有害教育动物使用的人道替代品包括道德来源的尸体,模型,人体模型,机械模拟器,视频,计算机和虚拟现实模拟,和监督的临床和手术经验。在许多生命和健康科学课程中,然而,传统的动物使用仍然存在,通常是由于人道替代方案的教育功效不确定。最新的综合评论评估了人性化教学方法的学习成果,与有害动物的使用相比,发表于10多年前。因此,我们旨在整理和分析有关人性化教学方法功效的最新和较早研究的综合证据。使用特定的搜索词,我们系统地搜索了科学网,Scopus,和相关教育研究的EMBASE数据库。我们提取了出版年份的信息,进行研究的国家,字段,人性化的教学方法,学习成果评估的形式,以及人性化教学方法的学习成果,与有害动物的使用相比。我们发现了1968-2020年发表的50项相关研究,主要来自美国,英国,和加拿大。人道教学方法产生了优越的学习成果(30%),等值(60%),或劣于传统有害动物使用产生的(10%)。总之,广泛开展人性化的教学方法不仅能维护学习成果,但实际上可能对动物有益,学生,教育工作者,和机构。
Humane alternatives to harmful educational animal use include ethically-sourced cadavers, models, mannequins, mechanical simulators, videos, computer and virtual reality simulations, and supervised clinical and surgical experiences. In many life and health sciences courses, however, traditional animal use persists, often due to uncertainty about the educational efficacy of humane alternatives. The most recent comprehensive reviews assessing learning outcomes of humane teaching methods, in comparison to harmful animal use, were published more than 10 years ago. Therefore, we aimed to collate and analyse the combined evidence from recent and older studies about the efficacy of humane teaching methods. Using specific search terms, we systematically searched the Web of Science, SCOPUS, and EMBASE databases for relevant educational studies. We extracted information on publication years, the country in which the study was conducted, field, humane teaching methods, form of learning outcome assessment, and the learning outcome of the humane teaching methods, in comparison with harmful animal use. We found 50 relevant studies published from 1968-2020, primarily stemming from the USA, UK, and Canada. Humane teaching methods produced learning outcomes superior (30%), equivalent (60%), or inferior (10%) to those produced by traditional harmful animal use. In conclusion, a wide-spread implementation of humane teaching methods would not only preserve learning outcomes, but may in fact be beneficial for animals, students, educators, and institutions.