Answers to Frequently Asked Questions
Sources (pdf format)
Q. Why should a pet's remains be donated to a veterinary college's EMP? Back to Top
A. As stated in the Tufts University School of Veterinary Medicine euthanasia brochure, "Donating your pet's remains to the veterinary school can be a way of letting the spirit of your pet live through the education of future veterinarians, who are being trained to heal other animals. In addition, your willingness to participate in the program supports a humane approach to obtaining resources for this training. Animal cadavers are invaluable in teaching veterinary students about animal anatomy and the skills they need to master to become competent veterinarians."1
In their euthanasia brochure, the UC Davis School of Veterinary Medicine notes, "This most honorable type of donation helps teach surgical skills to the next generation of veterinarians. Your deceased pet makes a tremendous contribution to learning by becoming a noble part of the educational process in this way. The veterinary students benefiting from medical memorial donations are deeply grateful for this type of learning. People who make such thoughtful, personal contributions by donating their pet's remains can be assured that the body of their deceased animal will be treated with the utmost respect and dignity. Providing an educational memorial is truly a profound donation, for even after death, your pet can make a lifetime contribution to the education of a future skilled and compassionate veterinarian."2
Former Tufts' veterinarian Dr. Gary Patronek says that clients have "the satisfaction of making a contribution to veterinary medical training and eliminating the need to take the life of an otherwise healthy dog for this training."3
Q. What are the ethical concerns over the current source of cadavers for veterinary schools? Back to Top
A. A growing number of veterinary students and veterinary faculty are balking at the current sources of both small and large animals for use in anatomy and surgical psychomotor skills labs. The general public is also raising ethical concerns over the practice of euthanizing healthy animals for anatomical dissections at veterinary colleges and elsewhere. Many states and municipalities have passed legislation barring acquisition of shelter animals for these purposes.
Educational memorials, in part, address ethical concerns expressed by students, faculty and the public, and further promote animal welfare. Using animals received through an educational memorial program is a valid alternative to using animals that were euthanized for reasons other than terminal illness.
Issues of concern over current sources of cadavers are divided into the following categories:
- Class A dealers
- Class B dealers
- Use of retired greyhounds
- Use of shelter animals
- Desensitization of veterinary students
1. Class A dealers
Class A dealers are one source of animals for dissection. As defined in the Animal Welfare Act, Class A dealers derive income "from the sale of animals to research facilities, dealers, exhibitors, retail pet stores, and persons for use as pets, directly or through an auction sale." Animals raised in Class A facilities are "purpose-bred": the animals are born and raised on the premises of the facility for the sole purpose of being sold to research facilities, universities, and establishments.4 Class A dealers who sell directly to research facilities (including universities) charge $500 and more per dog.5
For many years, Tufts University School of Veterinary Medicine utilized only Class A animals for their gross anatomy laboratories (Massachusetts state law prohibited the use of shelter animals for this purpose). Students and faculty alike found the killing of healthy animals for a DVM education wholly unacceptable, and the Tufts Client Donation program was developed as an alternative.
2. Class B dealers
Many of the animals used in veterinary education are obtained from Class B dealers, including biological supply companies. Class B dealers are licensed by the U.S. Department of Agriculture (USDA) to purchase animals from animal shelters (unadopted animals), other Class B dealers, auctions or private individuals who have bred and raised the animals themselves. A minority of Class B dealers can then legally resell these animals to research and educational institutions.
Serious concerns have been raised regarding the procurement, transportation, housing, and treatment of animals by Class B dealers. Although notoriously difficult to obtain, there is documented evidence that some Class B dealers have bought or sold stolen family pets, as well as fraudulently answered "free to good home" ads with the intention of selling the pets to research and educational facilities. For more information on pet theft, see the Animal Welfare Institute's web page.
In the United States, at least twenty companies supply live and/or dead animals for use in education. These biological supply companies are most often licensed Class B dealers who obtain their animals from other individual dealers. Information about the procurement and treatment of animals by biological supply companies is difficult to obtain; however, several investigations have been made into the methods of handling these animals.
In 1991, ten charges of violations under the Animal Welfare Act (AWA) were brought by the USDA against Carolina Biological Supply Company (CBSC). One of the charges questioned whether or not cats were still sentient at the time of embalming. During the hearing, two USDA veterinarians testified that several cats were still alive, but two veterinarians retained by CBSC testified that all the cats were dead when embalmed. The USDA judge ruled in favor of CBSC on the basis of their experience with and knowledge of embalming animals. CBSC was assessed a fine of $2,500 based on its failures to: maintain complete records of acquired animals, properly sanitize and maintain enclosures, adequately store animal food, and keep its premises clean and free of accumulations of trash. 6
In 1994, the World Society for the Protection of Animals (WSPA) discovered that, in Mexico, cats were being taken from the streets and killed by putting ten animals into a sack and drowning them or by affixing the sack opening to a car exhaust pipe. The bodies were embalmed then shipped to the United States for use in dissection .7 The man in charge of collecting the cats admitted that many of the cats were probably owned. The company, Preparation of Animals for Material for Scholarly Study (PARMEESA), had been supplying dead cats and other species to several U.S. biological supply companies including Fisher EMD, Delta, Frey Scientific, and Sargent Welch for over 20 years. 8
It is not certain to what extent cases such as these are representative of procurement practices in the biological supply trade. However, many observers are concerned about the potential for unethical practices in the supply industry, given the lack of regulatory oversight, the closed-door polices of the suppliers, and the potential for desensitization among animal handlers when living animals are slated to be killed and sold dead.9
3. Retired greyhounds
There is growing public concern about the fate of greyhound dogs retired from racing. According to the Greyhound Protection League, approximately 20,000 greyhounds are euthanized each year in the United States alone. The majority of unwanted greyhounds are not placed as pets because there simply are not enough homes for them all. The Greyhound Protection League reports that since 1990, there have been more than 51 media-documented cases of mistreatment of greyhounds, collectively involving thousands of dogs. These cases include greyhounds shot, abandoned, left starving in their crates, sold for medical experimentation, and even electrocuted.
In 2000, greyhound owners were shocked to find that a state licensed Wisconsin kennel operator, Dan Shonka, who they had hired to race their dogs and adopt out poorly performing dogs, was in fact selling their retired greyhounds for $300-$400 each to a cardiac research laboratory. One greyhound owner commented, "I feel raped. I came to find out a lot of these dogs I gave for adoption in June were at the research facility in July. I've been in tears all week." A USDA spokeswoman said of this case, "When buying a dog with the intent of reselling, a signature is needed from the owner that states the animal could be resold for research or education at a medical or veterinary school. Shonka did not get that approval." 10 Shonka's "scheme" of selling greyhounds lasted several years, involving hundreds of dogs. In 2003, Shonka was ordered to pay $110,000 in fines and restitution. Concern about the greyhound racing industry has prompted at least one U.S. veterinary school (Colorado State University) to halt the use of greyhounds (alive and deceased) in their curricula.
4. Shelter animals
a. Transfer of live shelter animals
The Humane Society of the United States (HSUS) vigorously opposes the acquisition of live shelter animals (unadopted animals scheduled for euthanasia) for research or educational purposes, a practice known as "pound seizure." Pound seizure is now illegal in 13 states and some localities. The Massachusetts Pound Seizure law had some influence on Tufts University's adoption of an EMP at the veterinary school; this Massachusetts law bars acquisition of both live and dead shelter animals by universities and research facilities.
Transfer of live shelter animals is increasingly becoming banned in the United States for a number of reasons. Shelter personnel argue that, in order to operate effectively, animal shelters must be seen by the public as a safe haven for lost, stray, or abandoned animals in which either a responsible, loving home or a painless and humane death is provided for those animals who are not reclaimed or whose owners can no longer keep them. Animal shelters cannot operate effectively without the confidence of the communities they serve. Giving up unadopted animals for research or teaching "undermines the whole theory of sanctuary, safety, shelter", notes John Snyder, Vice President of the Companion Animals division of The HSUS.11The concern is that people who find lost animals may be reluctant to turn the animals in to shelters, for fear that the animals may be relinquished to research or teaching facilities. This would make it more difficult to reunite pets with owners. Also, individuals who have pets they can no longer keep may avoid relinquishing them to a shelter and risk the animals being used for research or teaching purposes, and instead, relinquish them through less desirable means, such as "free to good home" ads or even abandonment.
Further, some in the animal protection community believe that veterinary schools' use of shelter animals is an exploitation of the pet overpopulation problem.
b. Transfer of euthanized shelter animals
Veterinary educators have questioned the "problem" of utilizing deceased shelter animals in the veterinary curriculum. In this day of pet overpopulation, they ask, what is the issue in utilizing this abundant supply of cadavers? To address this question, we asked the Humane Society of the United States to clarify their position on the availability of cadavers from animal shelters. In fact, the HSUS does not oppose the transfer of euthanized animals from shelters to research or educational institutions, provided that all of the following conditions are met:
First, no transactions of live animals should occur, and any animal involved must have been humanely euthanized due to either mortal illness or injury, or because no suitable home could be found for the animal within a reasonable time.
Second, animal cadavers may be transferred only when the animal's former owner has been informed of this policy and has given consent, unless the animal was received as a stray with no known owner and has been held the appropriate number of days as required by ordinance for an owner to reclaim. Full public awareness of any animal transfer policy is vital to maintaining public trust in animal shelters. Regardless of owner consent, however, shelters not wishing to supply animal carcasses to institutions should not be compelled to do so.
Third, such transfers should not involve elementary, middle or high schools. The HSUS opposes the practice of animal dissection in pre-college classrooms for numerous reasons. At the college level, The HSUS acknowledges the need for animal cadavers in veterinary training, for instance, but emphasizes the importance that any cadavers come from humanely euthanized animals and that no animals be raised or killed specifically for use in dissection.
Fourth, transfer of animals from animal shelters must never involve an exchange of money. The existence of so-called "surplus" cats is a result of the tragedy of pet overpopulation. Millions of cats are killed yearly in US shelters because there are not enough homes for them all. When there is money to be made in dealing in their carcasses, there may be less incentive for addressing overpopulation. There is also the perception that the shelter would rather gain from this tragedy than spend their monetary resources necessary to help solve it.6
There are mixed feelings among the veterinary community regarding the use of shelter animals for educational purposes. Notes Dr. Anton Hoffman of Texas A&M University, "Unfortunately, due to severe pet overpopulation, euthanasia of unadopted shelter animals is currently commonplace. Some professors in veterinary programs feel that it is not an exploitation of the pet overpopulation problem to use euthanized animals for education purposes; it is preferable to the animals' remains being incinerated or left to decompose in a landfill."12
5. Desensitization of veterinary students
There is concern among some that the euthanasia of healthy animals in veterinary education is inconsistent with the foundation of companion animal practice and may lead to less compassionate veterinarians. Some have expressed concerns that the current veterinary curriculum desensitizes veterinary students to animal pain and suffering. The BBC recently broadcast the program, "Vets learn to be hard." 13 In this program, the BBC noted that a certain tenacity and strength in character is needed to adapt to the daily stresses of a veterinarian. However, the BBC expressed strong concerns for the welfare of animals, noting that recognition of the sentience of animals is "absolutely central to a vet's job". The concern that current veterinary education practices may inure students to animal suffering has been given further credence by several studies published in reputable veterinary journals. A March 2000 article in The Veterinary Record detailed the results of a survey of veterinary students at two UK veterinary schools; the study found that students were less compassionate towards dogs, cats, and cows experiencing the sensations of hunger and pain, and the emotions of fear and boredom at the end of veterinary school than at the beginning.14 Another study, published in The Journal of the American Veterinary Medical Association (JAVMA) in 1991, found that normally expected increases in moral reasoning did not occur over the four years of the veterinary education for the students evaluated. This suggests that the veterinary medical education experience somehow inhibited moral development in these students.15 A 1999 study also published in JAVMA found that the fourth-year veterinary students appeared to be less likely to treat animals for pain than were second- or third-year veterinary students.16
An Educational Memorial Program provides the opportunity to enhance the moral development of our future veterinarians. Such professional development is already employed in human medical school programs. Dr. Goodenough, co-director of the Harvard Medical School's gross anatomy department, asks educators to consider medical students' first moments in the gross anatomy lab, which is often the students' first encounter with a dead human being. These students are about to violate a number of basic social taboos including viewing naked cadavers in mixed company, and then methodically cutting these bodies apart. Goodenough believes that the starkness of that moment makes students open to important professional and personal development. The students learn to combine detached concern, a necessary self-protection tool, with genuine empathy in a way that will best serve patients over a lifetime.17
The same opportunity to humanize students in the gross anatomy laboratory is easily translated to veterinary medicine through the Educational Memorial Program. Dr. Norman Wilsman of The University of Wisconsin, School of Veterinary Medicine, says that an EMP can "transform the gross anatomy lab from an atmosphere of starkness and mostly unemotional cutting on nameless objects to an atmosphere that includes compassion for this deceased animal that has a name, a medical history, and a referring veterinarian who provided expert and compassionate care. Rather than the isolation of the traditional gross anatomy lab with nameless cadavers from a biological supply company, we have links that extend beyond the walls of the gross lab, links to many people. We enhance the learning environment both scientifically and humanistically for students and faculty."18
Q. Which veterinary colleges have implemented EMPs? Back to Top
A: In the United States, the following veterinary colleges have implemented EMPs:
University of California at Davis
Texas A&M University
Tufts University
University of Florida
University of Pennsylvania
University of Wisconsin at Madison
Western University
These colleges are in various stages of implementing their donation programs.
Tufts University’s Client Donation Program began in 1997. As of 1999, Tufts became the first veterinary school to provide all of the cadavers for its freshmen small animal gross anatomy class of approximately 80 students solely through its Client Donation Program. As of 2001, Tufts collects 20-30 cats and 30 dogs annually for the small animal anatomy course.
Since its inception in 2003, Western University has relied exclusively on donated small and large animal acquired from local veterinary clinics. As of February 2007, they have received nearly 1000 donated cadavers.
In 2004, The University of Pennsylvania started an Educational Memorial Program. Dr. Lili Duda reports that, as of February 2007, almost 180 cadavers have been donated. Currently cadavers are being used for teaching fourth year students, interns and residents in clinical and surgical procedures in the veterinary hospital. A small number of cadavers have been used to teach a successful trial surgical skill laboratory to residents to gain information on using this as an option in an elective course for students who do not want to use purpose bred live animals. The hope is to get approval to use donated cadavers for first year anatomy lab students who do not want to use random source cadavers.
In 2005, due to the efforts of veterinary student Gwendolen Reyes-Illg, The University of Florida developed a Willed Body Program for large animals. Cadavers used for teaching in the first-year Large Animal Anatomy course can now be obtained from terminally-ill horses, ponies, and calves.
UC Davis and the University of Wisconsin currently utilize a combination of donated animals and animals procured from other sources. In a brochure on animal use in veterinary medical education, the University of Wisconsin states, "It is our goal that eventually our Body Donation Program may eliminate the need to purchase canine cadavers." 33
Texas A&M developed a body donation program in 2000 with the initial intent of receiving donations from local veterinary clinics. As of August 2006, Dr. Anton Hoffman advised that unfortunately local practitioners "didn't get on board" with their program and that they were unable to get their own veterinary teaching hospital to donate animals either. He reports that most of the dogs are obtained from area shelters, but advises that they only obtain dogs which are: 1) not voluntarily surrendered, 2) non adoptable and 3) scheduled for euthanasia. He notes that they currently receive very few private donations, but are not buying dogs from dealers. Some of their dogs are purchased (for a very nominal cost to cover transportation). There are terminal end-study animals from a research facility in Houston. 12
EMPs are also being implemented in Australian vet schools. The University of Sydney administration recently passed a college policy stating their goal was to "institute a mechanism for members of the general public to donate the bodies of their pets (dogs, cats and others) for teaching purposes, based on the model used by the Medical school for the collection of human cadavers." And further that, "resources be made available to prepare these animals adequately for storage and to create a cadaver 'bank.'"34
Q. What are the donated cadavers used for?Back to Top
A: Client donated cadavers can be used in veterinary courses that do not require live animals for instructional purposes. Perhaps the most obvious use of these cadavers is for anatomy laboratories. Donated cadavers used for anatomy instruction are embalmed and may be latexed, if preferred. Donated cadavers may also be used to develop veterinary student skills in pathology labs, surgery/psychomotor and orthopedic labs, ophthalmology, and dentistry. Cadavers used for these purposes are usually fresh or frozen and not embalmed. Where a donated cadaver is placed in the teaching program depends largely on its condition. Traumatically injured animals or animals that died or were euthanized during surgery would not be appropriate for the anatomy department's use, but could potentially be used to teach various surgical procedures.
Q. What are the educational benefits of an EMP? Back to Top
A: One educational benefit of EMPs (as compared to the use of animals from Class B dealers or shelters) is that the donated animals are a catalyst for bringing case-based learning into the curriculum. At Tufts University, each anatomy lab group is provided a complete medical history of their animal, and is further expected to prepare a short presentation for the class on the animal's medical condition. For example, if a dog suffered from intervertebral disc disease, the anatomy group could be asked to prepare a presentation on the anatomic basis of this disease. According to Tufts University's Dr. Gary Patronek, the case records of animals used for anatomy dissection are "provided to the students to make anatomy and other basic sciences more clinically relevant." Dr. Patronek further notes that Dr. Kumar, head of the anatomy program at Tufts, "believes that this personal touch makes the students more careful in their dissection since they realize they are learning on a pet that was once a loved member of someone's family."3
Providing case records is quite easy. The original medical chart can simply be photocopied (or printed if computerized), and then provided to the students after client information is blacked out. It is not necessary for the professor to summarize the animal's medical history. Reading the actual medical chart will be a valuable experience for the students.
Furthermore, the significant differences in anatomy among donated cadavers will encourage veterinary students to rotate between stations in the gross anatomy lab, rather than focus solely on their own dissection (a common occurrence in traditional anatomy labs). In this way, students expand their knowledge base not only of pathological conditions as they check out the "funny liver," "spotted kidney," and "cancerous uterus," but also the normal anatomy surrounding the pathology. Students will not graduate from a gross anatomy class with the feeling that any anatomy deviating from that which they learned on their 9-month-old black chow cadaver is automatically abnormal.
Q. What is "cadaver surgery"? Back to Top
A: Cadaver surgery is currently being utilized by many U.S. veterinary colleges to teach extensive aspects of surgical technique. Rather than perform non recovery surgeries on live animals, some veterinary colleges are opting to teach surgical techniques on cadaver animals—then later allowing students, under close supervision, to practice these techniques on animals that will benefit from the surgery.
In 1986, Dr. P.B. Jennings noted in The Journal of Veterinary Medical Education, "At present, there are no real limitations on the use of small animal cadavers in surgical training."20 Schools are discovering the veracity of his words! At U.C. Davis, students learn the following techniques on cadaver animals: "chest tube placement, emergency jugular vein access/catheterization, nasal insufflation, skin grafts, epidural injection, bone marrow biopsy, liver biopsy, feline perineal urethrostomy, and various eye procedures, to name a few."21 At the University of Illinois, students are taught instrument handling, suture techniques, surgical approaches to joints, orthopedic stabilization of limbs, and soft tissue surgical techniques on cadaver tissue. Innumerable psychomotor surgical skills can be developed on cadavers prior to performing recovery surgeries on live animals.
The benefits of cadaver surgery in teaching student veterinarians have been demonstrated at several veterinary colleges:26
Colorado State University:
"Cadavers were compared with live anesthetized dogs for their effectiveness as models for surgical training of veterinary medical students. One group of students was trained using cadavers, and a peer group was trained using live anesthetized dogs. Both groups then performed an intestinal anastomosis using a live subject. The time to completion of the procedure was recorded. The anastomoses and celiotomy closures were evaluated. Each anastomosis was isolated and pressure tested. Reviewers blindly scored each surgical team's performance based on actual inspection of the surgical site and on viewing videotapes of the procedure. The participants' attitudes toward the use of live animals in teaching and research were documented before and after training. No statistically significant differences could be detected between the two groups. The results suggest that some substitution of cadavers for live dogs in surgical training might be feasible."
"None of the participants changed their opinion about the use of live animals, but several students stated that, to their surprise, they found cadavers useful as a laboratory subject."
"We were unable to detect a significant difference between the surgical performance of the two groups in any of the categories considered. This might mean that there are no measurable differences between training with cadavers and live anesthetized dogs."
"Cadavers might well be used in preliminary skill-building laboratory exercises that culminate in live animal surgery. In such a plan, the use of live animals could be reserved for refinement of skills already obtained with cadavers or other alternative models, thus reducing the number of live animals used for surgical training."22
Purdue University:
In 1998-1999, 29 fourth year veterinary students at Purdue University were provided access to cadaver surgical laboratories in order to supplement their small animal surgical rotations. The control group of 28 students had begun their clinical rotations previously and did not have access to the cadaver laboratories. The authors found that student attitudes towards learning and participation were more favorable in the group with access to the cadaver surgeries. The authors asked:
"Why is it then that students in the experimental group (students performing cadaver surgeries) developed and maintained more positive attitudes, regardless of caseload? The cadaver laboratory probably simulated not only relevant situations, but relevant situations of appropriate difficulty. This setting allowed the opportunity for instructor, peer, and self-reinforcement following task accomplishment. … Students in the experimental group were more self-confident in performing basic surgical procedures. … Practice leads to the acquisition of skills which are directly related to the development of self-confidence."23
Tufts University:
"In the alternative laboratory program, cadavers were substituted for living dogs. The cadavers had been procured throughout the academic year from clients willing to donate their terminally ill or dead pets for education of veterinary students. Cadavers were kept in a -20 C freezer and thawed just prior to the laboratory session. As feasible, students in the alternative program performed the same laboratory procedures as their fellow students in the conventional program; they received instruction in anesthesia by caring for selected clinical cases under the direct supervision of an anesthesiology faculty member.
"Our results suggest that use of cadavers during the third-year laboratory program, when supplemented with additional clinical training during the fourth year, can provide training comparable to that provided in a conventional laboratory program."24
There is considerable question about whether non survival surgical courses will remain a part of U.S. veterinary curricula at all. The most recent survey (2004) available on animal usage in U.S. and Canada veterinary schools noted that 15 of the 27 responding schools had no terminal surgeries in the core curriculum and 11 had no terminal surgeries in elective courses.19
Terminal surgeries are being withdrawn from modern veterinary education because of "attitudinal changes on the part of students, society, and occasionally faculty."25 Notes Dr. Ann Johnson of the University of Illinois CVM, "As surgeons, we were tired of teaching a lab where dogs were euthanized."25The University of Illinois now has an entirely nonterminal small animal surgery course, utilizing models, cadavers, and survival sterilization surgeries on shelter animals.
Educational memorials will serve an important role in assisting in the development of the modern veterinary surgical curriculum, heavily reliant on a source of animal cadavers.
Q. How are the donated animals embalmed for anatomy class? Back to Top
A: At Tufts' University, disposition of the donated animal's remains within the college's teaching program is generally not determined prior to death. Therefore, all animals are heparinized prior to death (to prevent clotting of blood), although bodies destined for non-anatomy sections do not need to be heparinized. These animals are not embalmed prior to use, but are frozen. Dr. Kumar, gross anatomist at Tufts University, reports it is possible to embalm donated bodies even after 2-3 days at refrigerated temperatures. Thus, he does not need to wear a pager and "come running" each time a donation is made. Dr. Kumar is able to obtain all 30 dogs needed for small animal gross anatomy within a three month period (April-June). The Veterinary Teaching Hospital at Tufts University has over 20,000 small animal cases per year. Their embalming protocol has been fine-tuned over the course of three years.
Western University does not currently require pets to be injected with heparin prior to euthanasia and has encountered minimal complications with their cadavers. Tamara Miller, director of Western University's donation program (WAVE), notes that they have successfully embalmed cadavers that have been frozen for over 2 weeks. Ms. Miller notes that occasionally profusion is limited to a large clot, but then they direct infuse using an embalming trocar needle. An arterial conditioner and a cavity chemical solution are used to help improve the quality of the embalmed cadaver.
Q. Is the quality of a donated cadaver equivalent to a cadaver from a biological supply company or other source?Back to Top
A: There has been concern by some anatomy faculty that a donated cadaver may not embalm as well as a cadaver from another source. One of the concerns about the donated animals is that, because they are not embalmed immediately after death, the animals may have increased permeability in small blood vessels surrounding body cavities, resulting in the leakage of embalming fluids and blood pigments into these cavities. This may cause blood clots to form on serous membranes and organs. Additionally, some faculty are concerned that donated cadavers may not be as well preserved and may have fungal growth which may be harmful if inhaled.
Tufts' Dr. Kumar reports no significant difference in the appearance of body cavities between the greyhounds used prior to the donation program and the donated animals currently used. An injection of heparin prior to euthanasia prevents the clotting of blood in the circulatory vessels. Therefore, tissue perfusion with chemical fixation is in no way hindered in donated animals. Dr. Kumar reports excellent fixation with his embalming protocol. Only one of the 20 dogs used during fall semester 1998 exhibited poor fixation. (This dog had died from ethylene glycol poisoning.) All dogs in fall 1999 were well-embalmed. At Tufts, one or two dogs may have blood clots in the abdomen, but the clots can gently be washed away with a water hose and in no way impair the dissection. There have been no fungal problems with client-donated dogs; embalming fluid is usually injected into the body cavities to avoid this potential problem. Dr. Kumar notes that mold sometimes grows on the embalmed horses, but this can easily be controlled by spraying the affected area with embalming fluid. This is a standard practice in gross anatomy labs.27
At Tufts University, the anatomy department procures about five more animals from the donation program than needed, as spares. If a particular specimen is not fixed well, the spares will be used. If the spares are not used by the freshmen anatomy class, they are used by upperclassmen as review, or are saved for the following year. Dr. Kumar reports that both embalmed whole and dissected donor animals can remain usable for over one year, provided they are stored well (i.e., in closed bags to prevent desiccation).27
Q. Can the vasculature be infused with latex? Back to Top
A: Traditionally, animal cadavers bought from biological supply companies arrive with their arteries infused with red latex, and their veins with blue latex. It is also possible to infuse donated cadavers; however, there is an increasing trend among veterinary anatomists to teach anatomy on non-latex infused cadavers.
The following comments of Tufts University's veterinary anatomy instructors are illustrative: "We have intentionally opted not to double inject the donor animals for the following reasons: 1. Students should be able to recognize major veins and arteries by their individual relationships to surrounding structures and their texture, rather than color. 2. Present anatomy curriculum demands teaching the most important basic anatomy and highlighting the clinically and functionally relevant regional anatomy to the students. Having latex-injected vessels distracts the students into following every minor branch of the arteries and veins, ignoring the more important neuromuscular anatomy."1 Tufts' Dr. Kumar further explains that the medical students at Tufts University do not dissect beyond identifying axillary, brachial and radial arteries in their human cadavers. Dr. Kumar states that dissecting all branches of blood vessels should not be emphasized and students are easily able to identify major vessels and their main branches in nonlatexed animals.27
Perhaps surprisingly, the veterinary students surveyed at Tufts University agree with their instructors: "Students who dissected the double-injected commercial source dogs felt it made it easy for them to identify the veins and arteries. However, the students who were dissecting donor animals on adjacent tables felt that it was no more difficult to recognize non-latexed veins and arteries, and in fact the students realized the vessels seemed more natural. Some felt that vascular injections are not realistic."1 Western University also does not latex the students cadavers, but does provide latex injected prosections.
Q. Is it difficult to obtain a sufficient number of appropriate cadavers (i.e., intact males and females, appropriate size and body condition)? Back to Top
A: The ability to obtain the necessary number of appropriate cadavers will vary according to the caseload at the Veterinary Teaching Hospital. As an example, Tufts University School of Veterinary Medicine (TUSVM) had a caseload of 21,484 dogs and cats in 1999. Approximately 240 animals per month (canine to feline ratio was about 2:1) were euthanized at the request of the clients, and approximately 20 animals per month were donated to teaching programs. About 8% of clients who request euthanasia for their cats and dogs donated their pets' remains to TUSVM teaching programs.27
The potential problem of obtaining a sufficient number of intact males and females can be avoided by saving intact dogs for class demonstration. Prosected intact dogs can also be stored in a freezer and used for many years. Tufts' Dr. Kumar reports that students get a basic understanding of certain reproductive features (i.e., inguinal canal, scrotum, etc.) on their castrated dog and then look at the prosected animals for other reproductive structures. Dr. Anton Hoffman of Texas A&M University considers this a limitation of the donation program. "Clearly it is more difficult to obtain good numbers of sexually-intact cadavers via donation. While prosections have their place, dissecting the reproductive anatomy yourself is more beneficial than looking at a prosection." 12
There has been concern by some schools that it would be difficult to obtain appropriately sized dogs for gross anatomy through an EMP. The concern is that large dogs are more difficult to transport and store, while it may be more difficult to identify structures on exceptionally small dogs. Dr. Kumar reports that about 80% of Tufts' anatomy donations are 60-80 pound dogs. He has received dogs close to 120 pounds. He reports that students like large dogs because they are easier to dissect. He also takes smaller dogs so that the class can get an appreciation of size differences. Dr. Hoffman concurs with these sentiments. "It is good to have a large variation in animal size so that students can appreciate the often striking differences in appearance of structures in different sized animals."12
Some veterinary anatomists have expressed concern that because obesity is often a problem in client-owned animals, many of the donated dogs may be obese, thereby making dissection more difficult. Dr. Kumar reports that this is not generally the case. Most of the animals received are old, in a terminal disease state and often have very little body fat.27
If the Veterinary Teaching Hospital cannot meet the demand for cadavers, establishing an EMP involving local veterinarians will help in acquiring what is needed to meet teaching demands. Western University relies exclusively on local veterinarians as the source for their cadavers.
Q. Can an animal that died from natural causes be donated for use in an EMP? Back to Top
A: Yes. Such animals may not be used by the anatomy department. However, the cadavers could be frozen and used in cadaver surgery, psychomotor, ophthalmic or orthopedic laboratories.
Q. Can local veterinary clinics participate in an EMP? Back to Top
A: Yes, local veterinary clinics can easily participate in the donation program. These local practices should be provided with copies of the euthanasia brochure outlining the donation program and the participating veterinarians should receive a brief training course on how to appropriately offer the donation option to the clients and to answer any questions they might have about the program. They should also be provided with a supply of heparin for their clinic. Ideally, these hospitals will have ample room to store the cadavers until a person from the college picks them up. There is generally no additional cost or labor for a local practice to participate in a donation program and many veterinarians are willing to participate enthusiastically.
Some complications of this approach include:
1. Transport of the cadaver from the veterinary clinic to the college.
2. Communication between clinic and college when a body is donated.
3. Some loss of control over how the program is presented to the clients.
A benefit of including local veterinary hospitals in an EMP is the reduced potential for competition between the pathology and anatomy sections of the teaching hospital for teaching material. Some veterinary colleges are resisting implementation of donation programs because they fear the donation program will compete with necropsy cases. Including local veterinary hospitals in a donation program will allay this fear while providing the anatomy department with an alternative source of cadavers.
On the other hand, the general trend among veterinary schools is to start a donation program in association with local veterinary clinics, but eventually convert to a program run solely at the veterinary teaching hospital. Clearly there is more control over a program run directly at the college. Once the faculty at Tufts University realized that the necropsy department would not be detrimentally affected by the donation program, they switched over to obtaining all cadavers from the teaching hospital.
Western University obtains all donated animal from local veterinary clinics. They have received at least single donations from 30 different clinics, multiple donations from 10 and consistent donations from another 8. They obtain various species, including dogs, cats, horses, cows, pigs, sheep, goats, birds and rodents. As of February 2007, they have received nearly 1000 donated animals.
Q. Can the educational memorial concept be applied to large animals? Back to Top
A: Yes. Western University and the University of Florida have successfully established donation programs for large animals.
In 2005, due to the efforts of veterinary student Gwendolen Reyes-Illg, The University of Florida developed a Willed Body Donation Program for large animals. Cadavers used for teaching in the first-year Large Animal Anatomy course can now be obtained from terminally-ill ponies. A full report about the establishment of the University of Florida program here [LINK]. The school has sent out letters and a brochure [LINK] to over 500 Florida equine veterinarians announcing the program. The school will try to expand the program to include calves who have died or been euthanized for medical reasons. Upon admission of its first class of students in 2003, Western University immediately incorporated large animals into their program. Donated large animals include horses, cows, pigs, goats, sheep and camelids.
Due to the size of the animals, establishing a large animal donation program is more challenging. Adequate storage space is needed and transportation of the animals is more difficult. Embalming is also more challenging as the intestinal tract of horses degrades very quickly. To help with these problems, at the University of Florida donated animals must be under 750 pounds. Also, ponies with certain medical conditions due to concern for infectious disease spread or difficulty embalming. At Western University, donations are taken on an as needed basis due to limited storage ability. If a horse is euthanized due to colic, only parts of the horse are used rather than embalming the entire animal. With equine/hoof stock donations, the travel distance radius is shortened to 20 miles (rather than 40 miles for small animals) due to the quick degradation of the intestinal system.
Q. How can the availability of an EMP be announced to clients? Back to Top
A: A euthanasia brochure [LINK] and letter [LINK] announcing the program can provide relevant information directly to the client and to local veterinarians. The school may want to consider both web page advertisement and a press release to announce the launch of a newly established program.
Q. At the time of euthanasia, how can the EMP be offered to the client tactfully? Back to Top
A: The decision regarding body donation should not in any way be coupled to the medical and ethical decision regarding euthanasia of a pet. At Tufts University, "It is only after the decision to euthanize the pet is made by the client in consultation with the attending veterinarian that the options regarding disposal of the body are typically discussed."3 Further, it is not mandated by veterinary colleges with donation programs that the donation option be offered to every client. Due to the sensitive nature of the decision to euthanize a companion animal, discussion of the donation option is left to the discretion of the clinician.
Including the donation option in a euthanasia brochure (see Sample Euthanasia Brochures for examples) facilitates discussion of the educational memorial option with clients. Clinicians should be trained to present this option tactfully and compassionately to their clients. Ideally, clinicians and fourth-year veterinary medical students should go through a training class with grief counselors on how to present this, and other euthanasia options, to the clients.
Another possible option is to introduce the issue of body donation upon first contact with the client. Notes Texas A&M University's Dr. Anton Hoffman, "It may be a good idea to make clients aware of the Body Donation Program when they first acquire their pet. By making clients aware of the program at a time when their pet is healthy, they will already be knowledgeable of the program in the event that their pet becomes seriously ill."12As part of a routine entry form filled out at the receptionist's desk, one of the many questions about the health habits and medical conditions of the client's companion animal might be: "In the unfortunate event that your animal becomes terminally ill, do you have a preference to the disposition of your pet's body?" Options will include simple disposal, cremation, body return, and of course the donation program. Notes Tufts University's Dr. Gary Patronek, "An advantage of the printed list is it streamlines the process for the clinician, and in some cases may make the discussion easier."3 One of the advantages of providing this list of options to the client while their pet is healthy is that it encourages the client to discuss body donation with their veterinarian early on, without the emotional stress that occurs at the time of euthanasia.
The cost of euthanasia is generally waived for clients donating to this program. However, to avoid the undesirable appearance that the donation program is being "marketed", this should not be mentioned prior to the client making a medical decision regarding their pet.
Q. How do you document the transition of a companion animal into an EMP? Back to Top|
A: Clearly, a valid Client/Doctor/Patient relationship must exist to best advise clients at the time of euthanasia. Should the client choose the donation option, written relinquishment is an obvious requirement. The "chain of evidence" that follows these first steps is noteworthy. After the decision is made to donate the pet's remains, a client consent form will need to be completed. If the students will have access to the animal's medical records, the case history (with priority-restricted client information removed) may need to stay with the cadaver. One means of identification of the body could be a numbered ear tag. Of course this number should also link to a database of client donated animals, complete with medical histories and client information. The disposition of the animal should be known and documented at all times. Documentation is especially important if ashes of donated animals are going to be returned to the clients, as is the case at Western University.
Q. How can the veterinary college memorialize the animals? Back to Top
A: A veterinary college and its veterinary students may wish to honor or recognize clients who donate their companion animals to an EMP. Such issues of how to acknowledge the memory of the animal's life may best be addressed by grief counselors at the college. It is imperative that donation consent forms clearly have an option whereby the client may elect to remain anonymous. While some client's do not mind being recognized, others may wish to remain anonymous and it is crucial to the success of the EMP that these wishes be respected. Certainly many creative and meaningful ways to memorialize the animal can be explored. Suggestions include a memorialization quilt or wall. The college may want to send sympathy or thank you cards to the participating clients. Of course perhaps the most important way to honor the animals' lives is for the veterinary students to learn as much as possible from them to benefit future animals.
At the University of Florida, the Dean of Students and Instruction sends an official letter of appreciation at the time of donation. At the end of the Large Animal Anatomy course, students who learned from the donated cadaver send a specially designed card expressing appreciation and condolences. The card features artwork created by the veterinary student instrumental in developing the donation program. The back of the card reads: "This artwork was created by veterinary student Gwendy Reyes-Illg in honor of the compassionate donors who make the Willed Body Program possible and the horses and ponies who live on through the knowledge they give to future veterinarians."
At Western University, at the beginning of each academic year they have a memorial service to honor and give thanks to the owners and beloved pets that have given this selfless gift. At the time of donation the owner has the option to receive condolence contact. If they choose this option, a thank you letter [link] is sent and they are offered the option of writing a story and submitting a photo of their beloved pet to be printed in the College's quarterly publication, The Outlook. In this publication there is a segment "Always in Our Hearts: Stories from the W.A.V.E. Program." This is a wonderful way to memorialize as well as let everyone in the community know their pet's unique story.
The college may also wish to return the ashes (should state laws allow). At Western University, all animals are ultimately cremated (certain large hoof stock must be rendered in accordance to state law). At time of donation the owner is given the option of private cremation with ashes returned to them; some restrictions apply and at this time the option is only offered for non livestock pets 60lbs and under. All costs of this option are covered by the program. They are also looking into other ways for pets to be memorialized, such as a brick memorial walkway with animal's names on the bricks.
Q. How is the euthanasia different if an animal's remains are being donated? Back to Top
A: If a client decides to donate their pet's remains to the veterinary college, heparin is sometimes given intravenously immediately prior to injection of the euthanasia solution. Heparin will prevent blood from clotting and will facilitate subsequent preservation with formalin. Tufts University School of Veterinary Medicine gives all client-donated animals 100,000 units of heparin. The drug does not hurt or distress the animal. Other schools do not require heparin to be given prior to euthanasia.
Q. Are there any other precautions in establishing an EMP? Back to Top
A: Yes, other precautions in establishing an EMP include:
1. Schools with EMPs should ensure that word does not get out that their program is a means of no-cost euthanasia. People may bring ill (but medically treatable) or unwanted pets or stray animals to the teaching hospital seeking a financial break. A valid Client/Doctor/Patient relationship and clear explanation of the program should eliminate this potential problem.
2. As with human donation programs, one must be cautious that the veterinary medical students do not encounter their former loved ones in the anatomy lab. (This has happened with human body donation programs, and is understandably traumatic). This possibility is not unlikely in that many veterinary colleges are located in relatively rural and isolated communities (land grant universities). One of the ways of potentially preventing this is to ensure that the last names of pets do not match the last names of students in the anatomy class.
3. The educational memorial is a unique and special option to be offered to clients after the decision of euthanasia has been made. It is very important that the program is not in any way "marketed" to the client prior to the client's decision on euthanasia. A client could clearly and justifiably be upset to think a veterinary college might be soliciting the body of a companion animal prematurely. Also, the client should not be coerced into the donation of a pet's body simply for financial reasons. Thus, waiver of the euthanasia fee is best if divulged to the client after the client has decided to donate the pet's remains to the program.
4. The veterinary college must keep all lines of communication open with the public regarding the educational memorial. In no way must clients feel they are donating their pets to experimental research programs. The University of Wisconsin School of Veterinary Medicine makes the distinction very clear on their Body Willed Donation Program client consent form: "I, the undersigned, certify that I am the owner of the above described animal. I hereby authorize that, upon the death of my animal, its body may be used in the interest of furthering the education of veterinary medical students … Bodies received as part of the anatomical gift program will be used only in conjunction with instructional programs of the School, and will not be used for investigational or research purposes." 31
5. In order to establish a successful EMP, both the basic science faculty (e.g. anatomy and surgery instructors) and the hospital clinicians must work together and support the program. The responsibilities of the different faculty members must be worked out prior to establishing an EMP.
6. Some veterinary colleges actually require their clients to give up deceased animals to the necropsy section of the teaching hospital (or pay a fee). In this case, the veterinary college may need to change its procedures more significantly than a school without this requirement. Clearly, a cadaver that has been necropsied cannot subsequently be embalmed by the anatomy staff. Such a school may want to either reevaluate the requirement to necropsy all cases or look into working with local veterinary hospitals to obtain cadavers.
7. Some veterinary college administrators are concerned that their clinical staff veterinarians would be unwilling to ask clients to consider the educational memorial option. This was a small problem at the initiation of the Tufts' Client Donation Program: "It was discovered that the program to collect client-donated cadavers had not been started when promised, because some faculty believed that it was insensitive to ask clients to donate their pets' remains. …Fortunately, the administration stepped in; a client-donated cadaver program was begun and the alternative laboratory proceeded. As it turned out, many people were willing to donate their pets' remains and were pleased to have helped spare the life of another animal."32 Certainly, administrators cannot force their clinicians into offering this program to their clients at the time of euthanasia; the best that can be done is to persuade clinicians that many pet owners will be heart-warmed by the offer.
Q. Does an EMP require extra staff? Back to Top
A. Dr. A. Kumar, head anatomist at Tufts University reports, "The Client Donation Program is no more labor intensive than procuring the animals by other, more traditional methods such as purchasing purpose-bred animals."1 Under less than ideal circumstances Dr. Kumar has made a success of Tufts' Client Donation Program. For the first few years, Dr. Kumar embalmed all donated animals himself while serving as course instructor for both small and large animal gross anatomy as well as maintaining a research program. In addition, until 2000, Dr. Kumar had to split his activity between two campuses 40 miles apart. In recent years, Dr. Kumar has employed 2 or 3 students part-time to assist in embalming donated animals. He reports that it only takes one day to train a student to embalm cadavers.
According to Dr. Kumar, there are no problems associated with embalming donated bodies 2-3 days after euthanasia, as long as the cadavers are refrigerated. Therefore, the staff does not need to be available on short notice to pick up donated cadavers at the teaching hospital or local clinic. It takes about two hours to embalm one dog. If a school has several perfusion pumps, several dogs can then be prepared over a short period of time. It is important to note that, depending on the school's need, anatomy technicians may not have to acquire cadavers year-round to fulfill the anatomy laboratory's teaching needs. Dr. Kumar is able to obtain all 30 dogs needed for small animal gross anatomy within a three-month period (April-June).27
At Western University, 2 staff members manage the donation program on a daily basis while also handling other duties. There is a steering committee of 7 members that assists in determining suitability of possible donors and the future of advancement of the program, as well as handling any ethical dilemmas or questions should they arise.
Q. What are the costs associated with implementing an EMP? Back to Top
A: Within a short period of time, an EMP will save the veterinary college money. The cost of running a donation program is less than that of obtaining cadavers from a biological supply company, and comparable to the cost of an in-house embalming operation using animals from another source (e.g., animals from shelters, purpose-bred animals, or retired greyhounds). The majority of veterinary schools already own embalming equipment for large animal anatomy and thus will have minimal start-up costs in implementing a donation program. If the veterinary college does not embalm animals on-site to begin with, there will be modest costs to obtain the embalming chemicals and tools, depending on the set up and number of animals. Other costs include production of client brochures and possibly an extra form for clients to sign over the pet's remains, as well as transport costs if local veterinary hospitals are included in the donation program. Dr. A. Kumar, head anatomist at Tufts University, estimates that an EMP costs approximately $4000 to initiate (assuming the school owns no embalming pumps, etc.) and about $2000 to maintain annually thereafter.27
The component costs associated with a donor program include:
1. The lost revenue from waived euthanasia fees at the veterinary school clinic (about $50 per animal).
2. Peristaltic pumps: about $600 each (2 or 3 pumps will be sufficient).
3. Embalming fluid: 55 gallons of embalming fluid costs approximately $500, and embalms 20 dogs when diluted 1:4 as per protocol ($40 / dog).
4. Brochure production; ($1000; may be covered by an animal protection agency's financial support or a scientific grant)
5. Occasional student assistance of anatomy technicians (Tufts paid student workers $8/hr).
6. Freezer storage space, if cadavers are used for educational purposes other than anatomy (cost varies widely based on need).
Dr. Kumar estimates about $20 is saved per dog by the donor program compared to the cost of an embalmed dog from Nasco or Carolina biological supply companies, even factoring in start-up costs.27
Q. Will an EMP cause a reduction in the number of necropsy cases at colleges of veterinary medicine? Back to Top
A: All veterinary students complete a rotation through the necropsy lab during their fourth year of veterinary school. Some veterinary school pathologists fear an EMP would remove valuable teaching material from the necropsy rotation. Dr. Richard Jakowski, Associate Professor of Pathology at Tufts University, reports that Tufts has no conflicts with the EMP in this regard. Tufts averages 400-500 necropsy cases annually with 8 - 12 cases per week. Dr. Jakowski notes that this is more than adequate for teaching the fourth year students. 28
Tufts' Dr. Gary Patronek states that it is a "safe bet in any teaching hospital that there is no shortage of euthanized animals."29 In light of this, it is up to individual clinicians in the teaching hospital to convey the educational importance of donating deceased animals to either the pathology department or the donation program. If an EMP does legitimately compete with necropsy cases, including local veterinary hospitals in a donation program will provide the anatomy and surgery departments with additional donated cadavers, while not affecting necropsy caseload.
Q. Can the educational memorial concept be applied to undergraduate anatomy laboratories? Back to Top
A: With its potential ethical, educational and economic benefits, the educational memorial concept can advantageously be extended to the undergraduate level.
Q. Who can help provide answers to additional questions? Back to Top
A. The following persons have agreed to help answer questions about EMPs:
Lori Donley, DVM
E-mail: ldonley@peoplepc.com
Linnaea Stull, DVM
E-mail: linnaeastull@yahoo.com
Dawn McPherson
Research Assistant, Animal Research Issues
The Humane Society of the United States
E-mail: dmcpherson@hsus.org
The following veterinary school professors and staff have agreed to help answer questions about EMPs:
Lili Duda, VMD, MBE, DACVR(RO) Rosenthal Imaging and Treatment Center University of Pennsylvania School of Veterinary Medicine 3900 Delancey StreetPhiladelphia, PA 19104-6010 E-mail: dudal@vet.upenn.edu Tel: (215)898-5448
A. M. Kumar, BVSc, MVSc, MS, Ph.D.
Professor, Biomedical Sciences
Tufts University School of Veterinary Medicine
200 Westboro Road North Grafton, MA 01536
E-mail: m.kumar@tufts.edu
Tel: (508) 839-7967 FAX: (508) 839-7969
Tamara Miller
W.A.V.E Director/MDC Supervisor
Western University of Health Sciences
College of Veterinary Medicine
309 E. Second St.
Pomona, CA 91766
E-mail: tsmiller@westernu.edu
Tel: (909)469-5597 FAX: (909)469-5635
Gwendolen Reyes- Illg
University of Florida College of Veterinary Medicine
Campus Box 100125
2015 SW 16th Ave
Gainesville, FL 32610
E-mail: myschen@ufl.edu
Norman J. Wilsman DVM, Ph.D.
Associate Dean for Research and Graduate Training
University Wisconsin-Madison, School of Veterinary Medicine
2015 Linden Drive West Madison, WI 53706
E-mail: wilsmann@svm.vetmed.wisc.edu
Tel: (608) 263-1008 FAX: (608) 265-6748
