Veterinary Ethics: Navigating Tough Cases

2018 ◽  
Vol 183 (8) ◽  
pp. 271-271

Reviewed by David Mills of the Royal Veterinary College’s animal welfare science and ethics group.

Animals ◽  
2020 ◽  
Vol 10 (4) ◽  
pp. 654
Author(s):  
Andreia De Paula Vieira ◽  
Raymond Anthony

What should leading discourses and innovation regarding animal welfare look like for the veterinary profession in the 2020s? This essay considers four main challenges into which veterinarians are increasingly being drawn, as they respond to increasing public expectation for them to be scientific and moral authorities in animal welfare in addition to their traditional role as trusted health experts. They include: (1) to go beyond traditional conceptions of health by adopting a holistic view that also considers animal welfare, not only disease treatment; (2) to reimagine their professional duties when it comes to disease prevention at the intersection of animal-human-ecosystem health; (3) to develop core competencies/proficiency in animal welfare science and ethics in order to navigate discourses concerning competing priorities and socio-political ideologies and to provide professional leadership in animal welfare; (4) to provide feedback on novel networked devices, monitoring technologies and automated animal welfare solutions and their impact on animals’ welfare. To competently navigate the intricacies of the socio-political and connected world as trusted authorities and conduits for innovation in and through animal welfare, veterinarians and veterinary students are encouraged to: (a) develop core competencies in veterinary ethics, animal welfare science and deliberative capacities that are well-informed by current multidisciplinary frameworks, such as One Health; (b) engage interested parties in more effective collaboration and ethical decision-making in order to address animal welfare related concerns within their immediate sphere of influence (e.g., in a given community); and (c) participate in the process of engineering and technological design that incorporates animals’ welfare data (such as their preferences) for real-time animal monitoring through adding animal scientific and values-aware evidence in information technology systems. In order to tackle these challenges, four pillars are suggested to help guide veterinarians and the veterinary profession. They are: Collaboration, Critical Engagement, Centeredness on Research, and Continuous Self-Critique.


2020 ◽  
Vol 98 (Supplement_4) ◽  
pp. 468-468
Author(s):  
Sharon Kuca ◽  
Lindsey McKinney ◽  
Cia Johnson

Abstract Established in 2001, the Animal Welfare Assessment Contest® (AWJAC®) aims to be an innovative educational tool for enhancing understanding and awareness of welfare issues affecting animals used for human purposes (e.g., research, agriculture, entertainment, companionship). The contest is open to participation by veterinary, undergraduate, and graduate students who may participate as individuals or as part of a team. A limited number of veterinarians are also eligible to compete as non-placing participants. Participation in the contest entails assessment of live and computer-based scenarios encompassing data, photographs, and videos of animals in comparable situations. Students then use the information obtained to rank the welfare of the animals in those situations on the basis of physiologic and behavioral indicators, with attention to facilities and management, and present their analyses orally to expert judges. The species featured change each year of the contest. At the completion of each contest, participants and coaches are asked to anonymously complete a written survey. The quantitative and qualitative results of this survey are used to determine if the contest has achieved its aims and incorporate suggestions for improvement of future contests. The majority of survey respondents from the five contests held between 2014–2018 report they either strongly agree or agree that the AWJAC increased their knowledge of animal welfare science (98%, n = 549) and was an overall valuable experience (99%, n = 547) that they would recommend to their peers (98%, n = 550). Respondents cited networking opportunities and diversity of species featured in the contest as key reasons the contest is valuable. Given these results, the AWJAC is successfully achieving its aims to increase animal welfare knowledge in an innovative way.


2006 ◽  
Vol 97 (1) ◽  
pp. 37-49 ◽  
Author(s):  
Vonne Lund ◽  
Grahame Coleman ◽  
Stefan Gunnarsson ◽  
Michael Calvert Appleby ◽  
Katri Karkinen

2017 ◽  
Vol 2 (2) ◽  
Author(s):  
David Mills

<p>Patient values represents one of the three cornerstones of contemporary human EBM definitions, and are considered vital to both protect the patient from the tyranny of unsuitable treatment and to ensure the individual is central in clinical decisions. They comprise “unique preferences, concerns and expectations of each patient” (Sackett et al 1996). By stark contrast, EBVM replaces individual patient values with “circumstances of each patient, and the circumstances and values of the owner/carer” (CEVM 2015). There is a danger that in such a conception, animal welfare may not be prioritised in EBVM practice.</p><p>Animal patients are not philosophically or scientifically likely to possess the complex values of humans, but it is conceivable that they possess ‘values’ in the context of veterinary interventions, such as preferences, wants, needs and desires; indeed these underlie much animal welfare science. They may be basic, such as the avoidance of suffering and a desire to continue life, or more complex, such as a desire to maximise pleasure or natural behaviour. They are likely to be individual and dynamic. They may be defined as the unique dynamic mental preference state of an animal during the period of veterinary medical or surgical intervention, including avoidance of suffering and maximisation of health and pleasure.</p><p>EBVM’s current consideration of patient values only extends to demonstrating effectiveness, or not, of an intervention for an animal. Any intervention involves some physical or mental welfare compromise for animal patients, which may be severe; EBVM aims to ensure this harm 'cost' is consistently outweighed by therapeutic 'benefit'. However, in current EBVM the evidence is often weak, incomplete, contradictory, fuzzy, non-existent or inapplicable, meaning there is a significant risk of causing harm to the patient’s welfare when practising EBVM. This stands in opposition to a veterinary surgeon’s oath and ethical imperative to do no harm, and to do the best for her patients’ welfare (RCVS 2015).</p><p>At what point does the risk become ethically unacceptable? The answer comprises both philosophical considerations, and empirical, critically anthropomorphic attributions of values to animals. Such conceptions and techniques are not currently explicitly expounded in EBVM research or practice. Rather than being marginalised or excluded from definitions of EBVM, this presentation will argue that patient values should be the central, primary and overriding consideration in both its practice and research if EBVM is to be an ethically acceptable pursuit.</p><br /> <img src="https://www.veterinaryevidence.org/rcvskmod/icons/oa-icon.jpg" alt="Open Access" />


Author(s):  
Michael Mendl ◽  
Georgia J. Mason ◽  
Elizabeth S. Paul

Animals ◽  
2019 ◽  
Vol 9 (4) ◽  
pp. 134 ◽  
Author(s):  
Deborah Butler ◽  
Mathilde Valenchon ◽  
Rachel Annan ◽  
Helen Whay ◽  
Siobhan Mullan

The purpose of the study was to explore the perceptions held by British racing industry stakeholders of factors influencing racehorse welfare. Ten focus groups were held across the UK with a total of 42 stakeholders from a range of roles within racehorse care including trainers, stable staff and veterinarians. Participants took part in three exercises. Firstly, to describe the scenarios of a ‘best life’ and the minimum welfare standards a horse in training could be living under. Secondly, to identify the main challenges for racehorse welfare and thirdly, to recall any innovative or uncommon practices to improve welfare they had witnessed. Using thematic analysis, eight themes emerged from the first exercise. Two strands, factors that contribute to maintaining health and the horse-human relationship ran through all eight themes. Across all themes horses living the ‘best life’ were perceived as being treated as individuals rather than being part of a ‘one size fits all’ life when kept under minimum welfare standards. Health was both perceived as the main challenge to welfare as well as one open to innovative practices such as improved veterinary treatments. Data obtained, informed by the knowledge and expertise of experienced stakeholders, combined with practical animal welfare science will be used to develop the first British racehorse welfare assessment protocol.


Animals ◽  
2020 ◽  
Vol 10 (7) ◽  
pp. 1238
Author(s):  
Nancy De Briyne ◽  
Jovana Vidović ◽  
David B. Morton ◽  
Manuel Magalhães-Sant’Ana

Nowadays, animal welfare is seen as a ‘common good’ and a societal expectation. Veterinarians are expected to promote and ensure the welfare of animals under their care by using their scientific knowledge and skills in ethical reasoning and advocacy. Veterinary education must equip veterinary graduates with the necessary competences to fulfil these roles. In 2013, the Federation of Veterinarians of Europe (FVE) and the European Association of Establishment of Veterinary Education (EAEVE) adopted the Day-1 competences on animal welfare science, ethics and law for veterinary undergraduate education after having surveyed European veterinary schools in 2012. In 2019, the FVE carried out a follow-up survey to monitor the evolution of animal welfare teaching in Europe. A total of 82 responses were received, representing 57 faculties from 25 European countries. Overall results showed that the teaching of animal welfare science, ethics and law has increased in response to growing societal needs, and that welfare is more and more internally embedded in the profession, which is reflected in the curriculum. Nevertheless, at least one quarter of European schools still only partially meet the 2013 Day-1 competencies. This indicates the need for greater efforts, both from the EAEVE and from individual schools, to ensure that the teaching of animal welfare across Europe is standardised.


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