News release – Thursday 16th June 2005

New life science and alternatives website launched: www.interniche.org/ua

The Ukrainian version of the world’s largest website devoted to modernising life science education and replacing animal experiments with progressive, humane alternatives is launched today by InterNICHE (1).

The unique site is aimed at teachers and students of biological science, medicine and veterinary medicine, and is also an essential resource for university ethics committees, legislators, government and animal protection groups.

Its content provides news and information about advances in life science teaching across the world and arguments for the implementation of ‘alternatives’. These innovative learning tools and approaches include advanced computer software, training mannekins and simulators, student self-experimentation and problem-based learning, ethically-sourced animal cadavers and clinical learning opportunities with animal patients.

Also available on the site are details of other InterNICHE resources (2), assessment of alternatives and links to producers, and contacts for international libraries where teachers can borrow such products for free trial.

The conventional animal practical at many universities often includes dissection for the study of animal anatomy, and animal experimentation to teach physiology, pharmacology and surgery (3).

Teachers at a growing number of institutes across the world have been re-assessing this conventional practice, and re-designing courses to enhance knowledge and skills acquisition (4). This shift away from harmful animal use is rooted in an awareness of its pedagogical limitations, in ethical and financial concerns, and in opportunities provided by recent developments in multimedia technology.

Co-ordinator of InterNICHE, Nick Jukes, said today, “Progressive teachers are constantly developing and applying new and superior tools and approaches, and at the same time students are demanding an ethical science education. Alternatives are rapidly becoming the norm in a growing number of practical courses around the world.”

Commenting on the launch of the new site, InterNICHE National Contact for Ukraine, Anya Yushchenko, said: “With this large website now available in both Ukrainian and Russian, we have a powerful resource to help facilitate the modernisation of life science education and the implementation of progressive learning approaches right across the country. Many teachers and students are inspired by models of best practice from the west and by initiatives from within the Ukraine to replace harmful animal use and to grant students democratic choice and access to alternatives.”

She added: “With the direction of Ukraine’s education system currently under discussion following the recent social and political changes, addressing the need for widespread use of alternatives in life science courses is essential and must be part of the debate. Alternatives will ensure better training for doctors, vets and biologists, thereby helping society and supporting scientific research, as well as giving animals some benefit from positive changes in the country.”

Contact:

* Nick Jukes, InterNICHE Co-ordinator on tel: +44 116 210 9652 or e- mail: coordinator@interniche.org

* Anya Yushchenko on tel: +380 50 103 7725 or e-mail: diver18@yandex.ru

Notes for editors:

(1) The new Ukrainian site is available at www.interniche.org/ua, with the English site at www.interniche.org.

(2) InterNICHE resources include the 520-page book from Guinea Pig to Computer Mouse (2nd ed, 2003), the on-line video Alternatives in Education (1999), the international Alternatives Loan System and an annual Humane Education Award of 20,000 Euro.

(3) Despite the tradition of humane education in some disciplines and countries, and the growing momentum for replacement, harmful animal use is still the majority practice. Tens, if not hundreds, of millions of animals worldwide are killed annually for dissection and animal experiments.

(4) Most animal practicals have changed little over the decades, with students performing the same experiments to produce the same contrived results, to the detriment of critical thinking and effective acquisition of knowledge and skills. Many are also brief, unsupervised and poorly performed.

Over 30 published academic studies show that students using alternatives perform equal or better than those using conventional methods (see www.interniche.org/compar.html). Conscious design of a curriculum allows teachers to choose from a range of tools and approaches to meet identified teaching objectives more effectively and more ethically. For many teachers, combinations of ‘alternative’ methods are therefore just better ways for students to learn. The power of modern multimedia, for example, with its exceptional potential to facilitate the visualisation of structure and the understanding of process, can be applied to the learning process. Students can also repeat a task or procedure until they have gained the confidence and competence to move on to the next stage of learning, for example using training mannekins for clinical skills practice and using ethically-sourced animal cadavers for surgery practice.

The hidden curriculum of harmful animal use teaches disrespect for life, and the desensitisation of students has significant social consequences. Compulsory dissection and vivisection teaches that students’ ethical concerns and beliefs are unimportant, and many are coerced into animal practicals under the threat of academic or psychological penalty, which has resulted in a number of legal cases against universities. Alternative tools and approaches do not require the killing or harming of animals, and do not limit students’ legal and moral rights to freedom of conscience. Unlike harmful animal use, the implementation of alternatives may encourage emotional and ethical literacy and respect for important cultural values such as compassion, empathy and personal responsibility.

Alternatives are widely available and there are countless examples of full replacement already achieved. Harmful animal use is detrimental to education and the life sciences, and has questionable relevance. It is also against the word and spirit of legislation such as the European Convention 123, European Directive 86/609, and other national and international legislation.