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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.
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