Careers in Science & Medicine

Animals in Medical/Veterinary Education

Teachers often cite preparation for medical/veterinary education as the underlying motivation for continuing specimen dissection in their science classes. This belief persists in spite of the small percentage of students (less than one percent) who enter a dissection-related field (AAVS). The following information outlines the technological advances in med/vet training and clarifies the use of dissection as an educational tool at these levels, illustrating the irrelevance of dissection as preparation for careers in medicine and veterinary medicine.

Medical School
Non-human cadavers are rarely, if ever, chosen as specimens in medical school human dissection classes (Physicians Committee for Responsible Medicine). The human subject being of primary interest, it is not surprising that human cadavers are utilized almost exclusively. Therefore, the best preparation for medical school is undoubtedly training in human anatomy.

Teachers are responding to this need by incorporating the multitude of human anatomy computer software available into their lesson plans. For example, A.D.A.M. Software, winner of numerous awards, has an array of human anatomy CD-ROMs for teachers and students and searchable databases of information located on their Web site. Neotek's Human Anatomy computer program provides amazing three-dimensional images, detailed audio lectures, and a specialized mode for testing.

Medical schools are increasingly relying on computer technology as preparatory tools for surgical training. Although live dogs once were typically used to "demonstrate invasive trauma skills," today medical simulators, which provide completely computer-based training, are increasingly popular (PCRM).

Medical students are taught a wide array of procedures on human simulators, and their skills are easily refined via repetitive exercises. Simulation centers are now widely available at medical schools across the country, including Harvard and Stanford.

One doctor states, "[Simulators provide] crisis situations in a controlled setting [that]…improve one's ability to deal with a critical event in real life…[They] should become an integral part of our…medical education (Medical Simulation: We Should All Have Access to It! by Dr. Stanislav S. Malov)." Currently, two-thirds of medical schools have completely eliminated live animal labs from their curriculum, opting instead for these educationally-sound alternatives.

Veterinary School
Numerous veterinarians state that pre-professional school dissection was unnecessary for their training.

According to Suzanne Cliver, DVM, "I seriously question that any successful scientist or doctor can attribute his or her success to the high school or college dissection experience." At the same time students who seriously object to dissection frequently do so because of the animal abuse associated with specimen procurement.

Many vet schools have responded to this by providing ethically-sourced cadavers (for example, donated cadavers of animals who died of natural causes) to these or all of their students.

Veterinary schools are also integrating computer-assisted programs into their curriculum (AVAR), and questioning the need for live animal labs. This is due especially to the existence of spay-neuter surgery programs with local animal shelters/clinics to teach surgical skills.

One student comments, "[The spay/neuter program] was an excellent way to learn…" Tufts University Vet School has ended all terminal surgery labs in their core and elective courses, providing a model for the future of veterinary education. (See NEAVS' UPDATE)

April 2001

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The State of the Anti-Vivisection Movement in America