Advancing Knowledge and Education through the use
of Animals in Research and Teaching
The Department of Zoology’s position on the importance of animal
study in research and teaching
The Department of Zoology supports the responsible use of animals in research and teaching for the purpose of
advancing knowledge and education. This position recognizes that, at this point in time, critical advances in
conservation of nature and human health depend, at least in part, on the study of whole, living organisms.
Although there currently is no complete alternative to animal research, we believe that alternatives to the study of
animals should be developed and used wherever feasible. In recent years, a number of non-animal procedures have
been developed and the number of animals used has been significantly reduced. The Department of Zoology is
committed to making further progress of this kind. In the meantime, the Department of Zoology actively supports
the principle of the “3Rs”:
•
•
•
Reduce the number of animals used in studies
Replace animals with other models whenever possible
Refine procedures to ensure the most comfortable and humane conditions possible
The Department of Zoology also subscribes to a fourth R—responsibility. Our researchers have a responsibility for
the ethical involvement of animals in research that complies with all applicable laws and regulations, and are held
accountable to the highest standards of professionalism.
All requests involving the use of animals for research or teaching in the Department of Zoology go through a
rigorous review overseen by UBC’s Animal Care Committee (http://www.ors.ubc.ca/contents/acc) in compliance
with the mandatory guidelines and policies of the Canadian Council on Animal Care (http://www.ccac.ca/).
Requests for teaching purpose are also reviewed for their pedagogical merit by an internal departmental committee
prior to submission to the UBC ACC.
The UBC ACC reports to the Vice President Research & International, and its membership includes representatives
from the general public and from a number of UBC departments that may or may not involve animals in research.
The importance of animal research and our response to societal
interests
The use of animals in research has been paramount to understanding animals in nature, and thus enhancing efforts to
conserve the planet and the species with which we share it. Man’s influences on the planet cannot be eliminated, but,
through a better understanding of the world around, including studies involving animal subjects, these impacts can
be modified to minimize the negative effects.
Similarly, animal research has played a vital role in virtually every major medical advance of the last century for
both human and animal health. A study by the U.S. Department of Health and Human Services concluded that
animal research has helped increase our life expectancy by 20.8 years. Millions of people and a similar number of
animals would suffer or die unnecessarily if animal research were to cease. It is simply not possible to eliminate
animal research altogether and still produce new or improved treatments for disease, including those for humans,
pets, livestock or wildlife
The use of animals for educational purposes may sometimes be different in its objectives than the use of animals in
research. While animals used for educational purposes may be used to discover, prove or develop new ideas and
techniques, they may also be used to demonstrate established principles or to learn manual skills and techniques.
The use of animals for the latter purposes must be based on sound ethical justification and proven educational
objectives. There must be justification provided for the use of animals over the use of alternatives such as models,
videos, computer simulations and emulations, etc.
The Department of Zoology is committed to ensuring that research, training and teaching involving animals
conforms to ethical, legal, and safety regulations and to the highest standards of animal care and treatment.
Fulfillment of this commitment requires effective ongoing training and education of investigators, support staff, and
students, as well as rigorous regulation and oversight of animal research.
DEPARTMENT OF ZOOLOGY
Guidelines and Procedures
Use of Animals in Teaching and Training
November 2012
A. Guidelines
The Department of Zoology supports the responsible use of animals in teaching for the purpose of advancing
knowledge and education. We believe that alternatives to the study of animals should be developed and used
wherever feasible. In recent years, a number of non-animal procedures have been developed and the number of
animals used has been significantly reduced. The Department of Zoology is committed to making further progress of
this kind. However, there are many situations where the use of alternatives is not feasible - teaching and training in
many areas of the biological sciences also depends on the study of whole, living organisms.
Given this, the Department of Zoology actively supports the principle of the “3Rs”
•
•
•
Reduce the number of animals used in studies
Replace animals with other models whenever possible
Refine procedures to ensure the most comfortable and humane conditions possible
The Department of Zoology also subscribes to a fourth R—responsibility. Our faculty have a responsibility for the
ethical involvement of animals in teaching that complies with all applicable laws and regulations, and are held
accountable to the highest standards of professionalism.
B. Pedagogical Review
All requests involving animal study in the Department of Zoology must go through a rigorous review overseen by
UBC’s Animal Care Committee (http://www.ors.ubc.ca/contents/acc) in compliance with the mandatory guidelines
and policies of the Canadian Council on Animal Care (http://www.ccac.ca/).
Prior to submission to the UBC ACC, however, all teaching protocols must be reviewed by an internal committee of
the Department of Zoology to establish the pedagogical merit of the study.
The Instructor of any course proposing to use vertebrates will provide the committee with a copy of the animal care
application as well as a statement explaining clearly to the committee the benefits obtained from the specific
laboratory experiences in the context of the educational goals of the course. Laboratories that involve the use of
animals in teaching must provide educational experiences that enhance student learning (pedagogical merit) and
comply fully with the UBC ACC Policy on the Use of Animals in Teaching.
The Zoology Pedagogical Review Committee is formed by the Head of Department and will consist of at least three
members chosen from the academic faculty. Their mandate is to provide a summative evaluation of the pedagogical
merit of each submitted animal use protocol. The committee will provide the Head and the Instructor of the course
with a statement summarizing their views of the pedagogical merit of the use of animals in the course that includes
any discussion or concerns with the project. If the proposal is deemed to have pedagogical merit, the instructor will
then submit this statement along with their animal care application form to the UBC ACC. The Vice President
Research & International will assess the outcome of the pedagogical review and then forward the proposal to the
UBC ACC to evaluate animal care.
To assist in the evaluation process, the department relies heavily on the resources provided by the American
Physiological Society that can be found at:
http://www.the-aps.org/mm/SciencePolicy/About/Policy-Statements/Animals-in-Teaching_1.htm
http://www.the-aps.org/mm/SciencePolicy/About/Policy-Statements/Animals-in-Teaching-Rationale.htm
DEPARTMENT OF ZOOLOGY
Pedagogical Merit Review
Course Number:
Course Name:
Instructor:
Animal Care Protocol Number:
Below, briefly justify the use of animals and its pedagogical merit in this teaching application.
Under the CCAC guidelines it states: “The use of animals for educational purposes is markedly
different in its objectives than the use of animals in research or testing. Animals used for
educational purposes are not being used to discover, prove or develop new ideas or techniques,
but rather to demonstrate principles which are already well-known or to learn manual skills and
techniques. The repetitive use of animals in this manner should be based on sound ethical
justification and proven educational objectives. There should be justification provided for the use
of animals over the use of alternatives such as models, videos, computer simulations and
emulations, etc.
We have reviewed the application associated with the above listed course and have
determined that for pedagogical purposes, the use of animals in this course:
___________ Has Merit
__________ Does Not Have Merit
The following is the basis for our decision:
The study of living systems is an essential component of biology instruction. Teaching laboratories that actively
engage students in observation and interaction with living systems enhance student understanding of biological
concepts, providing experiences that are qualitatively and quantitatively different from those gained by other means.
The hands-on approach used in this laboratory offers active learning opportunities for all students whether they be
strong visual, auditory, or kinesthetic learners. It provides exciting opportunities for the direct study of how living
systems work, and provides a unique opportunity for students to develop a lasting appreciation of the complexity of
living systems and an abiding respect for living organisms.
_________________
_______________
Chair, Zoology Pedagogical Merit
Review Committee
Head, Department of
Zoology