The document discusses the significance of animal welfare science, outlining core values and principles that veterinarians should advocate, including the humane treatment of animals and consideration of their needs. It also highlights the importance of veterinary education in addressing animal welfare issues through specialized courses and ethical decision-making. Furthermore, it emphasizes the veterinary profession's responsibility to lead in societal expectations regarding animal welfare and the need for a comprehensive education that incorporates these principles.

1. Building Programs in Animal Welfare Science Diane McClure DVM, PhD, DACLAM Joanne Zurlo

2. What is Animal Welfare Science?

3. Cage Free

4. Define the profession’s role in animal well-being –Dean Osburn Establish core values to provide: Freedom from hunger and thirst Freedom from injury and disease Freedom from fear, stress and discomfort Freedom to express normal behavior

5. Cage Free

6. CVMA’s 8 Principles of Animal Care & Use Preamble: As veterinarians, we endorse the following eight principles founded on our education, experience, commitment to and compassion for animals: 1. Animals are sentient beings with wants and needs that may differ from those of humans and are worthy of respect from individuals and society.

7. CVMA’s 8 Principles of Animal Care & Use 2. Animals’ interests should be given thoughtful consideration by individuals and society when determining acceptable care and use. This requires the balancing of scientific knowledge and ethical, philosophical, and moral values. 3. Acceptable care and use of an animal may not always serve the individual animal, but should be balanced by the greater benefits to other animals, humans, or society.

8. CVMA’s 8 Principles of Animal Care & Use 4. Animals should be used purposefully, whether for food and fiber, recreation, companionship, transportation, work, education, or the advancement of scientific knowledge. 5. Animals should be provided with water, nutrition, and an environment appropriate to their care and use, with consideration for their safety, health, and species-specific biological needs and behavioral natures.

9. CVMA’s 8 Principles of Animal Care & Use 6. Animals should be cared for in ways that minimize fear, pain, suffering, and distress. 7. Through an owner’s actions, animals should be provided with timely and appropriate preventive, medical, dental, and surgical care, and an effort should be made to ensure that animals reproduce responsibly. 8. Animals should be provided a humane death.

10. Cage Free

11. What are Veterinary Colleges Doing to Address Animal Welfare Sciences? Veterinary Ethics Courses Expanding Existing Courses to include AW issues Creating an Animal Welfare Specialty

12. The Experience of WesternU-CVM

13. Reverence for Life Policy No consumptive use of animals used for the sole purpose of education Why? Because we don’t have to!

14. Curriculum Overview Year 1 & 2 Veterinary Biosciences MCB Vet Issues IPE

15. MDC - ANATOMY

16. Physiology? Pharmacology? Surgery? Mentored Hands On Training Distributive Model

17. Year 1 & 2 Veterinary Biosciences – PBL

18. Year 1 & 2 Clinical Skills Hills Wellness Center Banfield Clinic CalPoly experiences VACS

19. Year 3 Clinical (off-campus) rotations Small Animal Mixed Practice (4) Livestock Mixed Practice (2) Equine Practice (2) Humane Society (junior surgery) Zoo Animal & Wildlife Laboratory Animal Medicine & Research Diagnostic Lab & Pathology

23. Year 4 4 week rotations Student selected sites/ disciplines ANYWHERE in the WORLD!

24. Veterinary Issues The Role of Animals In Society The Veterinary Profession Communication Skills Business and Practice Management Veterinary and Animal Law Ethical Decision Making Animal Issues Professionalism Leadership Social Influence & Change

25. AVMA Animal Welfare Symposium Nov 2009 JVME 37(1), 2010

26. Expertise and Advocacy in Animal-Welfare Decision Making: Considerations for a Veterinary Curriculum in Animal Welfare Larry Carbone, UCSF

27. Ethical Decision Making Students can start simple—‘‘Causing harm to a sentient other requires justification’’ work to refine their values statement, testing it against their experience of the world and in class discussion. Refinement: Does it apply to all sentient species equally? Is death a harm to animals? What sorts of things can serve as justification

28. Ethical Decision Making As students refine their values statement, they see that theirs will differ in smaller and larger ways from those of their peers. They also see that the implications of some value statements may lead to conclusions they have not endorsed and either further refine their statement of values or come to endorse positions they previously rejected.

29. Swimming with the Tide: Animal Welfare in Veterinary Medical Education and Research Summary and Action David B. Morton

30. Veterinary profession has a responsibility to its members and the public to provide and ensure a good education in animal welfare science , ethics and law Recognition of a welfare problem Assessment of the impact Severity (intensity and duration), Numbers affected (surveillance) Outcomes vs. resources Alleviation Prevention * Morton & Griffiths 1985 Vet Rec. 116, 431-436

31. Potential Actions by AVMA INTERNAL FACTORS To build welfare and ethics into vet school curricula and make them core subjects Set up a group for vets to exchange and promote welfare and veterinary ethics programs, and support welfare science research e.g. ACAW, USDA Center To promote harmonization within the profession Revisit oath “to promote positive welfare” *David Morton

32. Potential Actions by AVMA EXTERNAL FACTORS Reaffirm publicly that vets take mental health (welfare) seriously Promote discussion with interested parties (non-vet AW scientists, producers, politicians, etc. Condemn obvious abuses & inform on others Note that Vets have to EARN their place at the table (but have a head start but can do better) To be aware of other related issues e.g. human welfare, environmental protection and pollution, sustainability, etc. *David Morton

33. Veterinarian's Oath (2004) Being admitted to the profession of veterinary medicine, I solemnly swear to use my scientific knowledge and skills for the benefit of society through the protection of animal health, the relief of animal suffering, the conservation of animal resources, the promotion of public health, and the advancement of medical knowledge. I will practice my profession conscientiously, with dignity, and in keeping with the principles of veterinary medical ethics. I accept as a lifelong obligation the continual improvement of my professional knowledge and competence.

34. Veterinarian's Oath (2010) Being admitted to the profession of veterinary medicine, I solemnly swear to use my scientific knowledge and skills for the benefit of society through the protection of animal health and welfare, the prevention and relief of animal suffering, the conservation of animal resources, the promotion of public health, and the advancement of medical knowledge.

35. NAVMEC

36. “ Roadmap for Veterinary Medical Education in the 21st Century: Responsive, Collaborative, Flexible” Draft Submitted by NAVMEC Board of Directors 20 October 2010

37. Change Driver: Evolving Societal Needs Expectations that veterinarians will take more of a leadership* role in issues relating to: food safety; animal welfare; environmental health; One Health * leadership = the ability to take direct action and influence others to take action

38. CORE COMPETENCY Multi-Species Clinical Expertise Veterinarians apply and integrate medical knowledge, clinical skills and professional attitudes into their practice, and are advocates for animal health and welfare. Veterinary expertise includes knowledge of diverse patient species, in the context of the communities in which they interact. Veterinarians are educated to take a comparative approach with a holistic* perspective, enabling them to practice productively and effectively immediately after graduation.

39. NAVMEC 5 Strategic Goals Graduate Career-Ready Veterinarians Who are Educated and Skilled in an Agreed Set of Core Ensure that Admissions, Curricula, Accreditation and Testing/Licensure are Competency-Driven Strive for a Veterinarian’s Education that is Maximally Cost-Effective Ensure that an Economically Viable Education System for Veterinary Medical Education is Sustained Stimulate a Profession-Wide Sense of Urgency & Focus on Action

40. Talking Points

41. Clinical Skills – Blood Collection Blood Collection & 3Rs Familiarity or proficiency? Trainee skill with equipment? Trainee skill with species? Trainee skill with assessing individual subject

42. Alternative Options for VME Artificial Rectum Suturing Others?

43. What is Animal Welfare Science?

44. The End