Methods of animal experiment ethics training at home and abroad: an evidence-based analysis and summary_West China Medical Journal

Authors：

LIAO Guangneng ^1,2 , CHEN Zhengju ^1,3 , CHEN Lei ⁴ ,  YANG Guang ²

1. Department of Radiology and Huaxi MR Research Center (HMRRC), West China Hospital, Sichuan University, Chengdu, Sichuan 610041, P. R. China;
2. Animal Experimental Center, West China Hospital, Sichuan University, Chengdu, Sichuan 610041, P. R. China;
3. Science and Technology Department, West China Hospital, Sichuan University, Chengdu, Sichuan 610041, P. R. China;
4. Department of Clinical Research Management, West China Hospital, Sichuan University, Chengdu, Sichuan 610041, P. R. China;

Corresponding author：

YANG Guang, Email: yangguang@wchscu.cn

Keywords：

Animal experiment; ethics training; training method; animal welfare; animal ethics

DOI：

10.7507/1002-0179.202205057

Video：

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Objective To summarize the methods and experience of animal experiment ethics training at home and abroad, analyze the opportunities and problems, and explore the ethics training methods suitable for the current situation of animal experiments in China. Methods Documents relating to animal experiment ethics training from January 2012 to February 2022 were searched in PubMed, Embase, China National Knowledge Infrastructure and Wanfang Data databases. After literature screening and data extraction by 2 researchers independently, descriptive analysis was performed. Results A total of 44 documents were selected, including 19 in Chinese and 25 in English, involving 44 institutions. According to the literature analysis, in the United States, Britain and other developed countries, the welfare and ethical laws for laboratory animals were relatively perfect, such as the Animal Welfare Act of the United States, the Animals (Scientific Procedures) Act of Britain, the Animal Welfare Act of German, and the Act on Welfare and Management of Animals of Japan, while in China administrative regulations were the main ones, and most of the institutions were restricted by management regulations; the ethics of personnel involved in animal experiments were uneven; the training time of some domestic institutions was less than that of institutions abroad; domestic training methods and contents needed to be improved. Basing on the comparative results at home and abroad and combining the training experience, West China Hospital of Sichuan University improved the animal experiment ethics training system. Conclusion It is suggested that the animal experimental institutions in China should improve the training methods, to enhance the awareness and cognition of people involved in animal experiments more systematically and scientifically, and strengthen the ethical review.

Citation： LIAO Guangneng, CHEN Zhengju, CHEN Lei, YANG Guang. Methods of animal experiment ethics training at home and abroad: an evidence-based analysis and summary. West China Medical Journal, 2023, 38(9): 1373-1379. doi: 10.7507/1002-0179.202205057 Copy

1.	Kim JN, Choi EH, Kim SK. The perception of animal experimentation ethics among Indian teenage school pupils. Altern Lab Anim, 2017, 45(1): 27-35.
2.	时瀚, 高原, 焦静轩. PDCA 循环法在临床研究的伦理初始审查工作中的应用. 中华医学科研管理杂志, 2021, 34(2): 106-111.
3.	焦海涛, 庞建会, 潘静, 等. 医学生实验动物伦理教育现状调查. 承德医学院学报, 2021, 38(4): 354-357.
4.	余飞, 钱丽萍, 沙莉莉. 医院科研工作中开展实验动物福利伦理教育的探索. 实验动物与比较医学, 2021, 41(2): 166-168, 180.
5.	郭昊. 医学研究实验动物伦理和福利状况调查—以药学和中药学期刊载文分析为例. 医学与哲学, 2020, 41(4): 24-27, 34.
6.	洪雪, 王筱宏, 梁力均, 等. 临床研究者伦理审查知识培训需求调查分析及对策. 中华医学科研管理杂志, 2016, 29(5): 332-334, 341.
7.	Pamies D, Leist M, Coecke S, et al. Good Cell and Tissue Culture Practice 2.0 (GCCP 2.0): draft for stakeholder discussion and call for action. ALTEX, 2020, 37(3): 490-492.
8.	Robinson NB, Krieger K, Khan FM, et al. The current state of animal models in research: a review. Int J Surg, 2019, 72: 9-13.
9.	Royal K. Robust (and ethical) educational research designs. J Vet Med Educ, 2018, 45(1): 11-15.
10.	Maria Garcia RC, Jukes N, Bones V, et al. Brazil starts to ban animal use in higher education: a positive and progressive development. Altern Lab Anim, 2018, 46(4): 235-239.
11.	Iki Y, Ito T, Kudo K, et al. Animal ethics and welfare education in wet-lab training can foster residents’ ethical values toward life. Exp Anim, 2017, 66(4): 313-320.
12.	Baldelli I, Massaro A, Penco S, et al. Conscientious objection to animal experimentation in Italian universities. Animals (Basel), 2017, 7(3): 24.
13.	Vemulapalli TH, Donkin SS, Lescun TB, et al. Considerations when writing and reviewing a higher education teaching protocol involving animals. J Am Assoc Lab Anim Sci, 2017, 56(5): 500-508.
14.	Trignano E, Fallico N, Zingone G, et al. Microsurgical training with the three-step approach. J Reconstr Microsurg, 2017, 33(2): 87-91.
15.	Nagy AL, Oros NA, Farcal L, et al. 3Rs in education. ALTEX, 2016, 33(2): 185-186.
16.	Avey MT, Griffin G. Pedagogical merit review of animal use for education in Canada. PLoS One, 2016, 11(6): e0158002.
17.	Macharia Theuri S, Ngonyo J, Wangari Kagai M. Alternatives to the use of animals in research, education and testing. ALTEX, 2016, 33(2): 183-185.
18.	Pratap K, Singh VP. A training course on laboratory animal science: an initiative to implement the Three Rs of animal research in India. Altern Lab Anim, 2016, 44(1): 21-41.
19.	Mendes C, Pulkrabek D, Kennedy BW. Compliance training within an institution, but not for direct users. Lab Anim (NY), 2016, 45(11): 435.
20.	Bachinski R, Tréz T, Alves GG, et al. Humane education in Brazil: organisation, challenges and opportunities. Altern Lab Anim, 2015, 43(5): 337-344.
21.	Franco NH, Olsson IA. Scientists and the 3Rs: attitudes to animal use in biomedical research and the effect of mandatory training in laboratory animal science. Lab Anim, 2014, 48(1): 50-60.
22.	Jukes N. Ethical animal use in education and training: from clinical rotations to ethically sourced cadavers. Altern Lab Anim, 2014, 42(1): 9-12.
23.	Shehnaz SI, Agarwal AK. Animal ethics training for postgraduates in medical schools in India: catch them young!. Altern Lab Anim, 2013, 41(1): 2-4.
24.	Aldavood SJ, Fard RM, Naderynezhad F. Laboratory animal ethics course planning in Iran. Altern Lab Anim, 2013, 41(4): 40-41.
25.	Mohr B. The current status of laboratory animal ethics in South Africa. Altern Lab Anim, 2013, 41(4): 48-51.
26.	Choe BI, Lee GH, Braunschweiger PG, et al. Progress in promoting the Three Rs in Korea: efficiency and consistency. Altern Lab Anim, 2013, 41(2): 191-194.
27.	Choe BI, Lee GH. Searching and review on the Three Rs information in Korea: time for quality assessment and continued education. BMB Rep, 2013, 46(7): 335-337.
28.	Seth M, Saguti F. Animal research ethics in Africa: is Tanzania making progress?. Dev World Bioeth, 2013, 13(3): 158-162.
29.	Madden JC, Hewitt M, Przybylak K, et al. Strategies for the optimisation of in vivo experiments in accordance with the 3Rs philosophy. Regul Toxicol Pharmacol, 2012, 63(1): 140-154.
30.	Weiss Convenor J, Bukelskiene V, Chambrier P, et al. FELASA recommendations for the education and training of laboratory animal technicians: category A: report of the Federation of European Laboratory Animal Science Associations Working Group on Education of Animal Technicians (Category A) accepted by the FELASA Board of Management. Lab Anim, 2010, 44(3): 163-169.
31.	干仲元, 蒋嘉烨, 丁岩, 等. 医学生生命观教育探索—从实验动物伦理教育入手. 中医药管理杂志, 2021, 29(4): 23-25.
32.	丁岩, 干仲元, 王慧雯, 等. 医学伦理教育在医学实验教学中的实践与评价. 中医药管理杂志, 2020, 28(5): 17-20.
33.	高晴, 戚晓红, 袁艺标. 医学实验教学中动物伦理观教育的思考. 教育教学论坛, 2020(20): 13-14.
34.	黄术兵. 中西实验动物伦理和福利发展比较研究. 医学与哲学, 2020, 41(17): 33-38.
35.	张琼, 郭果毅, 刘婷, 等. 药理学教学中动物实验伦理教育的思考. 智慧健康, 2019, 5(2): 39-40, 48.
36.	李骢, 张彩华, 王丽, 等. 医学实验动物福利伦理现状与虚拟实验. 教育教学论坛, 2019(48): 273-274.
37.	高建峰, 汤宏斌, 杨四军, 等. 医学生实验动物福利与伦理实践教学的思考. 中国比较医学杂志, 2018, 28(11): 115-118.
38.	张钰, 梁力均, 张纯. 在精准医学背景下, 完善我国动物实验质量与福利伦理评价体系建设. 中国比较医学杂志, 2017, 27(11): 95-99.
39.	余飞, 钱丽萍, 沙莉莉. 做好医院实验动物福利保障工作的初步探讨. 中国比较医学杂志, 2017, 27(11): 87-90, 94.
40.	郑亚楠, 常欣峰, 李奕慧. 医学生对实验动物伦理知晓情况的调查. 医学与哲学, 2016, 37(15): 31-33.
41.	王巍, 董园园, 王丹, 等. 医学生机能学实验中动物伦理教育的思考. 中国医学伦理学, 2016, 29(2): 301-303.
42.	彭博雅. 医学院校动物实验和人体解剖伦理问题的分析与思考. 中国病案, 2016, 17(11): 82-83.
43.	陈苑, 金盈盈, 吴安植, 等. 医院实验动物福利伦理状况调查及分析. 医院管理论坛, 2014(6): 55-57.
44.	庄文欣, 刘宗昱, 付文玉, 等. 医学院校实验动物伦理学问题的思考. 西北医学教育, 2014(2): 329-332.
45.	宋宇, 张慧, 牛秉轩, 等. 医药院校增强实验动物伦理教育的调查与思考. 海峡药学, 2014(7): 159-161.
46.	潘丽, 涂腊根, 江婉明, 等. 医护学生在动物实验中的伦理意识调查和分析. 中国医学伦理学, 2013, 26(1): 38-40.
47.	唐伟华, 王国骞. 英美国家科学基金动物伦理法律制度及启示. 中国基础科学, 2017, 19(1): 52-55, 58.

1. Kim JN, Choi EH, Kim SK. The perception of animal experimentation ethics among Indian teenage school pupils. Altern Lab Anim, 2017, 45(1): 27-35.
2. 时瀚, 高原, 焦静轩. PDCA 循环法在临床研究的伦理初始审查工作中的应用. 中华医学科研管理杂志, 2021, 34(2): 106-111.
3. 焦海涛, 庞建会, 潘静, 等. 医学生实验动物伦理教育现状调查. 承德医学院学报, 2021, 38(4): 354-357.
4. 余飞, 钱丽萍, 沙莉莉. 医院科研工作中开展实验动物福利伦理教育的探索. 实验动物与比较医学, 2021, 41(2): 166-168, 180.
5. 郭昊. 医学研究实验动物伦理和福利状况调查—以药学和中药学期刊载文分析为例. 医学与哲学, 2020, 41(4): 24-27, 34.
6. 洪雪, 王筱宏, 梁力均, 等. 临床研究者伦理审查知识培训需求调查分析及对策. 中华医学科研管理杂志, 2016, 29(5): 332-334, 341.
7. Pamies D, Leist M, Coecke S, et al. Good Cell and Tissue Culture Practice 2.0 (GCCP 2.0): draft for stakeholder discussion and call for action. ALTEX, 2020, 37(3): 490-492.
8. Robinson NB, Krieger K, Khan FM, et al. The current state of animal models in research: a review. Int J Surg, 2019, 72: 9-13.
9. Royal K. Robust (and ethical) educational research designs. J Vet Med Educ, 2018, 45(1): 11-15.
10. Maria Garcia RC, Jukes N, Bones V, et al. Brazil starts to ban animal use in higher education: a positive and progressive development. Altern Lab Anim, 2018, 46(4): 235-239.
11. Iki Y, Ito T, Kudo K, et al. Animal ethics and welfare education in wet-lab training can foster residents’ ethical values toward life. Exp Anim, 2017, 66(4): 313-320.
12. Baldelli I, Massaro A, Penco S, et al. Conscientious objection to animal experimentation in Italian universities. Animals (Basel), 2017, 7(3): 24.
13. Vemulapalli TH, Donkin SS, Lescun TB, et al. Considerations when writing and reviewing a higher education teaching protocol involving animals. J Am Assoc Lab Anim Sci, 2017, 56(5): 500-508.
14. Trignano E, Fallico N, Zingone G, et al. Microsurgical training with the three-step approach. J Reconstr Microsurg, 2017, 33(2): 87-91.
15. Nagy AL, Oros NA, Farcal L, et al. 3Rs in education. ALTEX, 2016, 33(2): 185-186.
16. Avey MT, Griffin G. Pedagogical merit review of animal use for education in Canada. PLoS One, 2016, 11(6): e0158002.
17. Macharia Theuri S, Ngonyo J, Wangari Kagai M. Alternatives to the use of animals in research, education and testing. ALTEX, 2016, 33(2): 183-185.
18. Pratap K, Singh VP. A training course on laboratory animal science: an initiative to implement the Three Rs of animal research in India. Altern Lab Anim, 2016, 44(1): 21-41.
19. Mendes C, Pulkrabek D, Kennedy BW. Compliance training within an institution, but not for direct users. Lab Anim (NY), 2016, 45(11): 435.
20. Bachinski R, Tréz T, Alves GG, et al. Humane education in Brazil: organisation, challenges and opportunities. Altern Lab Anim, 2015, 43(5): 337-344.
21. Franco NH, Olsson IA. Scientists and the 3Rs: attitudes to animal use in biomedical research and the effect of mandatory training in laboratory animal science. Lab Anim, 2014, 48(1): 50-60.
22. Jukes N. Ethical animal use in education and training: from clinical rotations to ethically sourced cadavers. Altern Lab Anim, 2014, 42(1): 9-12.
23. Shehnaz SI, Agarwal AK. Animal ethics training for postgraduates in medical schools in India: catch them young!. Altern Lab Anim, 2013, 41(1): 2-4.
24. Aldavood SJ, Fard RM, Naderynezhad F. Laboratory animal ethics course planning in Iran. Altern Lab Anim, 2013, 41(4): 40-41.
25. Mohr B. The current status of laboratory animal ethics in South Africa. Altern Lab Anim, 2013, 41(4): 48-51.
26. Choe BI, Lee GH, Braunschweiger PG, et al. Progress in promoting the Three Rs in Korea: efficiency and consistency. Altern Lab Anim, 2013, 41(2): 191-194.
27. Choe BI, Lee GH. Searching and review on the Three Rs information in Korea: time for quality assessment and continued education. BMB Rep, 2013, 46(7): 335-337.
28. Seth M, Saguti F. Animal research ethics in Africa: is Tanzania making progress?. Dev World Bioeth, 2013, 13(3): 158-162.
29. Madden JC, Hewitt M, Przybylak K, et al. Strategies for the optimisation of in vivo experiments in accordance with the 3Rs philosophy. Regul Toxicol Pharmacol, 2012, 63(1): 140-154.
30. Weiss Convenor J, Bukelskiene V, Chambrier P, et al. FELASA recommendations for the education and training of laboratory animal technicians: category A: report of the Federation of European Laboratory Animal Science Associations Working Group on Education of Animal Technicians (Category A) accepted by the FELASA Board of Management. Lab Anim, 2010, 44(3): 163-169.
31. 干仲元, 蒋嘉烨, 丁岩, 等. 医学生生命观教育探索—从实验动物伦理教育入手. 中医药管理杂志, 2021, 29(4): 23-25.
32. 丁岩, 干仲元, 王慧雯, 等. 医学伦理教育在医学实验教学中的实践与评价. 中医药管理杂志, 2020, 28(5): 17-20.
33. 高晴, 戚晓红, 袁艺标. 医学实验教学中动物伦理观教育的思考. 教育教学论坛, 2020(20): 13-14.
34. 黄术兵. 中西实验动物伦理和福利发展比较研究. 医学与哲学, 2020, 41(17): 33-38.
35. 张琼, 郭果毅, 刘婷, 等. 药理学教学中动物实验伦理教育的思考. 智慧健康, 2019, 5(2): 39-40, 48.
36. 李骢, 张彩华, 王丽, 等. 医学实验动物福利伦理现状与虚拟实验. 教育教学论坛, 2019(48): 273-274.
37. 高建峰, 汤宏斌, 杨四军, 等. 医学生实验动物福利与伦理实践教学的思考. 中国比较医学杂志, 2018, 28(11): 115-118.
38. 张钰, 梁力均, 张纯. 在精准医学背景下, 完善我国动物实验质量与福利伦理评价体系建设. 中国比较医学杂志, 2017, 27(11): 95-99.
39. 余飞, 钱丽萍, 沙莉莉. 做好医院实验动物福利保障工作的初步探讨. 中国比较医学杂志, 2017, 27(11): 87-90, 94.
40. 郑亚楠, 常欣峰, 李奕慧. 医学生对实验动物伦理知晓情况的调查. 医学与哲学, 2016, 37(15): 31-33.
41. 王巍, 董园园, 王丹, 等. 医学生机能学实验中动物伦理教育的思考. 中国医学伦理学, 2016, 29(2): 301-303.
42. 彭博雅. 医学院校动物实验和人体解剖伦理问题的分析与思考. 中国病案, 2016, 17(11): 82-83.
43. 陈苑, 金盈盈, 吴安植, 等. 医院实验动物福利伦理状况调查及分析. 医院管理论坛, 2014(6): 55-57.
44. 庄文欣, 刘宗昱, 付文玉, 等. 医学院校实验动物伦理学问题的思考. 西北医学教育, 2014(2): 329-332.
45. 宋宇, 张慧, 牛秉轩, 等. 医药院校增强实验动物伦理教育的调查与思考. 海峡药学, 2014(7): 159-161.
46. 潘丽, 涂腊根, 江婉明, 等. 医护学生在动物实验中的伦理意识调查和分析. 中国医学伦理学, 2013, 26(1): 38-40.
47. 唐伟华, 王国骞. 英美国家科学基金动物伦理法律制度及启示. 中国基础科学, 2017, 19(1): 52-55, 58.

West China Medical Journal

Methods of animal experiment ethics training at home and abroad: an evidence-based analysis and summary

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