Student-led approaches to introducing animal research for first year biomedical science and pharmacology undergraduates

Background and Aims. Animal research plays an essential role in biomedical research and the development of new medicines. The British Pharmacological Society’s (BPS) curriculum for the use of research animals [1] outlines the knowledge, skills and attitudes that undergraduate and taught masters degree programmes should acquire. Here we describe two student-led approaches, with two different cohorts of first year undergraduates, to introducing core ethical principles and a caring attitude in animal research.

Summary of work and outcomes. For pharmacology students, we piloted the use of the Mouse Exchange Tool Kit [2]. This public engagement activity was created as part of the Animal Research Nexus project where participants can craft a felt mouse, engage in dialogue and reflection about the complexities of creating amd caring for mice in research. We adapted this tool to explore student attitudes to research animals and consider the importance of a respectful and considerate attitude to research animals within the culture of care framework. In a 1h workshop, small groups (n=6-8) of students sat with a facilitator who initiated conversations that were developed by the students. For biomedical science students, we piloted a 1.5hr interactive workshop to consider the bioethics of research. Small groups of students (n=5-6) were asked to draw, name and consider the welfare needs of a given organism (bacteria, HeLa cell, biopsy tissue, mouse, dog, Alzheimer’s patient). Student-led class discussions comparatively explored the ethical issues associated with the use/ involvement of each organism or subject in research and clinical trials. Qualitative comments were captured throughout the sessions and students asked to leave feedback using post-it notes.

Discussion. Both approaches piloted really engaged the students, evidenced in qualitative comments. The nature of the workshops enabled facilitators to better understand where the students were starting from. The students demonstrated limited prior knowledge of, but much interest in, the origins of laboratory mice and the practices and processes of animal husbandry. The workshops provided a safe space for discussion of the role of different organisms in research, consideration of personal ethical viewpoints and opened up conversations about care and respect for research subjects in a way that other introductory approaches had not previously done.

Conclusion. Instilling a respectful and considerate attitude to research animals and their tissues and a knowledge of the ethical prinicples underpinning the use of research animals are core learning outcomes of the BPS’ curriculum for the use of research animals [1]. Previously, a more didactic approach focusing on formal ethics teaching of e.g. utilitarianism or the legal framework for animal research did not allow space for conversations about the care of animals. While the small group teaching approach delivers high quality engaged teaching, it is not suitable for large numbers of students. We will build on this student-led approach in first year teaching considering how peer-to-peer learning or how early career researchers might participate.

References
1. British Pharmacological Society – Curriculum for the Use of Research Animals https://www.bps.ac.uk/education-engagement/research-animals/curriculum-for-the-use-of-research-animals
2. Crudgington B, Peres S, Hurley P and Roe E (2021) The Mouse Exchange Toolkit tinyurl.com/MxToolkit