Survey Results on the Awareness of Laboratory Animal Welfare among Medical Graduate Students
To investigate the knowledge and attitudes of medical graduate students regarding laboratory animal welfare, a survey was conducted on 288 medical graduate students from the 2019 to 2023 cohorts through the final exam of the compulsory course ‘Medical Laboratory Animal Science.’ The survey included both closed and open-ended questions. We calculated the awareness rate from the cumulative student score/maximum score based on the questions and scoring rubrics. We found that medical graduate students showed relatively low awareness of laboratory animal welfare and limited understanding of related knowledge. There were shortcomings in theoretical knowledge and practical experience related to laboratory animals’ welfare and ethical aspects of laboratory animal care and use. Students in basic medical disciplines demonstrated slightly better awareness of laboratory animal welfare than those in other disciplines. In addition, female students exhibited a higher awareness of laboratory animal welfare than male students. In recent years, there has been a gradual increase in the awareness of the importance of laboratory animal welfare among medical graduate students, but a decrease in awareness was observed during the COVID-19 pandemic. Therefore, a need exists for strengthening education on laboratory animal welfare in medical schools to enhance students’ awareness. It is suggested that school-specific expectations with respect to the replacement, reduction, and refinement principles be established to balance the needs of medical research and laboratory animal welfare, as a way to ensure the ethical considerations and the smooth progress of medical research are both met.
Introduction
The ethics and welfare of animals used in scientific research have garnered increasing public concern and scrutiny in recent decades. In response to this growing awareness, many Western nations have implemented more stringent regulations and systems to safeguard the well-being of animals used in laboratory settings, mirroring the shifting societal perspectives on animal welfare.27,28 The regulatory and ethical requirements governing the use of animals in research have undergone significant refinement, reflecting the heightened emphasis on ensuring humane treatment and to minimize the potential pain and distress of these animals.2,4,19
Similarly, China has taken steps to address this issue by enacting policies and regulations such as the ‘Regulations on the Management of Laboratory Animals,’ the ‘Management Measures for the Quality of Laboratory Animals,’ and the ‘Guiding Opinions on the Humane Treatment of Laboratory Animals.’16,20,21 While these regulations vary in scope and impact, they collectively aim to standardize management practices and safeguard the welfare of laboratory animals within the context of Chinese research institutions.16 Guaranteeing the effective application of these pertinent policies and guidelines is essential to safeguard the well-being and humane handling of animals used in scientific studies and experiments.14,21
Despite these efforts, concerns persist regarding the awareness and attitudes of researchers, particularly those in training, toward the welfare of laboratory animals.15 As future contributors to medical research and clinical practice, medical postgraduate students significantly influence the development and implementation of principled and conscientious practices regarding the use of animals in scientific pursuits.22 However, their understanding and appreciation of laboratory animal welfare principles may vary, potentially influencing their future practices and decision-making processes.3,11 This 5-y retrospective study investigated the awareness of laboratory animal welfare among medical postgraduate students, shedding light on the importance of striking a balance between the ethical treatment of animals and the advancement of medical research.
Survey Participants and Methods
Participants.
This study surveyed 288 medical graduate students from various disciplines (basic medicine, clinical medicine, medical laboratory science, and nursing) who enrolled between 2019 and 2023. Although their majors and entry (enrollment) years differed, all students had completed the required course ‘Medical Laboratory Animal Science’ in the first semester of their first year and, thus, had a basic understanding of animal experiments. This study was approved by the Medical Ethics Review Committee of Youjiang Medical University for Nationalities before its commencement (approval no. 2019090211). Before data collection, we provided all participants with a detailed explanation of the study’s purpose, content, and privacy protection measures and written informed consent was obtained.
Methods.
The survey was incorporated into the final exams of the Medical Laboratory Animal Science course from 2019 to 2023. The survey questions were included in the final exam paper, which had a total of 50 questions, with 6 questions related to animal welfare:
Q1: Explain the concept of laboratory animal welfare;
Q2: Explain the ‘3Rs’ principles in animal experiments;
Q3: Describe the specific content of laws and regulations on safeguarding laboratory animal welfare;
Q4: Should euthanasia should be implemented when necessary?;
Q5: Discuss the relationship between animal ethics awareness and future medical ethics; and
Q6: Elaborate on your insights gained from the ‘Medical Laboratory Animal Science’ course based on your knowledge and professional background.
Each question’s scoring rubric was designed to quantify student awareness of laboratory animal welfare concepts. Student scores were determined using the scoring rubric for each question, with higher scores suggesting greater understanding and knowledge. The 3 calculated indices were the cumulative student score, maximum student score, and the derived awareness rate percent, which reflected their knowledge of concepts and attitudes toward laboratory animal welfare. These 3 indices were calculated as follows:
Cumulative score = The sum of all participant scores on the question;
Maximum score = The sum of the maximum score all participants could have scored on the question; and
Awareness rate % = (Cumulative score/maximum score) × 100%.
Questionnaire Design and Question Scoring Rubric.
Question 1: Explain the concept of laboratory animal welfare.
Laboratory animal welfare refers to providing humane and cruelty-free treatment to animals used in scientific experiments or tests, minimizing animal suffering to the greatest extent possible, and meeting the basic needs of animals.
The answer should include the following key points:
- 1)
Meeting the physiological needs of laboratory animals;
- 2)
Meeting the behavioral needs of laboratory animals;
- 3)
Reducing or avoiding unnecessary suffering for laboratory animals;
- 4)
Ensuring the physical and mental health of laboratory animals; and
- 5)
Respecting the right to life of laboratory animals and providing humane treatment.
The scoring rubric was as follows:
5 points: Fully and accurately explained the core concept of laboratory animal welfare, covering all 5 key points;
4 points: Accurate understanding, covering 4 key points;
3 points: Covered 3 key points;
2 points: Covered 2 key points;
1 point: Covered one key point; and
0 points: No answer or answer entirely irrelevant to laboratory animal welfare.
This 0- to 5-point scoring rubric aimed to comprehensively assess students’ understanding of the professional concept of laboratory animal welfare, distinguishing different levels of conceptual understanding. Respondents who thoroughly grasped the concept received scores closer to the maximum value on the scale. For unique or innovative answer approaches aligned with the core concept of laboratory animal welfare, additional points were awarded based on creativity and comprehensiveness.
Question 2: Explain what is meant by the 3Rs principle for animal experiments.
The reduction, replacement, and refinement (3Rs) principle refers to the 3 basic principles that should be followed in animal experiments: 1) replacement: using nonvertebrate animals or computer simulations as alternatives to animal experiments whenever possible; 2) reduction: minimizing the number of animals used while ensuring reliable scientific results; and 3) refinement: optimizing experimental methods and procedures to minimize animal suffering and stress to the greatest extent possible
The 3Rs principle aims to minimize and avoid unnecessary animal suffering while ensuring the quality of scientific research. It is an essential guideline for animal ethics and humane experimentation and has been widely adopted in biomedical research.
The answer should include the 3 key points: replacement, reduction, and refinement.
The scoring rubric was as follows:
3 points: Fully explained all 3 key points;
2 points: Covered 2 key points;
1 point: Covered one key point; and
0 points: Answer incorrect or no answer.
This scoring rubric assessed student understanding of the 3Rs principles, a core concept of laboratory animal welfare.
Question 3: Describe the specific content of laws and regulations on safeguarding laboratory animal welfare.
The answer should include the following 5 key points:
- 1)
List the names of relevant laws and regulations, such as the Regulations on the Administration of Laboratory Animals;
- 2)
Explain the main content of these regulations, such as provisions on the source, facilities, husbandry, and use of laboratory animals;
- 3)
Mention the embodiment of the 3Rs principles in these regulations;
- 4)
Mention the review procedures of the IACUC; and
- 5)
Describe the penalties for violations in the use of laboratory animals.
The scoring rubric was as follows:
5 points: Comprehensive and accurate answer, covering all 5 key points;
4 points: Accurate understanding, covering 4 key points;
3 points: Described some content of the regulations, covering 3 key points;
2 points: Overly general answer, covering 2 key points;
1 point: Showed a severe misunderstanding of the regulations, covering one key point; and
0 points: No answer or completely irrelevant answer.
In the scoring process, at least 2 reviewers who were well versed in the pertinent laws and regulations independently evaluated the answers. The mean of their scores was assigned as the student’s overall score for the assessment. If a student described the content and provided examples, analysis, and critical evaluation of the reasonableness of the regulations and future revision directions, additional points could be awarded. Overall, this scoring rubric aimed to comprehensively assess student understanding and mastery of the legal framework and specific content of laws and regulations on safeguarding laboratory animal welfare.
Question 4: Should euthanasia be implemented when necessary for laboratory animals?
In certain specific situations, humane euthanasia of laboratory animals is acceptable and necessary. The use of euthanasia aligns with the ‘Refinement’ principle of the 3Rs. Specifically:
- 1)
Euthanasia can be used to reduce pain and distress that might accompany some experimental manipulations.
- 2)
If animals suffer from severe injuries or diseases, euthanasia can prevent further pain and distress.
- 3)
After the experiment is completed, if there are no other placement options, euthanasia can be considered for these animals.
Euthanasia should be performed by trained personnel using humane and effective methods (such as intravenous administration of euthanasia drugs) to minimize animal pain and distress. The entire process should strictly follow standard operating procedures and be properly recorded. In general, euthanasia should be thoughtfully implemented, and when used in reasonable and appropriate situations, it reflects good animal welfare and humane principles. It is an option to alleviate the pain and distress sometimes experienced by laboratory animals, but it must comply with relevant laws, regulations, and ethical principles.
This was a true/false question: Should euthanasia be implemented when necessary for laboratory animals? The scoring rubric awarded 5 points for answering ‘Yes’ and 0 points for answering ‘No.’ This question assessed student attitudes toward the euthanasia of laboratory animals and evaluated if they have an awareness of animal welfare.
Question 5: Discuss the relationship between animal ethics awareness and future medical ethics.
The scoring rubric was as follows:
4 points: Thoroughly explored the close relationship between the 2 concepts and provided reasonable arguments, such as 1) animal experiments are an essential means to conduct some types of medical research, and animal welfare directly affects the reliability of experimental results; 2) respecting animal rights cultivates empathy, which helps doctors establish noble medical ethics and professionalism; 3) the ethical dilemmas from animal experiments provide insights into other medical ethical issues, such as human experimentation; and 4) the development of alternatives to animal experiments promotes the trend toward harmless and animal-free medical practices;
3 points: Discussed some reasonable relationships but lacked completeness or depth in arguments;
2 points: Acknowledged the existence of a relationship but provided overly tenuous arguments;
1 point: Simply acknowledge the existence of a relationship without providing specific arguments; and
0 points: Completely denied the existence of a relationship or answered the wrong question.
This scoring rubric assessed whether students could think systematically and comprehensively about the issue. High-scoring answers reflected an understanding of the vital role of animal experiments in medicine, the balance between animal welfare and human interests, and the profound impact of animal ethics on improving overall medical ethics. In contrast, low-scoring answers indicated a lack of thorough understanding of this relationship, thereby assessing their level of awareness of animal welfare.
Question 6: Elaborate on your insights gained from the Medical Laboratory Animal Science course based on your knowledge and professional background
This was an open-ended question, requiring students to elaborate on their insights gained from the Medical Laboratory Animal Science course based on their knowledge and professional background.
The scoring rubric was as follows:
5 points: The answer comprehensively included the following 5 key points: 1) mentioned the concept of animal welfare; 2) mentioned the implementation of euthanasia for laboratory animals when necessary; 3) mentioned the 3Rs principle; 4) mentioned animal ethics; and 5) mentioned other relevant content related to animal welfare;
4 points: The answer included 4 of the key points;
3 points: The answer included 3 of the key points;
2 points: The answer included 2 of the key points;
1 point: The answer included 1 of the key points; and
0 points: The answer did not mention any of the key points and was irrelevant to laboratory animal welfare.
This scoring rubric directly evaluated students’ insights and knowledge gained from the Medical Laboratory Animal Science course. Higher scores indicated a more thorough understanding of the core concepts and a higher level of awareness of laboratory animal welfare. Through the survey questions, student awareness of animal welfare could be comprehensively assessed.
It is worth noting that for each question, at least 2 reviewers with expertise in medical laboratory animal science and experimental animal welfare independently scored the answers, and the average score was the student’s final score for that question.
Data analysis methods.
To determine the significant differences among the entry year cohorts, we employed an ANOVA. P < 0.05 indicates significance.
Survey Results
Awareness of laboratory animal welfare among medical graduate students.
The study assessed medical graduate student awareness and understanding of various aspects of laboratory animal welfare, including the 3Rs principles, legal regulations, ethical considerations surrounding euthanasia, and the relationship between animals and future medical ethics. The results (Table 1) revealed the highest awareness rate (96.9%) for ethical considerations of euthanasia implementation, indicating a solid grasp of animal welfare principles. However, the lowest rate (16.0%) was found for the legal content of animal welfare laws, highlighting a knowledge gap in this area. Moderate awareness rates were observed for the concept of laboratory animal welfare (55.6%) and the connection between animal ethics and future medical ethics (59.4%), suggesting the need for further emphasis in the curriculum. Notably, the data showed a substantial cumulative student score of 1,395 for the euthanasia topic and 816 for the 3Rs principles, indicating effective learning outcomes after education. However, the low Cumulative Score of 510 for the Medical Laboratory Animal Science course raises concerns about its effectiveness in imparting comprehensive knowledge.
| Question no. | Investigation content | Scoring range | Cumulative score | Maximum score | Awareness rate (%) |
|---|---|---|---|---|---|
| 1 | The concept of laboratory animal welfare | 0–5 | 800 | 1,440 | 55.6 |
| 2 | Content of the ‘3R’ principle for laboratory animals | 0–3 | 816 | 864 | 94.4 |
| 3 | Familiarity with content of the law on welfare for experimental animals | 0–5 | 230 | 1,440 | 16.0. |
| 4 | Whether euthanasia should be implemented if necessary | 0–5 | 1,395 | 1,440 | 96.9 |
| 5 | Whether ethical awareness regarding animals is related to future medical ethics | 0–4 | 684 | 1,152 | 59.4 |
| 6 | Student insights gained from the ‘Medical Laboratory Animal Science’ course | 0–5 | 510 | 1,440 | 35.4 |
n = 288.
Overall, the study highlights strengths and potential areas for improvement in educating medical students on laboratory animal welfare. The findings can guide curriculum development and targeted interventions to enhance students’ awareness, understanding, and ethical considerations in this critical area.
Differences in awareness among medical graduate students from different disciplines.
The survey allowed assessment of medical; graduate student awareness and understanding of laboratory animal welfare principles across different majors (Table 2). The survey covered relevant aspects, including the 3Rs principles, legal protection, ethical considerations surrounding euthanasia, and the relationship between animal ethics and future medical ethics. The results revealed variations in awareness rates across majors and topics. Basic medicine students demonstrated high rates of awareness and understanding of animal welfare concepts and euthanasia ethics, while clinical medicine students excelled in the 3Rs principles. However, awareness of legal protection content was relatively low across majors, highlighting the need for focused education in this area. Notably, awareness rates for the connection between animal ethics and future medical ethics varied, with basic medicine students showing the highest rate and medical examination students the lowest. This emphasizes the importance of integrating animal and human ethics into medical curricula. Furthermore, nursing students generally exhibited lower awareness rates than other majors, except for the 3Rs principles, indicating a need for enhanced educational efforts in animal welfare for this group.
| Question no. | Investigation content | Basic medicine (n = 118) | Clinical medicine (n = 102) | Medical examination (n = 28) | Nursing (n = 40) | ||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| CS | MS | AR% | CS | MS | AR% | CS | MS | AR% | CS | MS | AR% | ||
| 1 | The concept of laboratory animal welfare | 385 | 590 | 62.3 | 240 | 510 | 47.1 | 75 | 140 | 53.6 | 100 | 200 | 50.0 |
| 2 | Content of the ‘3Rs’ principles for laboratory animals | 342 | 354 | 96.6 | 291 | 306 | 95.1 | 75 | 84 | 89.3 | 108 | 120 | 90.0 |
| 3 | Familiarity with content of the law on welfare for experimental animals | 110 | 590 | 18.6 | 70 | 510 | 13.7 | 20 | 140 | 14.3 | 30 | 200 | 15.0 |
| 4 | Whether euthanasia should be implemented if necessary | 585 | 590 | 99.2 | 500 | 510 | 98.0 | 130 | 140 | 92.9 | 180 | 200 | 90.0 |
| 5 | Whether ethical awareness regarding animals is related to future medical ethics | 288 | 472 | 61.0 | 244 | 408 | 59.8 | 60 | 112 | 53.6 | 92 | 160 | 57.5 |
| 6 | Student insights gained from the ‘Medical Laboratory Animal Science’ course | 220 | 590 | 37.3 | 175 | 510 | 34.3 | 45 | 140 | 32.1 | 70 | 200 | 35.0 |
AR%, awareness rate percent; CS, cumulative score; MS, maximum score.
Overall, the study provides insights into areas requiring targeted interventions and curriculum enhancements to improve the understanding and awareness of laboratory animal welfare among medical graduate students across specializations.
Gender differences in awareness of laboratory animal welfare.
The study investigated gender differences in medical graduate students’ awareness and understanding of laboratory animal welfare concepts. The data (Table 3) revealed that female students generally exhibited higher scores compared with male students across most areas, including the concept of laboratory animal welfare, the 3Rs principles, euthanasia implementation, and the relationship between animal ethical considerations and future medical ethics. Notably, male students scored slightly higher in understanding the protection content of the experimental animal welfare law. The most significant gender gap was observed in the topic of euthanasia implementation, where female students scored substantially higher than their male counterparts. The total scores demonstrated a notable distinction between genders (P = 0.0039), with female students achieving higher overall scores than their male counterparts. This finding suggests potential gender-specific gaps in knowledge and understanding of animal welfare concepts, highlighting the need for targeted educational interventions and curriculum enhancements to address these disparities among medical graduate students.
| Question no. | Investigation content | Male (CS, CS/MS%) | Female (CS, CS/MS%) | MS |
|---|---|---|---|---|
| 1 | The concept of laboratory animal welfare | 355 (44.4) | 445 (55.6) | 800 |
| 2 | Content of the ‘3Rs’ principles for laboratory animals | 354 (43.4) | 462 (56.6) | 816 |
| 3 | Guaranteed content of the law on welfare for experimental animals | 100 (43.5) | 130 (56.5) | 230 |
| 4 | Whether euthanasia should be implemented if necessary | 510 (36.6) | 885 (63.4) | 1,395 |
| 5 | Whether ethical awareness regarding animals is related to future medical ethics | 280 (40.9) | 404 (59.1) | 684 |
| 6 | Student insights gained from the ‘Medical Laboratory Animal Science’ course | 230 (45.1) | 280 (54.9) | 510 |
| Total | 1,829 | 2,606 | 4,435 | |
| P = 0.0039 | ||||
CS, cumulative score; MS, maximum score.
Awareness of laboratory animal welfare among medical graduate students from different entry years.
The study investigated the awareness of laboratory animal welfare among medical graduate students across different entry years from 2019 to 2023 (Table 4). The findings revealed varying levels of awareness across 6 critical areas related to animal welfare. Notably, the awareness rates for the 3Rs principles and ethical considerations surrounding euthanasia implementation remained consistently high across all entry years, ranging from 89.8% to 98.6%. This indicates a strong emphasis on, and comprehension of, these ethical principles among medical graduate students. However, the awareness rates for the legal protection content of experimental animal welfare laws were relatively low, ranging from 12.6% in 2019 to 18.9% in 2023. This result underscores a considerable deficiency in student comprehension of animal welfare legislative and policy dimensions across different entry years, emphasizing the need for focused educational initiatives to address this issue.
| Question no. | Investigation content | 2019 (n = 49) | 2020 (n = 53) | 2021 (n = 39) | 2022 (n = 73) | 2023 (n = 74) | ||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| CS | MS | AR% | CS | MS | AR% | CS | MS | AR% | CS | MS | AR% | CS | MS | AR% | ||
| 1 | The concept of laboratory animal welfare | 119 | 245 | 48.6 | 136 | 265 | 51.3 | 100 | 195 | 51.3 | 220 | 365 | 60.3 | 225 | 370 | 60.8 |
| 2 | Content of the ‘3Rs’ principles for laboratory animals | 132 | 147 | 89.8 | 147 | 159 | 92.5 | 108 | 117 | 92.3 | 216 | 219 | 98.6 | 219 | 222 | 98.7 |
| 3 | Guaranteed content of the law on welfare for experimental animals | 31 | 245 | 12.7 | 34 | 265 | 12.8 | 29 | 195 | 14.9 | 66 | 365 | 18.1 | 70 | 370 | 18.9 |
| 4 | Whether euthanasia should be implemented if necessary | 230 | 245 | 93.9 | 255 | 265 | 96.2 | 185 | 195 | 94.9 | 360 | 365 | 98.6 | 365 | 370 | 98.6 |
| 5 | Whether ethical awareness regarding animals is related to future medical ethics | 108 | 196 | 55.1 | 116 | 212 | 54.7 | 88 | 156 | 56.4 | 184 | 292 | 63.0 | 188 | 296 | 63.5 |
| 6 | Student insights gained from the ‘Medical Laboratory Animal Science’ course | 91 | 245 | 37.1 | 86 | 265 | 32.5 | 58 | 195 | 29.7 | 131 | 365 | 35.9 | 144 | 370 | 38.9 |
AR%, awareness rate percent; CS, cumulative score; MS, maximum score.
Interestingly, the awareness rates for the concept of laboratory animal welfare and the relationship between animal ethical consciousness and future medical ethics showed an increasing trend over the years. This suggests a gradual improvement in students’ understanding of fundamental animal welfare concepts and recognition of the interconnectedness between animal and human ethics. Notably, the awareness rates for insights gained from the Medical Laboratory Animal Science course remained relatively low across all entry years, ranging from 29.7% in 2021 to 38.9% in 2023. The observed result calls into question the efficacy of this course in providing medical graduate students with a thorough understanding of, and appreciation for, principles and practices with respect to the welfare of laboratory animals.
Significant differences in animal welfare awareness were found among students from different academic years (Table 5). The 2023 cohort showed significantly higher awareness compared with 2019, 2020, and 2021 (P < 0.05), while the 2022 cohort had significantly higher awareness than 2019 and 2020 (P < 0.05). The 2021 cohort exhibited significantly higher awareness than the 2020 cohort (P < 0.05), but no significant differences were found between 2021 and 2019, or between 2020 and 2019 (P > 0.05). These findings suggest a trend of increasing animal welfare awareness over the years, with the most recent cohorts demonstrating the highest levels.
Overall, the study highlights the strengths and potential areas for improvement in the education and training of medical graduate students regarding laboratory animal welfare across different entry years. The results emphasize the necessity for tailored educational initiatives, improvements to the existing curriculum, and a thorough assessment of current learning materials. These measures aim to bridge identified knowledge gaps and cultivate a more profound comprehension of animal welfare concepts among aspiring medical professionals.
Awareness of laboratory animal welfare among medical graduate students: open-ended question.
Among the 288 students who answered the open-ended Question 6 about their insights gained from studying Medical Laboratory Animal Science, only 35.4% (102 students) voluntarily mentioned animal welfare. Within this group, 27.5% (28 students) discussed the concept of animal welfare, 44.1% (46 students) mentioned the necessity of euthanasia for laboratory animals, 23.5% (24 students) brought up the 3R principles (replacement, reduction, and refinement), and 3.9% (4 students) mentioned other aspects of laboratory animal welfare knowledge.
Discussion
The survey results support several conclusions. First, medical postgraduates exhibited a weak awareness and low level of knowledge regarding the welfare of laboratory animals. Second, there was insufficient theoretical knowledge and practical experience concerning laboratory animal welfare and ethical considerations among medical postgraduates. Third, students in the basic medical sciences showed a slightly better grasp of knowledge related to laboratory animal welfare than those in other disciplines. Fourth, female students better understood the fundamental aspects of laboratory animal welfare than their male counterparts. Finally, while the awareness of laboratory animal welfare among medical postgraduates had increased over the years, there had been a decline in knowledge during the 3 y of the COVID-19 pandemic.
It is important to provide education on laboratory animal welfare for medical postgraduates, as they constitute an essential component of the national medical research team, bearing responsibilities for core medical research and contributing to the future of healthcare.30 Medical postgraduates’ research level, clinical skills, and humanistic qualities directly impact the prospects for the future of medical care.23 Strengthening education on laboratory animal welfare for medical postgraduates is beneficial for enhancing their ethical values and indispensable for ensuring the quality of laboratory animal care and obtaining reliable experimental results.17 As unique resources in medical research, laboratory animals play a critical role in answering compelling scientific questions related to human health.10 From an ethical perspective, it is essential to meet the basic welfare needs of animals uesd in research.10
The 2019 to 2023 survey results (Table 1) reveal a significant knowledge gap among medical postgraduates regarding the legal aspects of animal welfare, with only 16.0% demonstrating awareness of legal safeguards. This low rate suggests inadequacies in the current educational framework.6 Limited practical experience with animal research and the complexity of legal language may contribute to this knowledge gap.29 Without hands-on exposure to the application of animal welfare laws and regulations, students may struggle to contextualize legal concepts.18 In addition, the intricacies of legal terminology can be challenging for those without legal training.31 To address this issue, medical postgraduate programs should incorporate comprehensive education on the legal aspects of animal welfare in collaboration with legal experts. Offering hands-on learning experiences, such as internships or collaborative research projects, can enable students to grasp the practical applications of animal welfare principles in real-world settings.8 Furthermore, universities and research institutions should offer dedicated resources and training sessions to help navigate the complex legal landscape.
The survey results reveal that only 55.6% of medical postgraduate respondents clearly understood the concept of laboratory animal welfare. This finding highlights significant gaps in the current educational approach, primarily due to insufficient emphasis on animal welfare in the curriculum and lack of practical exposure to animal research. With only 26 class hours (19.5 h) allocated to the Medical Laboratory Animal Science course, the time is inadequate to comprehensively cover the complex aspects of animal welfare. Moreover, limited opportunities for hands-on experience with laboratory animals hinder students’ ability to bridge theoretical knowledge and practical application.8,32 To address these issues, medical postgraduate programs should revise curricula to allocate more time and resources to studying laboratory animal welfare and provide more opportunities for practical exposure through laboratory rotations, internships, or collaborations.34 Fostering a culture of ethical and responsible animal research through workshops, seminars, and discussions is also worthwhile.26
It is encouraging that the survey results reveal that most medical postgraduate students recognize the importance of animal ethics and its relationship to the future of medical ethics. The high awareness of the 3Rs principles (94.4%) and acceptance of euthanasia when necessary (96.9%) indicate a strong foundation in understanding the fundamental principles of laboratory animal welfare. However, the lower percentage of students connecting animal ethics to future medical ethics (59.4%) suggests a need for further education on the broader implications of animal ethics in medical practice. By highlighting the connection between animal and human medical ethics, postgraduate programs can cultivate a deeper appreciation for ethical considerations and their relevance to diverse medical practice facets, ultimately nurturing more conscientious and responsible practitioners.9
According to the results (Table 2), it is evident that postgraduate students in basic medical sciences had a significantly better grasp of laboratory animal welfare knowledge than those in medical laboratory examinations and slightly better than those in clinical disciplines and nursing. This may be attributed to some postgraduates in basic medical sciences taking the course Medical Laboratory Animal Science during their undergraduate studies, which provides them with specific background knowledge. Therefore, it is essential to provide education on laboratory animal welfare for medical students at the undergraduate level. Medical schools need to take a series of measures to strengthen education on laboratory animal welfare,5 fostering students’ professional qualities and creating a harmonious ecological environment.16 This includes establishing courses on laboratory animal welfare, following the 3Rs principles in animal experiments, assessing laboratory animal welfare courses, training teaching staff, and fostering a positive and uplifting atmosphere for laboratory animal welfare education.7 Through these measures, comprehensive attention to animal welfare can be achieved, and students can develop a more holistic and humane understanding of the field of medicine.24
The survey results (Table 3) reveal that female medical postgraduate students demonstrated a better understanding of laboratory animal welfare than their male counterparts. This observation is consistent with earlier research suggesting that women generally display more empathic concern and moral sensitivity,25 which may contribute to a more significant concern for animal well-being. Socialization and gender roles may also play a part, as females are reported to be more nurturing and caring.12 In addition, female students may have more exposure to animal welfare issues through personal experiences or academic interests.13 Moreover, having prominent female figures in animal welfare research may motivate and guide female students to better comprehend the subject matter. However, further research is needed to explore the specific factors contributing to these gender differences.1
Over the past 5 y, there was a gradual improvement in medical postgraduate student knowledge of laboratory animal welfare, increasing awareness of the legal regulations concerning laboratory animal welfare, and more students demonstrating knowledge of the appropriate methods for medical experiments, which may help to reduce physical and psychological risk to laboratory animals (Tables 4 and 5). There were 2 main reasons for this improvement. First, the university pays more attention to theoretical teaching on laboratory animal welfare, incorporating knowledge of animal welfare and ethics into the educational system for medical school students. This allows students to understand the significance and value of laboratory animal welfare more deeply. Second, the university has enhanced practical teaching on laboratory animal welfare knowledge by organizing various in-class and extracurricular activities, such as knowledge competitions, experimental animal weeks, and commemorations of laboratory animals. These activities not only stimulated students’ subjective consciousness of learning but also organized as many field observation experiences as possible through diverse activities. Through these activities, students acquired a deeper understanding of the relationship between animals and the environment and a greater awareness of the origins, evolution, laws of existence, and the vast power of nature.7 However, during the 3 y of the COVID-19 pandemic, students’ awareness of laboratory animal welfare knowledge declined, possibly due to the limitation of online theoretical teaching without practical education. In summary, medical postgraduate students awareness of the importance and value of humane animal care and use of laboratory animals continues to strengthen.
When answering open-ended questions, only 35.4% of medical postgraduates proactively mentioned animal welfare, indicating a continuing need to raise awareness among the students. This reflected both a lack of knowledge of animal welfare and a lack of proper recognition of the importance of laboratory animal welfare. A blended teaching approach, incorporating both online and offline methods, increased student autonomous learning abilities and engagement, enhancing their awareness of animal welfare. In teaching experimental animals, designing and selecting optimal plans improved student awareness of animal welfare.33
Conclusion
Medical graduate students lack comprehensive awareness of laboratory animal welfare concepts and regulations. While ethical principles are grasped, knowledge gaps exist across disciplines and genders. Although improving over the years, the COVID-19 pandemic impeded progress. Strengthening animal welfare education through curriculum modifications is essential to the development of ethical and competent medical professionals.
Contributor Notes