CONCLUSION
Considering that the future of physiology education lies in the administration of strategically blended courses that use animal experiments in a controlled and restricted manner in conjunction with virtual, animal-based, and computer- assisted interactive learning at undergraduate and postgraduate levels, teachers have a specific responsibility to develop courses and contents that align with the aforementioned blending method of teaching-learning physiology while putting the new strategy into action.
Furthermore, it is imperative that physiology students, both undergraduate and graduate, receive adequate exposure to the ethical and legal aspects of animal experimentation, as well as the technical, statistical, and administrative aspects of this practice. This is particularly important for students who may choose to pursue careers as medical or wildlife management researchers. Instructors must think carefully about how humane scientific teaching approaches might meet learning objectives while also involving students in the ethical issues surrounding the usage and dissection of animals. All stages of physiological science education must use an inquiry-based approach with the goal of fostering “a view of science as a way of knowing, rather than a body of knowledge,” by allowing students to participate in the scientific process.
Source:
Rana Tanmoy (ed.). Principles of Veterinary Animal Physiology. CRC Press,2026. — 290 p.. 2026
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