As a veterinary professional and an educator of veterinary nurses, I recently had the privilege of presenting at the ANZCCART (NZ) (Australian and New Zealand Council for the Care of Animals in Research and Teaching) conference. This year’s theme focused specifically on the ethical use of animals in teaching, providing a unique platform for educators across New Zealand and Australia to unite over a shared goal.

Presenting on Ethical Animal Use in Education

On the fourth day of conference, I was honored to present a talk titled, “Educating Animal Healthcare Students to be Safe and Effective Day-1 Graduates: A Case Study on Applying the 3 Rs, Openness, and Educating for Ethical Animal Use.” This presentation allowed me to share insights and strategies on how we go well above legislative compliance with ethical approaches to using animals to prepare our students to be competent animal healthcare professionals. The 3 Rs—Replacement, Reduction, and Refinement—were central to my discussion, emphasising the importance of minimising animal use and ensuring high welfare standards when animals are used. I also talked about how Otago Polytechnic | Te Pūkengawas one of the first signatories of the Openness Agreement when it was launched in New Zealand, and the experience has solidified our resolve to continually improve transparency and communication about our ethical approaches to using animals to help create safe and effective animal helathcare graduates.

Key Learnings and Conference Highlights

The format of this conference was particularly enjoyable and highly effective, featuring an abundance of short talks followed by discussion sessions. The format facilitated a rich exchange of ideas and allowed for in-depth conversations after each presentation. This structure was energising and easy to sit through compared to other conferences I've been to recently. It was enlightening to hear from many esteemed animal ethics leaders from both Australia and New Zealand, and to engage in meaningful dialogue about the future of animal ethics and welfare in education. Kudos to Dr Marc Rands, Executive Officer of ANZCCART NZ for his superb mahi in organising this event.

One of the standout aspects of the conference was the emphasis on the 3 Rs. I was particularly impressed by the innovative approaches to Replacement, such as the use of simulation alternatives in animal healthcare education. These alternatives not only reduce the need for live animals but also provide students with valuable hands-on experience in a controlled and ethical manner. It was one of the best learning opportunities for animal healthcare educators I've seen in a long time.

Additionally, the panel discussion on the ethics of using animals in education featured Dr Mike King, Dr Michael Phillip and the inspiring Tara Jackson, formerly a leader for the New Zealand Anti-Vivisection Society (NZAVS). Tara is soon to be launching a new charity focused on cruelty-free research and teaching. Her eloquence, insight, and passion was inspiring and showed how there is so much opportunity to create positive changes in this space.

Another key learning came from the talk “Māori Knowledge for Animal Ethics and the Three Rs” by Professor Georgina Tuari Stewart and Dr. Sally Birdsall. They introduced a newly launched educational resource for all students integrating Māori knowledge of animals and Māori concepts for animal ethics, now available on sciencelearn.org.nz. Key points from their presentation included the idea that all animals are ethically significant and deserve mana, as humans and animals are connected through Ngā atua Māori. This perspective emphasises that animals and people are tuakana–teina to one another, highlighting the deep ethical and spiritual connections between all living beings. This is such a valuable learning resource for all learners, especially those who will use animals in their learning, and work with animals when they graduate.

Networking and Professional Growth

Beyond the formal sessions, the conference provided ample opportunities for networking and socialising. I had the chance to connect with many people I had worked with over the last few years in my role as Animal Ethics Lead for Te Pūkenga, as well as well-known leaders in animal ethics, which was both inspiring and professionally enriching. These interactions reinforced the importance of collaboration and continuous learning in our field.

Reflecting on Ethical Questions

Overall, I felt there was room for more discussion on Refinement of animal use, specifically how contemporary welfare science can be integrated when we use animals in education to help us ensure that these animals lead A Good Life, and that their welfare is assessed using the Five Domains framework. This would help ensure animals used in education have adequate opportunities to experience comfort, interest, or pleasure, and that welfare outcomes are determined based on the animal's response - illustrating the importance of the animal's perceptions of the opportunity. This would help bridge the ethical gap in the legislation that fails to adequately ensure positive welfare for sentient animals.

One of the critical questions that emerged from the conference was the ethical justification for maintaining animal rooms in educational institutions. This question challenges us to think deeply about the living conditions of these animals and whether we can meet their welfare needs adequately - again, another opportunity to reflect on assessing welfare under the Five Domains, and using A Good Life framework to ensure positive welfare outcomes for these sentient animals.

Another significant ethical challenge discussed was the use of animals by work-based learning students in their workplaces. These students often do not fall under the requirements for ethical considerations outlined in Section 6 (RTT) of the Animal Welfare Act. This represents a potential ethical gap, as there is no doubt that these animals are impacted by students who are learning on the job. Addressing this gap is crucial to ensure that all animals involved in educational activities receive appropriate (optimal) welfare considerations.

Conclusion

Overall, attending the ANZCCART conference was one of the most useful and inspiring professional experiences I’ve had in recent years. It reinforced my commitment to ethical animal use in education and provided me with new insights to creating positive welfare changes as well as strategies to implement in my teaching. As we move forward, it is crucial that we continue to prioritise animal welfare and strive well above compliance for ethical standards in our educational practices.

I look forward to applying the knowledge and connections gained from this conference to further enhance the education of veterinary nurses and to contribute to the ongoing dialogue about ethical animal use in our profession. Together, we can make significant strides in improving animal welfare and ensuring that our students are well-prepared to be ethical and effective professionals from day one.

Jennifer Hamlin

Reproduced with permission. See HERE for original article.