Pre–post change in compassion toward laboratory animals after an introductory lecture in first-year veterinary students

Abstract

This longitudinal study evaluated whether an introductory laboratory animal science lecture changes first-year veterinary students’ compassion toward laboratory animals. A pre- and post-lecture survey revealed a significant increase in total compassion scores. The educational impact varied based on students' backgrounds; for instance, significant score increases were observed in students with prior pet ownership and those without experience in animal protection activities. Improvements were notable in attitudes toward allowing natural behaviors and the importance of legal regulations. A slight decrease in some anti-compassion item scores was also observed, potentially indicating the early formation of a professional utilitarian perspective. These findings suggest that foundational education is effective in enhancing compassion, suggesting that science-based knowledge is crucial for developing the professional ethical framework essential for a “culture of care”.