ArticleBrazilian journal of veterinary medicine2026
Reflections on the use of living animals in vet education through the creation of physiology didactic biomodels.
Article in Brazilian journal of veterinary medicine, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The use of living animals in education remains a topic of debate, particularly in health and veterinary sciences. While some authors justify animal experimentation as essential for scientific advancement and practical learning, others question its ethical implications and advocate for alternative teaching methods. This study aimed to explore veterinary students' reflections on the use of living animals in physiology teaching through the development of functional didactic biomodels simulating physiological processes originally identified through experimental animal procedures.The study was conducted at two universities in Bogotá, Colombia, during a physiology course over one academic year. Initially, students participated in discussions addressing the history of animal experimentation and the major physiological discoveries obtained through invasive procedures involving animals. Subsequently, students developed three-dimensional didactic biomodels representing physiological mechanisms previously investigated through animal experimentation. At the end of the activity, students participated in open-ended experiential feedback sessions regarding the possibility of using living animals for educational purposes.The findings demonstrated heterogeneous perspectives among participants, ranging from acceptance to rejection of the practice. Some students opposed the use of animals based on ethical concerns and animal welfare principles, emphasizing the importance of alternative teaching approaches. Others recognized the educational value of alternative methods capable of replacing animal use. In contrast, some participants supported the use of living animals, arguing that direct contact with biological material provides a unique and impactful learning experience and may facilitate the integration of theoretical and practical knowledge, as well as stimulate future scientific research.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.