Jukes N and Martinsen S. Three’s a crowd: the 1R of replacement for education and training. AATEX 2008;14(Special Issue):291-293


Abstract

The ideal ‘replacement alternative’ is defined within the 3Rs philosophy of Russell and Burch (1959) as ‘non-animal’. However, the nature of knowledge and skills acquisition within the life sciences highlight a shortcoming of the 3Rs approach for education and training. Despite the widespread success of replacement of harmful animal use by non-animal alternatives such as multimedia, virtual reality, training mannekins and simulators, they may not be sufficient for full knowledge and skills acquisition in all courses. Specifically, some students and professionals should work with animals, animal tissue and clinical procedures. There is widespread evidence of the ability to meet such teaching objectives in ways that are neutral or beneficial to individual animals and that do not involve animal experimentation or killing. The use of ethically sourced animal cadavers for dissection and skills training, and apprenticeship into clinical practice with animal patients, are examples. Along with non-animal methods, such approaches are also ideal replacement alternatives. Furthermore, successful replacement has been achieved within all life science courses. Policy and practice should therefore move beyond the 3Rs. It is argued that the 1R of replacement, when broadened from its non-animal focus, is sufficient to ensure ethical and effective acquisition of knowledge and skills in life science education and training.



Author's contacts: coordinator@interniche.org

Author's keywords: replacement, 3Rs, alternatives, education, training

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Link to journal: AATEX - Alternatives to Animal Testing and Experimentation