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Addressing behavior problems in clinical practice requires diagnostic expertise as well as excellent client skills in communication, gained by experience. This issue was addressed by introducing clinical behavior to first-year veterinary students. The program was implemented over four successive terms (2017-2019) at St. George's University School of Veterinary Medicine. The clinical practice hour was introduced after a brief first-year clinical behavior course (7 lectures). Students were divided into 6-8 person teams. In a class demonstration with a student and his/her dog having behavior problems, two students served as clinicians; a third student, as a scribe, recorded case details. They discussed signalment, history, presenting problems, and possible treatment approaches for 25 minutes; then, the class divided into the assigned teams to develop their specific treatment plans and write up and submit team case reports. During each term, the student Animal Welfare and Behavior Committee organized an optional behavior workshop (enrollment was 24 veterinary students from years 1 through 3). Participation in the workshop included an introductory session and two clinical sessions. Four dog and/or cat cases were scheduled for each of the two sessions. Six students addressed each case: three students were lead clinicians. Workshop evenings concluded with a discussion of all cases. Students were presented a certificate of completion. Students gained early experience in clinical communication, behavior problems, and case write-ups. The abundance of students' pets with behavior problems made this a context that simplified recruiting real cases, but variations could be adapted as appropriate in other communities.

Two new Korean laws regulating animal welfare and the humane use of animals in science came into effect in 2008 and 2009. Both these laws impose ethical committee review prior to the performance of animal experiments in research, testing and education. This study briefly summarises the new Korean laws, and investigates the current status regarding the numbers of animals used, the alternatives to animals which are used, the curricula relating to the humane use of animals, and ethical review practices in Korean veterinary education. Approximately 4,845 animals, representing 20 different species, were used in veterinary medical education in Korea in 2007. Korea has begun to introduce formal courses on animal welfare for the humane treatment of animals used in experiments, and an ethical protocol review system prior to animal use in education. Korea is moving toward better animal welfare, by incorporating practices consistent with international standards. The information presented represents the first such data gathered in Korea, which should prove useful for monitoring the implementation of replacement, reduction, and refinement measures in animal use for education purposes.

Various aspects of the field known as the human-animal bond (HAB), or human-animal interactions, have expanded within veterinary medical education over the past quarter of a century. Using a variety of databases and informed search strategies, relevant information can be accessed, including recent articles, databases, journals, academic centers, societies and associations, programs, and key references. In this paper, methods for accessing resources supporting veterinary education on the HAB are organized into four subject areas: the HAB in veterinary school curricula; social work and support services for veterinary clients; the benefits of the HAB for human well-being, with applications of animal-assisted therapies, activities, and education; and companion animal behavior and welfare concerns. A related Web site can be accessed at http://www.vetmed.ucdavis.edu/CCAB/humananimalinteractions.html.

To prepare students in just four years to enter veterinary practice, veterinary medical educators offer an array of laboratory and clinical experiences coordinated with didactic instruction. Recent curricular changes have reduced the numbers of animals involved in painful or terminal procedures. For each use of animals, veterinary educators are required by the USDA's policies 11 and 12 to complete animal-use protocols that include questions on alternatives to procedures causing more than momentary pain or distress. Veterinary medical educators seeking improved teaching resources and methods or completing animal-use protocols may find it frustrating to locate the relevant information, which is dispersed across many databases. This paper addresses a gap facing veterinary educators by presenting user-friendly searching tools that are targeted toward (a) locating teaching resources and (b) conducting effective bibliographic searches on standard teaching laboratory procedures, as required for animal-use protocols. These tools simplify searching by providing streamlined access to the resources being sought. Facilitating efficient and effective searching by users can improve teaching and simplify compliance with USDA requirements.

Veterinary medical educators are charged with preparing students to enter practice in veterinary medicine during a four-year, intensive, professional education program. This requires giving students in laboratory training that involves dead, anesthetized, or conscious animals, so that they become proficient in the expected range of veterinary knowledge, skills, and abilities. Undeniably, experience with animals is essential to prepare students for a profession in which animals comprise the total domain. However, the consumptive use of animals for teaching students, especially in laboratories, is increasingly subject to regulatory requirements, while also being scrutinized by animal protection groups, and has become a common focus of contention among veterinary students. Not surprisingly, the use of animals in teaching has sharply declined over the past few decades, as new teaching resources and methods, involving less consumptive use of animals, have been incorporated. This change in veterinary medical education has occurred on such a wide scale, in almost all veterinary schools and colleges, that the educational approach can serve as a model for further developments within the veterinary educational community and, indeed, for animal-related material in secondary schools and undergraduate higher education. This article highlights examples of the leadership provided by veterinary educators in developing alternative teaching resources and methods, while maintaining the high level of proficiency expected from traditional educational approaches.

The use of animals in teaching for college, veterinary and medical education in the USA has sharply declined in recent decades. Economic disincentives and public discussions have diminished this use of animals, as well as the growing availability of alternative resources for teaching. In the USA, the use of live animals in teaching at the post-secondary level requires a protocol review similar to that used for research, whereas protocols are not required for the use of non-living specimens. Many outstanding alternatives have been created that supplant some uses of animals. Creating alternatives for a comprehensive biological or veterinary curriculum can best be addressed by a long-term commitment of leadership at the institutional level, leading to an incremental development of alternatives. Economic realities and the demonstration of educational results equal to, or exceeding that of the consumptive uses of animals support supplanting the more traditional methods. Committed leadership at the University of California, Davis, has facilitated the development of teaching tools and the mainstreaming of alternatives within the standard undergraduate and veterinary curriculum. The institutional culture supports these resources, and finding further solutions requiring less consumptive uses of animals. We introduce here a web-based tool providing improved access to these resources: www.vetmed.ucdavis.edu/Animal_Alternatives/main.htm.