Universitat Internacional de Catalunya
Alternative Models to Animal Experimentation
Other languages of instruction: Catalan, English
Teaching staff
Introduction
Humanity has used animals for scientific knowledge and thanks to them much progress has been achieved in the development of therapies, surgeries, etc. However, it is currently known that not all the results obtained correlate in the human species and therefore their use has been questioned.
Although some statistics point to a decrease in the number of animals used in research, the reality is that a very high number are still used. In 2010, the European Commission adopted a directive on the protection of animals used in experimental experimentation for scientific and educational purposes in order to promote the principle of the 3 Rs: Replace, Reduce and Refine.
In this context, it is proposed to provide essential training about the legislative framework and alternative models to animal experimentation from various approaches that the students will be able to use in their future.
Pre-course requirements
In order to enrol this optative, it is recommended to have passed:
- Toxicology
- Molecular biology
- Genetics
- Genetic engineering and experimental models
Objectives
- Understand the current situation of the use of animal models for experimentation.
- Study and apply in practical cases the principle of the 3Rs.
- Know the current alternative models, their benefits and use cases.
- Work on a hypothetical project and propose an alternative model to animal experimentation.
Competences/Learning outcomes of the degree programme
- CB1: That students have demonstrated to possess and understand knowledge in an area of study that starts from the basis of general secondary education, and is usually found at a level that, although supported by advanced textbooks, also includes some aspects that imply knowledge from the forefront of their field of study.
- CB3: That students have the ability to gather and interpret relevant data (usually within their area of study) to make judgments that include reflection on relevant social, scientific or ethical issues.
- CB4: That students can transmit information, ideas, problems and solutions to both specialized and non-specialized audiences.
- CB5: That students have developed those learning skills necessary to undertake further studies with a high degree of autonomy.
- CG7: Integrate the basic concepts related to the field of biomedicine both theoretically and experimentally.
- CG10: Design, write and execute projects related to the area of Biomedical Sciences
- CG11: Recognize basic concepts from different areas related to biomedical sciences.
- CT1 Develop the capacity for organization and planning appropriate to the moment.
- CT2 Develop problem-solving skills.
- CT3 Develop the capacity for analysis and synthesis.
- CT4 Interpret experimental results and identify consistent and inconsistent elements.
- CT5 Use the internet as a means of communication and as a source of information.
- CT6 Know how to communicate, make presentations and write scientific papers.
- CT7 Be able to work in a team.
- CT8 Reason and evaluate situations and results from a critical and constructive point of view.
- CT9 Have the ability to develop skills in interpersonal relationships.
- CT10 Be able to carry out autonomous learning.
- CT11 Apply theoretical knowledge to practice.
- CT12 Apply the scientific method.
- CT13 Recognize the general and specific aspects related to the field of nutrition and aging.
- CT14 Respect the fundamental rights of equality between men and women, and the promotion of human rights and the values of a culture of peace and democratic values.
- CE19: Recognise the principles of biomedical sciences related to health and learn to work in any field of biomedical sciences (biomedical company, bioinformatics laboratories, research laboratories, clinical analysis company, etc.)
Learning outcomes of the subject
The student:
- They have the ability to work in the field of biomedical research.
- Apply the tools that allow from the correct choice and interpretation of the bibliography to an adequate integration and participation in the activities of a research group.
- Knows and properly uses the scientific, technical or specific vocabulary, as well as the specific bibliography of the group or company receiving the external practices.
- Demonstrates autonomy in the research laboratory and properly uses vocabulary, tests, reagents and other resources of the work environment.
- Demonstrates autonomy and critical sense in the interpretation of information.
- Understands the basis for planning, organizing and controlling the workload assigned to you.
- Develops a professional attitude appropriate to the work environment.
Syllabus
Unit 1: Animal welfare ethics and legislation
Unit 2: Legislation on the welfare and protection of experimental animals.
Unit 3: The Principle of the 3Rs: Replacement, Reduction and Refinement.
Unit 4: Experimental quality in alternative methods and animal experimentation: Good Laboratory Practice and other quality standards
Unit 5: Main in vitro models Primary cell cultures and cell lines
Unit 6. Advanced cell culture models.
Unit 7: Other in vitro experimental models and their applications Lower animal models
Unit 8: Other experimental models in vitro Ecotoxicity tests.
Unit 9: Main alternative methods used in regulatory assessment: substances: drugs, cosmetics, biocides and pesticides.
Teaching and learning activities
In person
Face-to-face modality in the classroom
- Master classes: presentation for 50 minutes of a theoretical topic by the teacher. Visual support in PowerPoint format is used to accompany the explanations.
- Master classes: giving master classes for 50 minutes by experts in the field. Visual support in PowerPoint format is used to accompany the explanations.
- Laboratory visit: Knowledge of the use of alternative methods to in situ animal experimentation
- Case Methods (MC): Statement of a real or imaginary situation. Students work on the questions asked in small groups or in active interaction with the teacher and discuss the answers. The teacher intervenes actively and if necessary, brings new knowledge. These classes can deal with content that deepens the topics covered in master classes or new topics.
All training activities have the same importance and the same weight of questions in the final exam.
Evaluation systems and criteria
In person
Fully face-to-face modality in the classroom
- Students in first call:
- Case Methods: 20 %
- Midterm exam: 30 % (test type)
- Final examination: 45% (test type)
- Attendance at master classes, case methods and activities 5%
Teachers reserve up to 10% of the grade to be awarded for subjective arguments such as: involvement, participation, respect for basic rules, etc.
- Students in second call: same criteria as in the first call.
- Repeating students: the grade of the continuous evaluation (participation, case methods, practices) will be saved, although whenever they wish, students can repeat class attendance and obtain a new grade. The partial note will not be saved.
General points to keep in mind about the evaluation system:
- In the final exam you must obtain a minimum grade of 5 to be able to average with the continuous evaluation notes (case methods, attitude and partial). The exams will be of type test with 4 answer options, counting +1 the correct answers and -0.25 the errors.
- 10% of the exam questions could be concepts that have not been explained directly in the classroom but that are present in the recommended bibliography, as well as in discussed articles, press or recommended virtual material.
- Class attendance:
- Regular attendance at case theory and methods classes is recommended. The unjustified non-attendance to more than two sessions will imply not opting for 5% of mark of the grade.
- Attendance at master classes will be governed by the rules indicated by the teachers. The expulsion of a student from lecture or method of the case, will have a negative impact on the continuous evaluations.
- In the awarding of the Honours, special consideration will be given to the candidates' participation and involvement in the different methodologies of the subject, as well as respect for the basic rules.
- The improper use of electronic devices such as mobile phones, tablets or laptops can lead to expulsion from class. Misuse is understood as the recording and dissemination of both students or teachers during the different lessons, as well as the use of these devices for recreational and non-educational purposes.
Bibliography and resources
Zuang, V., Dura, A., et al., Mètodes no animals en ciència i regulació – EURL ECVAM informe de situació 2021, EUR 30960 EN, Oficina de Publicacions de la Unió Europea, Luxemburg, 2022, ISBN 978-92-76-46511-9, doi:10.2760/93290, JRC127780.
Giráldez i Martín, 2001. La ciència de l' animal de laboratori i el procediment experimental. En Ciència i Tecnologia en protecció i experimentació animal. Zúñiga et al., McGraw-Hill Interamericana. Madrid
Canals, J. M., Romania, P., Belio-Mairal P., Nic, M., Dibusz, K., Novotny, T., Busquet, F., Rossi, F., Straccia, M., Daskalopoulos, E. P., i Gribaldo, L., Models no animals avançats en investigació biomèdica – Proves d'immunogenicitat per a medicaments de teràpia avançada, EUR 30334/4 EN, Oficina de Publicacions de la Unió Europea, Luxemburg, 2022, ISBN 978-92-76-49091-3, doi:10.2760/7190, JRC126997.
Directiva 2010/63/UE del Parlament Europeu i del Consell, de 22 de setembre de 2010 , relativa a la protecció dels animals utilitzats per a finalitats científiques. https://eur-lex.europa.eu/legal-content/ES/ALL/?uri=CELEX%3A32010L0063
Evaluation period
- E1 11/01/2024 A10 14:00h
- R1 23/01/2024 A10 18:00h