Advancing Animal Welfare Standards

Within the Veterinary Profession

    

ANDREW KNIGHT ANDREW KNIGHT

DipECAWBM (WSEL), PhD, MRCVS, FOCAEDipECAWBM (WSEL), PhD, MRCVS, FOCAE

Overview

1. Animal welfare standards of veterinarians

2. Causes of poor welfare standards

3. Increasing animal welfare standards

4. New European and American veterinary specialisations in animal welfare

Part I

Animal welfare standards of veterinarians

Several events in recent years suggest veterinary attitudes towards animal welfare too often lag behind those of the general public…

Live sheep exports

Hundreds of thousands of sheep die annually among millions shipped from Australian ports primarily to Middle-Eastern destinations.

Widespread public opposition to the trade within Australia.

However, at its 2005 annual general meeting, the Australian Veterinary Association rejected a call for veterinarians to oppose the live sheep export trade (ABC News 2005).

Widespread public opposition to the trade within Australia

However, the Australian Veterinary Association has consistently rejected calls to oppose the trade

Forced molting of laying hens

Resolutions to discourage forced molting had been presented to the Amer. Vet. Medical Assoc. annually since 1999.

Only in 2004 did the AVMA finally adopt a policy discouraging forced molting.

Sow gestation/farrowing crates

Overwhelming concern about poor welfare resulted in Floridians voting to amend their state constitution to prohibit gestation crates on November 5, 2002.

However, in early 2002, the AVMA formally voted to endorse their use.

Pate de foie gras production

Bans: more than ½ dozen European countries, Argentina, Israel, California

However, in 2005 the AVMA rejected member resolutions to oppose the force feeding of ducks and geese to produce foie gras (AVAR 2005b).

Veterinary associations survey 2005 - 2006

World Veterinary Association (WVA) American Veterinary Medical Association (AVMA) British Veterinary Association (BVA) New Zealand Veterinary Association (NZVA) Australian Veterinary Association (AVA)

Animal use practices

1. ‘Battery’ cages to house laying hens

2. Small crates to house ‘veal’ calves

3. Gestation crates to house pregnant sows

4. Cosmetic tail docking of dogs

5. The harmful use of animals in scientific research, toxicity testing and education

Positive outcomes The WVA and BVA had adopted the Five Freedoms (Farm

Animal Welfare Council, 1992) within their policies.

The AVMA had guiding principles on welfare statements.

The NZVA referred to extensive NAWAC codes, recommendations and minimum standards on animal welfare.

The AVA had extensive policies on animal welfare issues.

Negative outcomes Official veterinary positions lagged behind those of

the general public on important animal use issues: close confinement of laying hens in battery cages of veal calves in small crates of pregnant sows in gestation crates

Only practice condemned by most people and opposed by most veterinary associations: cosmetic tail docking of dogs (although the AVMA did not

take a firm stance against this)

AVMA

““more than 82,500 veterinarians working in more than 82,500 veterinarians working in private and corporate practice, government, private and corporate practice, government, industry, academia, and uniformed services”industry, academia, and uniformed services”

Claims to act as Claims to act as “a collective voice for its “a collective voice for its membership and for the profession.”membership and for the profession.”

‘Forced’ moulting of laying hens

Three main methods: Three main methods: 1.1. elimination or limitation of food and/or water; elimination or limitation of food and/or water; 2.2. feeding low nutrient rations deficient, for example, in feeding low nutrient rations deficient, for example, in

protein, calcium or sodium; and, less frequently, protein, calcium or sodium; and, less frequently, 3.3. the administration of drugs and metals including the administration of drugs and metals including

methalibure, chlormadinone, and progesterone, high methalibure, chlormadinone, and progesterone, high levels of iodine, dietary aluminum, and zinc levels of iodine, dietary aluminum, and zinc

Light-dark manipulation often usedLight-dark manipulation often used

Welfare impacts

Increased but economically acceptable mortality Increased but economically acceptable mortality levelslevels

Body weight decreases as high as 35% in the Body weight decreases as high as 35% in the survivors (Webster 2000)survivors (Webster 2000)

Increased levels of plasma corticosteroneIncreased levels of plasma corticosterone

Behavioral changes, such as initial aggression Behavioral changes, such as initial aggression and heightened alertness followed by lethargy and heightened alertness followed by lethargy (Webster 2003)(Webster 2003)

Severe stress decreases cellular and humoral Severe stress decreases cellular and humoral immunocompetence (Holt 1992), and alters immunocompetence (Holt 1992), and alters intestinal flora (Holt et al. 1995), predisposing to intestinal flora (Holt et al. 1995), predisposing to Salmonellosis in particular. Salmonellosis in particular.

In an attempt to obtain nutrients hens also pluck In an attempt to obtain nutrients hens also pluck and consume the feathers of adjacent hens, and consume the feathers of adjacent hens, causing further pain and stress (Holt 1995).causing further pain and stress (Holt 1995).

AVMA supports forced molting: AVMA supports forced molting:

““Acceptable practices include reduction of Acceptable practices include reduction of photoperiod (day length) and specific nutrient photoperiod (day length) and specific nutrient restrictions” restrictions”

although it does recommend that neither water nor although it does recommend that neither water nor food be completely withdrawnfood be completely withdrawn

Beak trimming of laying hens

Routinely performed at 1-10 days. Up to half of the Routinely performed at 1-10 days. Up to half of the maxilla and a third of the mandible are commonly maxilla and a third of the mandible are commonly excised using a hot blade or wire (contrary to UK Codes excised using a hot blade or wire (contrary to UK Codes of Practice specifying that not more than one-third of the of Practice specifying that not more than one-third of the upper and lower beak may be removed). upper and lower beak may be removed).

As chick beaks are tiny and the process mechanical and As chick beaks are tiny and the process mechanical and executed with production line speed, even more beak executed with production line speed, even more beak may be removed. may be removed.

If beaks have regrown, producers may repeat the If beaks have regrown, producers may repeat the procedure just prior to or during the laying period.procedure just prior to or during the laying period.

Welfare impacts Chickens have nociceptors (sensory pain Chickens have nociceptors (sensory pain

receptors) in the beak, with response receptors) in the beak, with response characteristics similar to those of mammals characteristics similar to those of mammals (Gentle 1989). Consequently debeaking is a (Gentle 1989). Consequently debeaking is a highly painful procedure producing:highly painful procedure producing:

immediate responses, including visible reactions and immediate responses, including visible reactions and profound shock;profound shock;

an economically-acceptable proportion of deaths; andan economically-acceptable proportion of deaths; and long-term responses such as phantom and stump long-term responses such as phantom and stump

pain, due to the exposure of sensitive nerves and the pain, due to the exposure of sensitive nerves and the growth of neuromas (SVC 1996, Gentle growth of neuromas (SVC 1996, Gentle et al. et al. 1990). 1990).

Guarding behavior indicative of severe pain: decreased Guarding behavior indicative of severe pain: decreased time spent pecking, drinking, preening and engaged in time spent pecking, drinking, preening and engaged in associated head shaking and beak wiping associated head shaking and beak wiping

Lasts at least 3-5 weeks (Duncan Lasts at least 3-5 weeks (Duncan et alet al. 1989, Gentle . 1989, Gentle et et al. al. 1990), although experts such as Broom (1992) have 1990), although experts such as Broom (1992) have asserted these neuromas may be painful for the rest of asserted these neuromas may be painful for the rest of the birdthe bird’’s lifes life

Consequently, long term increases in dozing, general Consequently, long term increases in dozing, general inactivity (Eskeland 1981) and depression (Fraser and inactivity (Eskeland 1981) and depression (Fraser and Quine 1989) are observedQuine 1989) are observed

Varying strength of opinion

The European Commission Scientific Veterinary The European Commission Scientific Veterinary Committee Animal Welfare Section (SVC 1992) Committee Animal Welfare Section (SVC 1992) recommended that debeaking recommended that debeaking ““should be banned as should be banned as soon as practicable since it is known to cause pain both soon as practicable since it is known to cause pain both during and after the operation.during and after the operation.”” This recommendation This recommendation was reiterated in the SVCwas reiterated in the SVC’’s 1996 s 1996 Report on the Welfare Report on the Welfare of Laying Hensof Laying Hens. The UK Ministry of Agriculture. The UK Ministry of Agriculture’’s s Code of Code of PracticePractice stipulates that debeaking stipulates that debeaking ““should be carried out should be carried out only as a last resortonly as a last resort”” (MAFF 1987). (MAFF 1987).

AVMA supports beak-trimming although AVMA supports beak-trimming although ““encourages the encourages the development of alternative practices, including genetic development of alternative practices, including genetic selection, or management of light or nutrition, which may selection, or management of light or nutrition, which may reduce or eliminate the practice of beak trimming.”reduce or eliminate the practice of beak trimming.”

Part II

Causes of poor welfare standards

1. selection of veterinary students

Use of advanced mathematics and science subjects, vs. alternatives such as assessments of character or work experience, as selection tools

Little or no consideration: communication skills knowledge of animal welfare issues compassion for animals critical thinking ability

The results

Veterinary students are academically very strong, particularly in the sciences

They may or may not possess substantial prior veterinary work experience

They may not possess communication skills, knowledge of animal welfare issues, underlying compassion for animals, or critical thinking ability much different from that of the general student population

2. Education of veterinary students

The importance of educating veterinary students about animal welfare issues and of assisting their development of critical reasoning skills is increasingly recognized

However, the proportion of veterinary students receiving such formal education remains small

‘Hidden curriculum’ endorsing harmful

animal use

Anatomy (dissection, often of purpose-killed animals or animals from ethically-debatable sources)

Physiology, biochemistry and pharmacology (‘demonstration’ experiments on living animals, with animals usually killed during or after the experiment)

‘Terminal’ surgical and anaesthetic laboratories

Alternatives in education

high quality videos ‘ethically-sourced cadavers’ preserved specimens computer simulations non-invasive self-experimentation clinical/surgical skills models and simulators supervised clinical/surgical experiences

Educational efficacy

www.AnimalExperiments.info

- ‘Animal use in biomedical education’

www.apehperu.com

Comparative studies

12 papers published from 1989 to 2006 described 11 distinct studies of veterinary students:

9 assessed surgical training — historically the discipline involving greatest harmful animal use.

Humane method:

SuperiorSuperior EquivalentEquivalent InferiorInferior

45.5% (5/11)45.5% (5/11) 45.5% (5/11)45.5% (5/11) 9.1% (1/11)9.1% (1/11)

www.HumaneLearning.info- ‘Published papers’

- ‘Comparative’

All educational disciplines

At least 33 papers sourced from the biomedical and educational literature, covering all educational levels and disciplines, describe studies assessing the ability of humane alternatives to impart knowledge or clinical or surgical skills, when compared to harmful animal use

Humane method:

SuperiorSuperior EquivalentEquivalent InferiorInferior

39.4% (13/33) 39.4% (13/33) 51.5% (17/33) 51.5% (17/33) 9.1% (3/33) 9.1% (3/33)

Attitudinal impacts

Majority of veterinary students receive minimal or no formal education in animal welfare issues or critical reasoning, and are directly required to harm and kill animals during their education

Unspoken messages: Harming and killing healthy animals is not only

condoned, but is required to become a veterinarian Animal welfare concerns are subservient to human

interests of debatable merit

Veterinary student studies

Decreasing awareness of veterinary students of animal sentience (specifically, the hunger, pain, fear and boredom of dogs, cats and cows) over the duration of their veterinary courses (Paul and Podberscek 2000)

Decreased likelihood of fourth year students to provide analgesia when compared to second or third year students (Hellyer et al. 1999)

Inhibition of normal development of moral reasoning ability during the four years of veterinary school (Self et al. 1991)

Desensitisation-related phenomena

Psychological adaptations, enabling previously caring students to withstand psychological stresses, resulting from requirements to harm and kill sentient animals in the absence of overwhelming necessity

Part III

Increasing animal welfare standards

within the veterinary profession

1. Demographic changesMarked feminisation of a previously male-dominated profession

Cross-sectional study of veterinary students in their first preclinical year, first clinical year and final year of study:

women in each group rated themselves as having significantly higher levels of empathy with animals than did the men.

difference most marked in final-year students; moreover, the males in that group showed lower levels of empathy than their peers in earlier year-groups

- Paul and Podberscek, 2000

2. Selection of veterinary students

During veterinary student selection some weighting must be given to:

awareness of animal welfare issues positive attitudes towards animal welfare critical reasoning ability

3. Formal veterinary education

These foundations must be built upon during formal veterinary education by the incorporation of bioethics and critical reasoning courses into veterinary curricula.

Concepts in Animal Welfare Syllabus:

History and progress

Jasmijn de Boo BSc (Hons), MSc, DipEd

Former Education and Training Coordinator

World Society for the Protection of Animals (WSPA)

WSPA realised: WSPA realised: importance of veterinarians in improvement importance of veterinarians in improvement

of animal welfareof animal welfare the omission of animal welfare topics from the omission of animal welfare topics from

most veterinary curriculamost veterinary curricula

In 2003, WSPA and the University of In 2003, WSPA and the University of Bristol, veterinary school launched the Bristol, veterinary school launched the ‘‘Concepts in Animal WelfareConcepts in Animal Welfare’’ syllabus syllabus

Currently being implemented in many Currently being implemented in many veterinary schools around the worldveterinary schools around the world

“Concepts” – Objectives

1.1. To develop an understanding of animal To develop an understanding of animal welfare relevant to an animalwelfare relevant to an animal’’s s physiological and psychological well-physiological and psychological well-beingbeing

2.2. To recognise welfare, ethical and legal To recognise welfare, ethical and legal implications and to be able to apply implications and to be able to apply critical analysis from each perspective, critical analysis from each perspective, for different species in different situationsfor different species in different situations

3.3. To stimulate focused critical thinking on To stimulate focused critical thinking on welfare issues, which can be developed welfare issues, which can be developed throughout the course and the throughout the course and the individualindividual’’s professional careers professional career

“Concepts” – Methodology

To provide theoretical teaching To provide theoretical teaching unitsunits

To illustrate topics with practical To illustrate topics with practical examples and case studiesexamples and case studies

To provide assessment material To provide assessment material To provide suggested reading lists To provide suggested reading lists

and additional relevant materialsand additional relevant materials

Teaching modules - overview

Participatory materialParticipatory material Small group discussionSmall group discussion

3 topics with associated key points for the 3 topics with associated key points for the lecturerlecturer

Project workProject work 5 topics with associated key points 5 topics with associated key points

ExaminationsExaminations 10 short answer questions with brief 10 short answer questions with brief

model answersmodel answers

4. Continuing education

Cambridge University course on animal welfare science, ethics and law, September annually Five components: Welfare Concepts and Assessment, and Zoo Animal

Welfare; Law and Companion Animal Welfare; Horse Welfare; Principles of Ethics in Relation to Animal Use; and Farm Animal Welfare

Can attend all or just some

Royal Veterinary College distance learning courses Currently offers MSc degrees, Postgraduate Diplomas and

Postgraduate Certificates in Livestock Health and Production, Veterinary Epidemiology and Public Health

Courses open to all

University of Edinburgh MSc in Applied Animal Behaviour and Animal Welfare International reputation for its teaching on current issues in animal

behaviour and welfare Since 1990 the course has welcomed around 25 students annually from

around the world

University of Edinburgh Online MSc in International Animal Welfare, Ethics and Law In association with the Jeanne Marchig International Centre for Animal

Welfare Education Focuses on the international use of animal welfare science, and

associated ethics, policy and law. ‘The first and only online programme in International Animal Welfare, Ethics & Law’

Tufts University Cummings School of Veterinary Medicine MS in Animals and Public Policy

Offered within the Center for Animals and Public Policy, founded in 1983.

Guiding vision: "an institute for advanced education, research and policy study that investigates the ethical, legal, social and scientific dimensions of human-animal relationships.”

An intensive program exploring the "historical, philosophical, scientific, cultural, legal and political underpinnings of contemporary human-animal relationships."

Students "develop research, analytical, and communications skills that empower them to promote the status and welfare of animals, and deepen public understanding of the role of animals in society."

Michigan State University (MSU) Animal Behavior and Welfare Group

Undergraduate and graduate level courses in animal welfare, applied animal behavior and contemporary issues.

Taught in the classroom, on the farm and online.

MSU online course:

Principles of animal welfare science Problem-based approach to develop ability to objectively assess

welfare of species in production, research, zoos, companion, and other situations

Includes lectures, readings, notes, quizzes and exercises, assessment scenarios, evaluation and discussion

Because students taking the course come from across North America and around the globe, an asynchronous format allows discussion and interaction across multiple time zones and differing personal schedules

To further allow students to work at their own pace, course material has been divided into three 5-week-long units with a deadline at the end of each unit

University of Guelph MSc or PhD

Offered through the Department of Animal and Poultry Science A core of graduate courses in animal welfare science and behavior with

selected electives. Students can focus on the welfare of food, laboratory, or zoo animals, with the possibility of some projects related to companion animals

Students must complete a focused research project and paper or thesis MSc can be completed in 1 year (three semesters)

Also: post-graduate distance education course: ‘Assessing Animal Welfare in Practice’

Other examples:

Plymouth University BSc (Hons) Animal Behaviour and Welfare

University of Northampton MSc in Animal Welfare Delivered in partnership with Moulton College

Cambridge e-Learning Institute distance learning certificates in animal behaviour, animal ethics, animal welfare, critical

thinking

Australian College of Veterinary Scientists Membership in Animal Welfare Membership: signifies expertise and competence in the subject at least four years post-graduate experience as a veterinarian written and oral/practical examinations

The RCVS Certificate in Advanced Veterinary Practice (CertAVP) Can include some modules to reflect personal interests, including those

on the theory and practice of Animal Welfare Science, Ethics and Law

Veterinary qualifications

Australian College of Veterinary Scientists Fellowship in Animal Welfare Science, Ethics and Law Fellowship: signifies scholarly and technical excellence in the subject.

standards of training and examination meet/exceed prerequisites for registration as an Australian/New Zealand Veterinary Specialist

96+ weeks of fulltime directly supervised training in the clinical and technical aspects of the discipline. To be completed within 6 years

candidate and the supervisor must spend 25+ hours per week working in the clinical and technical aspects of the discipline

written and oral/practical examinations

Specialist qualifications

RCVS Diploma in Animal Welfare Science, Ethics and Law At least 200 days of formal training dissertation, case reports written and practical exams RCVS Diplomas being phased out in favour of European

diplomas, final enrolments: 1 November 2012

Specialist qualifications

Part IV

New European and American veterinary specialisations in animal welfare

Created in 2011 within the College of Animal Welfare and Behavioural Medicine (ECAWBM). Working towards formal recognition by the European Board of Veterinary Specialisation

Will replace the RCVS Diploma Will develop a diploma residency program and examinations First five years (until April 2016): will accept 'de facto'

diplomates: not required to undertake a residency programme or submit to examination initially. Eligibility: seven years of professional experience in the speciality spend at least 60% of full-time work in AWSEL publications: three as first author, three as co-author

European sub-specialty in Welfare Science, Ethics and Law (WSEL)

American College of Animal Welfare petitioned for formal recognition by the American Board of Veterinary Specialties in 2010

Training Route to credentialing: Undertake an ACAW recognized training program Publication requirements: first author of two original articles Examination

Provisional Route to credentialing: Five years of training and/or experience in animal welfare Publication requirements: as above Must sit the exam within the first 7 years following ABVS approval of

ACAW

American speciality in Animal Welfare

The replacement of remaining harmful animal use in veterinary education with humane alternatives must be accelerated.

Veterinarians must become more actively involved in their professional associations, in order to ensure these accurately reflect their positions.

5-6. Additional steps

Such initiatives would all be expected to increase animal welfare standards within the veterinary profession.

The profession could then become a leader, rather than a follower, of evolving social standards on animal welfare issues.

Expected outcomes

References/publications: www.AndrewKnight.info