目的:在本研究中,我们在普外科实验室课程的教学和实践课程中都增加了实验动物伦理教育,教学课程的重点是教授实验动物伦理学的基本原则,虽然实践课程强调这些原则在实验室课程中的应用,并评估了医学生在接受这种教育后对实验动物伦理的看法的变化。
方法:武汉大学第二临床学院一百八十九名三年级医学生在实验动物伦理教育前后完成了实验动物伦理意识问卷和实验动物伦理笔试。
结果:在接受实验动物伦理教育后,支持安乐死处死动物和人道对待实验动物的学生比例分别为95.2%和98.8%,分别,这与教育前观察到的94.9%和96.4%没有差异。此外,了解与实验动物有关的法规的学生比例显着增加(从39.9%增加到57.1%),福利问题(从31.9%到50.0%),和3R原则(从30.4%到58.9%)后教育,均有统计学意义,P<0.05。考试成绩也显示出改善,学生教育后得分(93.02±11.65)与教育前(67.83±8.08)相比,有统计学意义的差异。
结论:这项研究有助于为实验动物伦理教育的良好实践提供信息。在接受实验动物伦理教育后,学生能够更好地以正确的动物伦理方式对待实验动物。实验动物伦理学教育有助于提高学生的实验动物伦理学知识。学生对实验动物伦理学课程应如何交付的看法可能会有所不同。尽管如此,需要新的课程或更有组织的实验动物伦理教育课程,以便学生深入了解。
OBJECTIVE: In this study, we added laboratory animal ethics education into both didactic sessions and practical sessions the general surgery laboratory course, with the didactic sessions focus on teaching the fundamental principles of laboratory animal ethics, while the practical sessions emphasize the application of these principles in laboratory classes and have assessed the changes in medical students\' perception of laboratory animal ethics following medical students exposure to such education.
METHODS: One hundred and eighty-nine third-year medical students from Wuhan University\'s Second Clinical College completed a laboratory animal ethics awareness questionnaire and a laboratory animal ethics written examination before and after laboratory animal ethics education.
RESULTS: After receiving laboratory animal ethics education, the percentage of students who supported euthanasia for the execution of animals and humane treatment of laboratory animals were 95.2% and 98.8%, respectively, which did not differ from the 94.9% and 96.4% observed before the education. Moreover, there was a notable increase in the proportion of students who knew about regulations related to laboratory animals (from 39.9% to 57.1%), welfare issues (from 31.9% to 50.0%), and the 3R principle (from 30.4% to 58.9%) post-education, all statistically significant at P < 0.05. Test scores also showed improvement, with students scoring (93.02 ± 11.65) after education compared to (67.83 ± 8.08) before, a statistically significant difference.
CONCLUSIONS: This research helps to provide information for the good practices of laboratory animal ethics education. After receiving laboratory animal ethics education, students are better able to treat laboratory animals in a correct animal ethical manner. Laboratory animal ethics education helps improve students\' knowledge of laboratory animal ethics. Students\' perception towards how the laboratory animal ethics course should be delivered may vary. Still, new courses or better organized courses on laboratory animal ethics education are required in order to provide students an in-depth understanding.