Pilot Study on U.S. Medical Student Attitudes and Knowledge Toward Animal Use in Preclinical Experimentation and Medical Education

Written by Donya Mand, M.D.
March 2025

Many studies examining medical students’ attitudes toward animal use in research and medical education are decades old^1,2 and fail to reflect modern perspectives. Even recent studies^3–6 lack comparability due to inconsistencies in survey questions,^3–6 heterogeneity in population specialties,^3,4 or geographic location.^3,5 The field needs contemporary, in-depth, and replicable survey designs.

Medical students receive little to no formal education on the role of animals in preclinical research, despite the critical need for them to understand both translational medicine (“bench to bedside”) and the bioethical implications of the use of animals in medical research. Additionally, many students are unaware of the implied expectation to use animals in medical education, such as in suture labs or surgical/procedural simulation models, once they enter graduate medical training. Beyond this lack of awareness, there is a gap in the scientific literature exploring these topics.

Understanding future medical professionals’ perspectives and knowledge of the use of animals in medical education and preclinical research is crucial for identifying potential areas for education reform. We conducted a pilot study to evaluate survey methodology and gain insight into U.S. medical students’ perceptions, experiences, and knowledge of animal use in research and education (see the full survey here).

Demographics, Attitudes, and Perceptions

Our survey examined key demographic factors influencing students’ opinions, including the state where they attend medical school, their year of study, and whether they were pursuing dual degrees such as an MD/PhD. An important component often overlooked in other studies is whether prior experience with animal use in preclinical research or medical training shapes students’ current attitudes.

Consistent with past studies, we surveyed students to assess their perceptions of the role of animal-based research in the development of treatments for human diseases.¹^,⁴^,⁵ We also asked their opinions on non-animal methods, including their trust in these methods, whether their viewpoints would change depending on their availability, and their support for phasing out animal use.

We sought to determine whether students had ever declined to participate in medical education that used animals due to religious or ethical concerns. Given the hierarchical structure of medical education, students may hesitate to voice objections for fear of being perceived as unenthusiastic, lazy, or difficult. Understanding when these objections arise is valuable for medical educators in developing an inclusive curriculum that prevents potential moral injury. Some students may oppose all animal use, while others may have species-specific concerns. For example, medical students from certain cultural or religious backgrounds may refuse to participate in medical training using pigs, while others may object to using dogs due to their familiarity as companion animals.

Some countries have already recognized the importance of protecting students’ right to object to the use of animals in medical research and education. In Italy, laws establish medical students’ right to exercise conscientious objection to animal use in research and education without suffering discrimination.³ Additionally, Italian medical students are legally entitled to use non-animal techniques that allow them to meet educational goals.³ However, a study conducted in Italy found that medical students were largely unaware of their right to refuse participation in experiments using animals.³ The authors suggest that inadequate knowledge of students’ rights to contentious objection could lead to personal conflict regarding morality, religion, or beliefs.³ Further, the authors state that informing students about their right to object to the use of animals could increase interest in non-animal techniques.³

Knowledge Assessment

To identify gaps in knowledge, we asked medical students to assess the following*:

Public opinion regarding the use of animals in research
The origins of animals used in research and education
Regulatory requirements for the use of animals in preclinical drug testing
The percentage of animals used in experimentation who are covered under the Animal Welfare Act
The success rate of drugs transitioning from preclinical animal testing to the market

This mix of questions helps us determine the extent of misinformation or false assumptions medical students hold regarding the use of animals in research and education. Understanding students’ current level of knowledge will help refine future curricula, ensuring they receive more accurate, evidence-based information about preclinical research methodologies.

By providing students with a comprehensive understanding of preclinical research that uses animals, we can better equip them to assess the merit of such research and its future translatability to clinical practice. Further, educating students on animal welfare and public perception of these issues will instill a sense of responsibility to uphold transparency, scientific integrity, and ethical accountability.

Implications and Future Directions

While the results of this pilot study are not broadly generalizable, the exercise provided valuable insight into how to develop future surveys assessing medical students’ perceptions of animal use in education and research. For example, instead of combining the topics of preclinical research and medical education, it would be best to conduct these surveys separately. While both topics should include demographic questions, reducing the number of questions overall can help mitigate survey fatigue and increase participation. Medical education surveys would benefit from the incorporation of more knowledge-based questions specific to the use of animals in training. Further, the phrasing of perspective-based questions should use neutral language to avoid binary choices and allow for more open-ended options. In this vein, encouraging comparative analyses rather than implying a predetermined conclusion will reduce bias and provide clearer results.

By understanding students’ opinions on animal use, their perceptions of the reliability of non-animal methods, and their level of knowledge regarding animal use in these fields, we can help educate future medical professionals on the highest-quality, human-relevant research and simulation training models—empowering them to make informed choices about their education and career paths.

*Sources for measuring the accuracy of student responses:

References

¹Padmavathi R, Maruthy KN, Borghona S, Vaz M. The perceptions of first-year medical students on animal and human experiments in physiology. Indian J Physiol Pharmacol. 1998;42(1):127-130.
²Willis LR, Besch HR. Effect of experience on medical students’ attitudes toward animal laboratories in pharmacology education. Acad Med J Assoc Am Med Coll. 1995;70(1):67-69. doi:10.1097/00001888-199501000-00017
³Baldelli I, Biolatti B, Santi P, et al. Conscientious objection to animal testing: A preliminary survey among Italian medical and veterinary students. Altern Lab Anim. 2019;47(1):30-38. doi:10.1177/0261192919840452
⁴Beversdorf DQ, Adams NR. Attitudes toward animal research among medical students in the United States. J Am Assoc Lab Anim Sci. 2020;59(2):120-126. doi:10.30802/AALAS-JAALAS-19-000125
⁵Tekulapally K, Padmavathi V. Knowledge and attitude of medical students toward animal research and welfare – A cross-sectional study. Assoc Physiol Pharm Pharmacol. 2021;11(3):257-262. doi:10.5455/njppp.2021.11.09248202030102020
⁶Daly SC, Wilson NA, Rinewalt DE, Bines SD, Luu MB, Myers JA. A subjective assessment of medical student perceptions on animal models in medical education. J Surg Educ. 2014;71(1):61-64. doi:10.1016/j.jsurg.2013.06.017

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Pilot Study on U.S. Medical Student Attitudes and Knowledge Toward Animal Use in Preclinical Experimentation and Medical Education