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Pilar Vinardell M. Challenges of using alternatives to animals in laboratory classes in physiology: the Spanish experience. Paper presented at: The Three Rs - Together it's possible. 8th World Congress on Alternatives and Animal Use in the Life Sciences; 2011 Aug 21-25; Montreal, Canada

Physiology is taught in all the life sciences, including medicine, pharmacy, biology, veterinary medicine, biochemistry and others. Teaching physiology entails both theoretical and practical classes, and the latter have traditionally involved the use of animals. Traditional practices include dissection, the muscle-nerve preparation of frogs or rats, the study of the effect of hormones on sex glands in rats, study of the heart in frogs, study of intestinal absorption in rats, and many others.
In recent years many efforts have been made to develop methods that do not use animals, such as models, mannequins, computer programs, and others. Similar efforts have been made to encourage members of the educational community to adopt such methods. Nevertheless, efforts to replace traditional practices using animals by these alternative methods have encountered many difficulties, especially the reluctance of teachers to change.
Directive 2010/63/EU of the European Parliament on the protection of animals used for scientific purposes clearly states: "The use of animals for scientific or educational purposes should therefore only be considered where a non-animal alternative is unavailable". Based on this, there is no justification to use animals, since there are many developed and marketed alternatives available.
In this talk we will examine the reality of the use of animals for educational purposes in Spain, the efforts to change the minds of teachers, and the opinion of students on this matter.
 

Vinardell__2011-_Challenges_of_using_alternatives_to_animals_in_laboratory_classes_in_physiology_the_Spanish_experience.pdf

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