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.     

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.     

Factors influencing veterinary students career choices and attitudes to animals

The purpose of the study was to investigate the influence of demographic and experiential factors on first-year veterinary students career choices and attitudes to animal welfare/rights. The study surveyed 329 first-year veterinary students to determine the influence of demographic factors, farm experience, and developmental exposure to different categories of animals on their career preferences and on their attitudes to specific areas of animal welfare and/or rights. A significant male gender bias toward food-animal practice was found, and prior experience with particular types of animals--companion animals, equines, food animals--tended to predict career preferences. Female veterinary students displayed greater concern for possible instances of animal suffering than males, and prior experience with different animals, as well as rural background and farm experience, were also associated with attitude differences. Seventy-two percent of students also reported that their interactions with animals (especially pets) had strongly influenced the development of their values. Animals ranked second in importance after parents in this respect. The present findings illustrate the importance to issues of animal welfare of the cultural context of past experience and influences on attitude development. The results also suggest that previous interactions with animals play a critical role in guiding veterinary students into their chosen career, as well as in helping to determine their specific employment preferences within the veterinary profession. From an animal welfare perspective, the dearth of women choosing careers in food-animal practice is a source of concern.     

"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.     

Internationalizing veterinary education in the 21st century

This paper presents the results of a survey conducted in the spring of 2001 to assess international activities at colleges of veterinary medicine in North America. A questionnaire was sent to all 31 colleges of veterinary medicine in the United States and Canada, of which 22 responded. Of those schools responding to the survey, 86% have International Veterinary Medicine (IVM) programs and most have faculty involved in internationally oriented research (95%), in teaching IVM (74%), in mentoring veterinary students in IVM (84%), and in international consultancies (84%). Funding sources for faculty international activities include foundations, intramural funds, curriculum development grants, endowment/development funds, and sabbaticals. Foreign animal diseases are the most commonly taught international topic. The increasing importance of international veterinary issues is leading to the internationalization of the veterinary education in North America. Most IVM programs include activities of both faculty and students. Greater collaboration between faculty and programs across schools would allow schools to benefit from each other's strengths in IVM education.     

Virtual international experiences in veterinary medicine: an evaluation of students' attitudes toward computer-based learning

While many studies have evaluated whether or not factual information can be effectively communicated using computer-aided tools, none has focused on establishing and changing students' attitudes toward international animal-health issues. The study reported here was designed to assess whether educational modules on an interactive computer CD elicited a change in veterinary students' interest in and attitudes toward international animal-health issues. Volunteer veterinary students at seven universities (first-year students at three universities, second-year at one, third-year at one, and fourth-year at two) were given by random assignment either an International Animal Health (IAH) CD or a control CD, ParasitoLog (PL). Participants completed a pre-CD survey to establish baseline information on interest and attitudes toward both computers and international animal-health issues. Four weeks later, a post-CD questionnaire was distributed. On the initial survey, most students expressed an interest in working in the field of veterinary medicine in another country. Responses to the three pre-CD questions relating to attitudes toward the globalization of veterinary medicine, interest in foreign animal disease, and inclusion of a core course on international health issues in the veterinary curriculum were all positive, with average values above 3 (on a five-point scale where 5 represented strong agreement or interest). Almost all students considered it beneficial to learn about animal-health issues in other countries. After students reviewed the IAH CD, we found a decrease at four universities, an increase at one university, and no change at the remaining two universities in students' interest in working in some area of international veterinary medicine. However, none of the differences was statistically significant.     

What are animal science departments doing to address contemporary issues?

Animal science departments are principle progenitors and disseminators of scientific information relating to the production of agricultural animals and their food products. The Land-Grant university missions of teaching, research, and extension are conduits designed to advance and enhance scientific knowledge within agriculture and to make this knowledge available to the public. I conducted an electronic survey to determine whether animal science departments are addressing contemporary issues through the traditional missions of the Land-Grant university system, which issues they are addressing, and how they are addressing these issues. Sixty-three animal science department administrative heads (AH) were contacted through an E-mail listserve maintained through Michigan State University. An introductory letter described the goals of the survey and asked the AH to submit contact information for faculty coordinators of teaching, research, and extension within their departments. Forty-nine percent of the administrative heads responded and submitted contact information for 72 faculty members. Survey questions were sent to the identified faculty. The total survey return was 38.9%, 37.7% of the respondents answered questions for teaching, 31.1% for research, and 31.1% for extension. Animal waste, animal welfare, and food safety are examples of issues where all three missions have concentrated efforts. However, graduate student education on issues was identified as lacking emphasis. Animal science departments are responding to contemporary issues in all three of the Land-Grant mission components.     

Animal welfare education in Turkey

Veterinary medical education in Turkey began in 1842 and is now offered by 17 universities. Since 1895, topics related to animal welfare have been covered as part of the curriculum in courses titled Deontology, Health Inspection, and Laws of Veterinary Medicine. During the 2004/2005 academic year, for the first time, animal welfare was included as a separate course as part of the curriculum in two veterinary faculties. As a result of curriculum adjustment efforts at both national and international levels, the animal-welfare course is now expected to be required for all veterinary students in Turkey. This study reports on the development of animal-welfare curricula in veterinary medical education in Turkey and describes the historical events from which the appreciation of it arose.     

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.     

Racial, cultural, and ethnic diversity within US veterinary colleges

A comprehensive survey containing 30 questions regarding racial, cultural, and ethnic issues was sent electronically to each of the member colleges within the Association of American Veterinary Colleges (AAVMC) during 2005. Responses were received from 25 of the 28 veterinary colleges in the United States and two foreign colleges. Most colleges had more than one respondent complete the survey. Since the respondents were not identified and were not uniform in regards to position within each college, some responses might have reflected the individual respondent's views rather than the college's actual situation or philosophy. The information gained from this survey demonstrates strong trends in attitudes to and practices with respect to diversity in US veterinary colleges. Three major areas were addressed in the survey-college and university environment and cultures, faculty and curriculum, and recruitment and retention of veterinary students from underrepresented minorities. In many instances, the survey confirmed a lack of knowledge about diversity issues at the respondents' institutions. These survey results will serve as a benchmark for gauging changes in the profession's racial, cultural, and ethnic demographics in the future and as a foundation upon which to build effective diversity programs.     

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.     

Teaching animal welfare at the University of Sydney's Faculty of Veterinary Science

Animal welfare is part of the Mission Statement of the Faculty of Veterinary Science at the University of Sydney and is taught throughout the undergraduate curriculum. Two units of study have a particular focus on animal welfare: Professional Practice in years 1, 2, and 3 and Animal Behaviour and Animal Welfare Science in year 3. There is an emphasis on the refinement and development of alternatives to the use of animals in teaching. With a conscientious objection policy in place, these elements of our approach demonstrate the increasing importance of ethical teaching in the faculty. Undergraduate students have recently founded a vibrant special interest group called Veterinary Students for Animal Welfare. The faculty is advised on matters relating to animal welfare by its Animal Welfare Advisory Committee, chaired by the Sub-Dean for Animal Welfare. With the development of a Faculty Animal Welfare Policy, the faculty is progressing to a more proactive and public profile on animal welfare issues.     

American veterinarians' animal welfare limitations

American society is becoming increasingly interested in issues of animal welfare, and the public generally recognizes the need for guidance from experts in the field. Assessing an animal's welfare status requires a determination of the state of both its physical and its psychological well-being. American veterinarians are well trained to assess the physical state of most animals, but they do not receive equivalent training in assessing an animal's psychological state. Therefore, the recognized expertise of the American veterinary profession currently lies only in answering physical welfare questions, not in assessing the psychological (or societal) aspects of animal welfare issues. If American veterinarians wish to be seen as animal welfare experts, then it is critical for the profession to educate its members in assessing the psychological state of animals. Also, if the American Veterinary Medical Association wishes to be considered a leader in the field of animal welfare, it must partner with organizations with expertise in pertinent areas outside of the veterinary medical field to develop appropriate guidelines for American society, including the development of a widely accepted system for defining and determining overall animal welfare. If American veterinarians actively work to improve our strengths and combine them with those of experts in other fields, we can overcome our limitations as animal welfare experts and achieve wider acceptance as an important force for improving animal welfare.     

Student perceptions of an animal-welfare and ethics course taught early in the veterinary curriculum

Animal welfare and veterinary ethics are two subjects that have been acknowledged as necessary for inclusion in the veterinary curriculum. In fact, the American Veterinary Medical Association (AVMA) Council on Education has mandated that veterinary ethics be taught to all students in US veterinary colleges. Animal welfare was recently included in the US veterinarian's oath, and AVMA established a committee to create a model curriculum on the subject. At US veterinary colleges, the number of animal-welfare courses has more than doubled from five in 2004 to more than 10 in 2011. How and what is taught with regard to these two subjects may be as important as whether they are taught at all, and a variety of approaches and varying amounts and types of content are currently being offered on them. At Michigan State University's College of Veterinary Medicine, students were introduced to animal welfare and veterinary ethics during their first semester in a mandatory two-credit course. To assess their perception of the course, students completed an online evaluation at the end of the semester. Most students found the course to be challenging and effective and felt that they improved their ability to identify and discuss ethical dilemmas.     

The scope of a laboratory animal program needed at a veterinary school.

The discipline of laboratory animal medicine is one of the most rapidly expanding specialties within the veterinary profession. Veterinary schools should fully accept the responsibility for introductory instruction in laboratory animal medicine in the professional curriculum. Such instruction should articulate the varied opportunities that exist for the laboratory animal veterinarian within the biomedical research community, and provide an overview of the normal biological characteristics and pathologic conditions of the common laboratory animal species. In addition, the opportunity should exist within the veterinary school for graduate and undergraduate students utilizing experimental animals to receive a comprehensive introduction to laboratory animal biology, care, and management. Instructional responsibility for such courses should be accepted by faculty veterinarians with advanced training in laboratory animal medicine. Veterinarians with advanced training in this specialty are uniquely qualified to make substantial contributions to biomedical research by promoting the health and welfare of the research animal.     

Retrospective Review of Carriage Horse and Mule Welfare in Charleston,South Carolina (2009–2012)

Equine Welfare and Carriage Horse Companies have been recently highlighted as matters of public concern, although little data exists to describe working conditions, municipal regulations, and veterinary attention. In light of the current pandemic of unwanted horses in this country, it is prudent for the veterinary community to identify objective measurements of satisfactory equine welfare in the carriage horse industry to regulate and maintain working horses in sound conditions. Retrospective data from a carriage company in South Carolina was collected from 2009 to 2012. Variables included days in work, hours and/or tours worked, veterinary charges, management practices, and environmental conditions. City veterinary reports were also reviewed for all five local carriage companies. The average number of days in work per animal ranged from 163 to 188 per year. On average, each animal performed 4.6 hour long tours per working day, resulting in an average 865 tours per year. Each animal cost on average $2.00 per day in veterinary costs, and $0.84 of each animal's tour went toward veterinary bills. Welfare among carriage horses is a subject on which equine veterinarians should be well versed; not only to answer questions from clientele but also to promote good working and living conditions for these animals in an effort to stem the number of unwanted horses in America. The carriage company reported in detail here provides acceptable welfare for their animals. Prospective studies are needed to collect objective, evidence-based data regarding stress levels in the animals.     

Development of a model animal welfare act curriculum

Animal-welfare issues are often controversial and frequently have an emotional component. Veterinarians have extensive knowledge, experience, and scientific perspective and are arguably the professionals best suited to advise and develop recommendations on animal welfare. The development of an Animal Welfare Act (AWA) teaching module is a first step toward educating veterinary students about animal welfare. This article presents the current development status of this curriculum project, which is intended to be a valuable addition to the evolving veterinary education on animal welfare.