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.     

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.     

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 veterinary medical students and medical students toward collaborative learning: an experiment

This study measured the attitudes of 55 medical students and 30 veterinary medical students as they participated in an experiment of collaborative teaching and learning about basic surgical skills. Two parallel forms of an attitude questionnaire were developed, with three subscales: confidence in one's own surgical skill; collaboration with the other type of student; and inter-professional collaboration in general. These attitude scales were administered before and after an experiment involving the veterinary medical students teaching the medical students incision and exploratory laparoscopy in a laboratory setting using live rabbits. After the experiment, measures of the medical students' attitudes had increased significantly on all three subscales. Measures of the veterinary students' attitudes increased significantly on two subscales but declined on the subscale of inter-professional collaboration.     

The veterinary relevance of farm animal ethology

The world expects veterinary knowledge to encompass all aspects of the lives of animals. These include their management and welfare, not just their diseases. Modern research into behaviour is relevant to practical veterinary work, such as animal handling and disease diagnosis, and also to general management and welfare. Hence, all veterinary courses should include instruction in behaviour and those involved in veterinary work should be aware of new developments in the subject.     

Teaching animal welfare science, ethics, and law to veterinary students in the United kingdom

Teaching veterinary students about animal welfare science, ethics, and law has been identified as a priority of the veterinary curriculum. Suggested content for such a course, the stage at which it should be taught, and possible methods of teaching and assessing the subject have been outlined. Critically, such a course needs to address the quantification of the impact of humans on animals (welfare science), the analysis of our moral obligations (welfare ethics), and knowledge of minimum welfare standards (welfare legislation). A mixture of both teaching methods and assessment techniques is needed to ensure that sufficient skills and knowledge and a deeper understanding are achieved.     

Teaching animal handling to veterinary students at Massey University, New Zealand

The veterinary program at the Institute of Veterinary, Animal and Biomedical Sciences, Massey University, New Zealand, is 4.5 years long. Animal handling and restraint are taught to first-year veterinary students via lectures and practical sessions. Students are taught to catch, restrain, and hold the five important domesticated species (horses, cattle, sheep, dogs, and cats) in a series of five practical sessions, each lasting about three hours. Safety is emphasized. Students are taught in groups of 10-12, and generally the tutors demonstrate the various techniques of restraint and then supervise students as they carry them out. Each student's ability to handle and restrain each species is evaluated. Students must be considered proficient with each species before being allowed to handle animals in clinics. Students are taught how to catch and restrain birds, laboratory animals, farm deer, and pigs later in the program.     

Public awareness in New Zealand of animal welfare legislation relating to cats

Abstract

AIMS: To ascertain the levels of awareness of legislation governing the welfare of cats, and provision of basic care, including vaccination, by cat-owners within two locations in New Zealand. To assess the ability of respondents to differentiate between the terms ‘stray’ and ‘feral’.

METHODS: A face-to-face questionnaire, consisting of 12 questions in three sections, was distributed by volunteers within Auckland (n=255) and Kaitaia (n=99) to gather information pertinent to the study's aims. Section 1 covered respondents’ personal details; Section 2, ownership and care of cats, including whether or not the cats were vaccinated against feline immunodeficiency virus (FIV) and feline leukaemia virus (FeLV); and Section 3, awareness of legislation and differences between the terms ‘stray’ and ‘feral’.

RESULTS: Overall, fewer than half of respondents were aware of the animal welfare legislation within New Zealand or the semantic differences between the terms ‘stray’ and ‘feral’ as they appear in the dictionary. Respondents ≥41 years old, and individuals employed in the animal-related sector, were significantly more likely to be aware of the legislation and make the correct distinction between the terms compared with those aged ≤40, and those working in a non-animal-related profession.

A significantly greater percentage of cat-owners (42%) provided care for cats they did not own compared with non-owners (26%). Results also indicated a large majority of cat-owners may consider standard annual vaccinations to include vaccination against FIV and FeLV.

CONCLUSION: Dissemination of information about animal welfare legislation is important for the care of cats within New Zealand, and the definitions of the terms ‘stray’ and ‘feral’ need to be more clearly stated in order to prevent confusion. This is especially important when cats may be controlled using lethal measures under different legislative precedents that are not necessarily consistent with one another.

CLINICAL RELEVANCE: Veterinary clinics may act as a primary source for the dissemination of information about relevant welfare acts as well as preventative health care, thus improving the welfare of cats. Cat-owners need to be better educated about the diseases covered by annual vaccination.     

Attitude of Swedish veterinary and medical students to animal experimentation

Nearly all veterinary and medical students (94 per cent) found it morally acceptable to use animals in research and believed it to be a necessity in order to treat human diseases. In contrast with the medical students a substantial proportion of veterinary students (40 per cent) considered themselves animal rights activists. Unlike the medical curriculum, the veterinary curriculum contains a two-week course in laboratory animal medicine, and a higher proportion of the students who had not been through this course was opposed to the use of animals in research than of the students who had completed the course. The course modified the views of half the students; more than 26 per cent of them became more positive towards animal use in research after the course, whereas 3 per cent became more negative.     

A procedure to test and approve standard farm equipment in respect to animal welfare

Since several years, there are claims from various sides to introduce and establish test methods and approval procedures concerning mass-producted standard farm equipment and husbandry systems in Germany. Such a procedure should be closely related to practical conditions, feasible and promoting innovation. The aim is to improve animal welfare, to relieve the authorities of single case testing and to create legal confidence for both, manufacturers and livestock owners.     

Training in animal handling for veterinary students at Charles Sturt University, Australia

Charles Sturt University in New South Wales, Australia, is responding to a national need for veterinarians with the skills and attributes to fulfill roles in rural practice and the large-animal industries. Rural practitioners must competently and confidently handle a range of large animals if they are to build a relationship of mutual trust with clients and deliver effective animal-health services. Training in animal handling begins in the first year of the course with highly structured small-group practical classes involving cattle, horses, sheep, dogs, cats, pigs, poultry, and laboratory animals (rats and mice). Other experiences with animals in the first three years build on basic animal-handling skills while performing other veterinary activities. Students who provide documented evidence of prior animal-handling experiences are admitted, and learning and teaching strategies aim to enhance skills and knowledge. Rigorous examinations use a competency-based approach prior to extramural placements on farms and in veterinary practices. A continuing process of evaluation, review, and refinement will ensure continual improvement and graduate veterinarians with strong skills in animal handling.