producers, and consumers) toward farm animal welfare will assist animal welfare scientists in knowing which research topics to emphasize and, perhaps, where critical gaps in accessibility of knowledge exist.     

Attitudes of Australian and Turkish veterinary faculty toward animal welfare

The attitudes of veterinary faculty toward animal welfare were surveyed in four Australian and three Turkish veterinary schools. The former were considered to be typical of modern Western schools, with a faculty of more than 40% women and a primary focus on companion animals, whereas the latter were considered to represent more traditional veterinary teaching establishments, with a faculty of 88% men and a primary focus on livestock. A total of 116 faculty responded to the survey (42 Australian and 74 Turkish faculty members), for response rates of 30% and 33%, respectively. This survey included demographic questions as well as questions about attitudes toward animal-welfare issues. Women were more concerned than men about animal-welfare issues, especially the use of animals in experiments, zoos, entertainment, and sports and for food and clothing. Total scores demonstrated different concerns among Turkish and Australian faculty. The study demonstrates that the veterinary faculty of these two countries have different concerns for animal welfare, concerns that should be acknowledged in considering the welfare attitudes that students may adopt.     

Veterinary students' views on animal patients and human clients, using Q-methodology

Veterinarians serve two masters: animal patients and human clients. Both animal patients and human clients have legitimate interests, and conflicting moral claims may flow from these interests. Earlier research concludes that veterinary students are very much aware of the complex and often paradoxical relationship they have and will have with animals. In this article the views of veterinary students about their anticipated relationship with animal patients and human clients are studied. The main part of the article describes discourses of first-year and fourth-year students about their (future) relationship with animals and their caretakers, for which Q-methodology is used. At the end of the article, the discourses are related to the students' gender and their workplace preferences.     

Experiential learning in the animal sciences: development of a multispecies large-animal management and production practicum

Students enrolled in an introductory animal science course (ASG 3003) at the University of Florida were surveyed (n = 788) over a 3-yr period to ascertain their current experience and career goals in animal agriculture. Sixty-one percent of the students indicated that they were from an urban background. Only 4% were raised on a farm or ranch where the majority of family income was attributed to production agriculture. Eighty-six percent of the students had minimal or no experience working with large domestic farm animals, but nearly 64% of the students wanted to pursue a career in veterinary medicine. Disciplinary and species interests of the students were highly associated with previous background experiences. Students from nonagricultural backgrounds, who were most likely to indicate a career interest involving veterinary medicine, were most interested (P < 0.05) in animal behavior, whereas the students of rural background were more interested (P < 0.05) in animal management. Thirty-three percent of students were primarily interested in small companion animals; 22% in horses; 20% in domestic farm animals, including beef, dairy, swine, or sheep; and 24% in undomesticated zoo animals or wildlife. The career goals indicated by most students necessitate practical application of animal husbandry skills that are often assumed as general knowledge. Thus, a multispecies large animal management and production practicum (ANS 3206) was developed to provide students with hands-on experience. It was an elective course, and students were encouraged to enroll for two consecutive semesters. Teams of students rotated responsibilities among four livestock species (beef, dairy, equine, and swine). Daily responsibilities at each of the units included feeding and monitoring growth of feedlot cattle and finishing swine, farrowing assistance and baby pig processing, and equine training and foaling assistance. Students were also involved with all facets of a working dairy. Additionally, students completed written assignments specific to their individual species responsibilities that included daily journals, worksheets, or calculation of performance measures. Weekly class meetings allowed for instruction and were used to manage the varied course activities. Using a 5-point scale (1 = poor, 5 = excellent), students indicated that the course further stimulated their interest (4.73) and facilitated their learning (4.63) of animal science concepts. Overall course evaluations ranged from 4.54 +/- 0.55 to 4.85 +/- 0.38 over a 4-yr period. As more students enter animal science programs with nonagricultural backgrounds, it will become necessary to reemphasize basic animal-handling skills and practical applications through experiential learning activities.     

Ethical stockmanship

The objective of this review is to consider the ethics of stockmanship, particularly from the perspective of the nature and extent of the duties of stockpeople to their farm animals. It will consider what science tells us about the impact of stockmanship on the animal, particularly the welfare of the farm animal. The effects of human-animal interactions on the stockperson will also be considered, since these interactions affect the work performance and job satisfaction of the stockperson and thus indirectly affect animal welfare. Animal ethics is broader than animal welfare and includes economic as well as philosophical, social, cultural and religious aspects. This paper is predicated on the view that farm animals can suffer, and that animal suffering is a key consideration in our moral obligations to animals. Housing and husbandry practices affect farm animal welfare and thus farmers and stockpeople have a responsibility to provide, at minimum, community-acceptable animal housing and husbandry standards for their animals. The farmer's or stockperson's attitudes and behaviour can directly affect the animal's welfare and thus they also have a responsibility to provide specific standards of stockmanship for these animals. However, research suggests that the behaviour of some stockpeople is not as correct as it might be. Such situations exemplify the inevitably unequal human - domestic animal relationship, and this inequality should be considered in analysing the boundary between right and wrong behaviour of humans. Thus ethical discussion, using science and other considerations and involving stockpeople, livestock industries, government and the general public, should be used to establish and assure acceptable stockperson competencies across the livestock industries. Training programs targeting the key attitudes and behaviour of stockpeople presently offer the livestock industries good opportunities to improve human-animal interactions.     

Animal welfare and the Australian veterinarian

SUMMARY This paper discusses the moral and philosophical arguments related to animal welfare. The veterinary profession in Australia has, to date, addressed this matter on a superficial and unsatisfactory level. In my view, the Australian Veterinary Association has not yet considered sound philosophical and moral positions in any area of animal welfare. This paper provides some examples of arguments concerning animal rights. It is suggested that the veterinary profession in Australia needs to take heed of these arguments and to develop a philosophy of its own. The profession is not seen to be having sufficient influence on the development of community standards in animal welfare. For example, public statements on the stray cat and dog problem concern the nuisance to human society and little is said of the welfare or rights of the animals themselves. The Australian Veterinary Association has not looked thoroughly at problems of animal welfare in the livestock industries, where the need for attention is urgent. Few veterinarians in Australia have the knowledge and experience to tackle problems in the area of animal experimentation. These include questions of laboratory animal production and disease, as well as those of a moral and philosophical nature. A discussion of ethical problems in studies on animal behaviour points to the lack of experience el veterinarians in this area. Possible mechanisms for statutory control of animal experimentation are explored. Antivivisectionist ideas and the significance of their political influence are outlined.     

The motivations and practice-area interests of first-year French veterinary students (2005-2008)

Concerns about new trends in the veterinary profession in several industrialized countries have received significant attention recently. We conducted an online survey among first-year veterinary students enrolled between 2005 and 2008 in France's four National Veterinary Schools (Ecoles Nationales Vétérinaires [ENV]) to inquire into what determined future graduates' practice-area interests and how they built a concept of their future work. A total of 1,080 students-or 70% of first-year students-responded to the survey. These students were predominantly of middle and higher social classes and most of them lived in urban areas. About 96% of the respondents had made the ENV their first choice when taking the entrance examination. In total, 39.7% declared "vocation" as the leading factor influencing their career choice. Together, the three leading practice types (wild animals, pets, and mixed) contemplated by students after graduating amount to 64.7% of the points awarded. Practice types that are not directly related to animal health were disregarded in this analysis. The results convey both how early and how firmly the choice of the veterinary career is made. They highlight the preponderance of the image of the veterinarian as an "animal doctor," the gap between the respective proportions of practice areas in the current employment pattern of veterinarians, and the aspirations of students upon admission to the ENV. A longitudinal study after one year is needed to test whether or not these career choices change during the five years of the ENV program under the influence of teaching and extramural studies.     

Practical animal-handling classes at University College Dublin

The first two years of the veterinary program at University College Dublin (UCD) include two modules whereby students gain experience in basic animal handling. Practical Animal Husbandry uses both lectures and animal handling classes aimed at teaching students to approach, restrain, and carry out routine husbandry procedures on food-producing and companion animals humanely and competently and to be aware of the risks to human health of inappropriate animal approach and handling. Staff and students are given lists of animal-handling competencies designed to ensure that students attain relevant handling skills for beef and dairy cattle, pigs, horses, sheep, cats, dogs, and exotics (e.g., rabbits, guinea pigs). Students are allotted up to 12 weeks of Farm and Companion Animal Experience, an extramural (EMS) activity, according to their prior experience; the objectives are to become proficient in the handling and management of animals and to develop an understanding of the key husbandry factors in food-production systems (milk, beef, lamb, pork) at the farm level. Students are assessed in practical examinations at the end of the second year and cannot progress until they have achieved the required competence. In addition to the pedagogic strategies, special consideration is given to the welfare of the animals used in teaching practicals and to the health and safety of teaching staff and students.     

"Concepts in animal welfare": a syllabus in animal welfare science and ethics for veterinary schools

Public attitudes toward animal welfare have improved with growing social affluence, and veterinarians are increasingly expected to be informed about animal welfare in a broader sense than health alone. However, animal welfare has not been a traditional component of the veterinary curriculum. To help address this lack, the World Society for the Protection of Animals(WSPA) and the University of Bristol School of Veterinary Science launched the 'Concepts in Animal Welfare' syllabus in 2003. This comprehensive syllabus comprises seven core and 23 elective modules and covers a range of animal welfare issues, including farm and companion animal welfare, wildlife, and the use of animals in experiments. There are also modules on ethics and animal legislation. The syllabus is interactive, promotes critical analysis of issues from different angles, and may be adapted for use in any veterinary curriculum. WSPA provides training and workshops in developing countries and assists with the implementation of the syllabus.     

Integrating practical, regulatory and ethical strategies for enhancing farm animal welfare

OBJECTIVE: To provide an integrated view of relationships between assessment of animal welfare. societal expectations regarding animal welfare standards, the need for regulation, and two ethical strategies for promoting animal welfare, emphasising farm animals. APPROACH: Ideas in relevant papers and key insights were outlined and illustrated, where appropriate, by New Zealand experience with different facets of the welfare management of farm animals. CONCLUSIONS: An animal's welfare is good when its nutritional, environmental, health, behavioural and mental needs are met. Compromise may occur in one or more of these areas and is assessed by scientifically-informed best judgement using parameters validated by directed research and objective analysis in clinical and practical settings. There is a wide range of perceptions of what constitutes good and bad welfare in society, so that animal welfare standards cannot be left to individual preferences to determine. Rather, the promotion of animal welfare is seen as requiring central regulation, but managed in a way that allows for adjustments based on new scientific knowledge of animals' needs and changing societal perceptions of what is acceptable and unacceptable treatment of animals. Concepts of 'minimal welfare', representing the threshold of cruelty, and 'acceptable welfare', representing higher, more acceptable standards than those that merely avoid cruelty, are outlined. They are relevant to economic analyses, which deal with determinants of animal welfare standards based on financial costs and the desire of the public to feel broadly comfortable about the treatment of the animals that are used to serve their needs. Ethical strategies for promoting animal welfare can be divided broadly into the 'gold standard' approach and the 'incremental improvement' approach. The first defines the ideal that is to be required in a particular situation and will accept nothing less than that ideal, whereas the second aims to improve welfare in a step-wise fashion by setting a series of achievable goals, seeing each small advance as worthwhile progress towards the same ideal. 'Incremental improvement' is preferred. This also has application in veterinary practice where the professional commitment to maintain good welfare standards may at times conflict with financial constraints experienced by clients.     

The attitudes of minority junior high and high school students toward veterinary medicine

There is a documented lack of racial diversity in veterinary medicine. It has been suggested that lack of animal ownership by minorities, cultural and ethnic biases relating to animals, and a lack of role models of color within the veterinary profession are reasons for the lack of racial diversity in veterinary medicine. The purpose of this study was to survey the attitudes of minority junior high and high school students toward veterinary medicine. It was hypothesized that African American and Latino students in New York City (NYC) would have limited experience with veterinary medicine and would not have a favorable attitude toward the profession. In fact, the survey, which was sent to several NYC schools, found that minority students have a positive view of animals and of veterinary medicine. The survey also showed that a deficiency of minority role models for students, a lack of interest in and enjoyment of veterinary medicine on the part of students, a perception on the part of students that veterinary medicine does not provide a satisfying lifestyle, and inadequate student exposure to the profession are key factors in the lack of racial diversity in veterinary medicine.     

Teaching animal welfare in the land grant universities

Colleges and universities have an obligation to teach the basis of animal husbandry and welfare and must prepare students so that they can respond effectively to challenges by proponents of the animal welfare and animal rights movements. Veterinary curricula must now contain formal instruction in professional ethics and humane stewardship of animals for accreditation by the American Veterinary Medical Association. It is helpful if students have an understanding of farm animal behavior, stress physiology and methods of assessing welfare prior to learning about the animal welfare/rights movement's philosophies and issues. A review of early judicial practices, "classical" Judeo-Christian philosophy, the philosophy of Rene Descartes, Jeremy Bentham, Albert Schweitzer, and current philosophers and the entertainment media places the movements in perspective. Students should be familiar with such concepts as the mind-body controversy, equality of suffering, self-awareness or intelligence, and speciesism. After acquiring an appreciation of the basics, a knowledge of the issues facing animal agriculture and the arguments for and against each issue are necessary. Graduates of colleges of agriculture need to realize the potential effects the movements can have and take the initiative to improve the image of animal agriculture.     

A longitudinal study of veterinary students and recent graduates 4. Gender issues

Objective To study differences in experiences, attitudes and opinions between female and male veterinary students and recent graduates.
Design Longitudinal study.
Population Students – 77 males and 77 females – who began studying veterinary science at The University of Queensland in 1985 and 1986.
Procedure Questionnaires were completed in the first and fifth year of the course, and in the second year after graduation. The data were analysed using the SAS System for Windows.
Results Females decided to study veterinary science at a younger age than males and were more influenced by 'a love of animals', the image of veterinarians as portrayed on television, an interest in living things and in the scientific study of disease. Males were more influenced than females in aspects of the workplace: bosses and money. There were no gender differences in their background in relation to farms, or to animals, or in their career plans. However females when in first year expected a lower initial income than males; an expectation that was realised in the first year after graduation. As first year students and also as veterinarians, females had stronger views than males on animal welfare issues, and also felt that the veterinary profession had a lower status relative to other professions.
Conclusions Significant differences in attitudes and experiences exist between males and females entering the veterinary profession. The situation of females in relation to income and status is consistent with that in other professions, where females have been disadvantaged compared with males.     

Animal handling as an integrated component of animal and veterinary science programs at the University of Queensland.

Students in animal science and veterinary science at the University of Queensland (UQ) have similar introductory courses in animal handling in year 1 of their degree programs. Veterinary students take animal-handling instruction in farm and companion animals, whereas animal science students are instructed in handling farm animals, horses, and rodents. Veterinary students are introduced to rodents, and animal science students to dogs and cats, in subsequent years of the curriculum. Both cohorts receive additional training, with clinical emphasis for veterinary students in years 3, 4, and 5 of their five-year curriculum. The introductory course is well received by students; both student cohorts appreciate the opportunity provided and the effort that goes into the animal-handling classes. Undergraduates realize that acquiring animal-handling skills will increase their proficiency in their subsequent careers; veterinary graduates recognize that their handling prowess will give their clients confidence in their abilities. Most clients cannot judge the competence of a veterinarian's diagnosis or treatment but will judge their ability based on their handling skills. Ongoing practice allows students to become competent in animal handling.     

Ecologic and symbiotic approaches to animal welfare, animal rights, and human responsibility

Veterinarians confronted with situations involving animal welfare, animal rights, and human responsibility assume practical importance in the relationships of veterinarians with clients and other constituencies. To help resolve these situations, the authors briefly compare economics and ethics and discuss the types of rights. An attempt is made to bring animal welfare and animal rights into the same conceptual framework, using an ecologic approach. This reaches the thesis that the less human beings allow animals the right of self-determination, the more we should exercise responsibility in their care and welfare. Actively exercised human responsibility in all uses of animals is offered as a practical and valid alternative to the extreme of abolitionism. This alternative also is applied in a cautionary way to the role of veterinary medicine in specieism. The veterinary profession is urged to be active in the middle ground of the field of animal rights and to firmly establish its relationships to animal welfare and human responsibility.