Introduction In a remarkably large number of courses, and for the acquisition of specific skills related to the vet- erinary profession, undergraduate students have been traditionally involved in animal-based practi- cal classes. Only during the last two decades has there been an attempt to replace these classes with alternative approaches, as animals deserve equal protection whether they are used in research or for educational purposes. This is clearly stated in the recent EU Directive 2010/63/EU, where it is emphasised that “The use of animals for scientific or educational purposes should therefore only be considered where a non-animal alternative is unavailable” (1). A substantial number of alternatives have now been developed, and some of them are already in use in veterinary education. These include multi- media computer simulations, interactive digital videos, training models, manikins, ethically- sourced animal cadavers, and clinical case-based practice (2–6). Due to the current legislation and the plethora of resources, it is advisable that the availability of alternative teaching methods is fully explored by educators when they design practical classes within various life science courses, includ- ing veterinary medicine. Occasionally, similar approaches are part of university policies, and var- ious tools have been designed to facilitate compli- ance with this search requirement (7). Undoubtedly, the implementation of the Three Rs (Replacement, Refinement and Reduction) in research and education is fundamental nowadays. However, in Italy, recent publications suggest that only few educators are actively involved in teach- ing with tools based on alternatives to animals (5, 8). As a consequence, students attending life sci- ence courses in Italy are generally ‘under-exposed’ to the Three Rs concept and related topics (5, 8). Similar concerns apply to Greece, where, although alternative methods in veterinary and medical education have been recently reviewed (9), little is known about how often students are exposed to these educational tools (10). In a study conducted in 2010, Italy, France and the Former Yugoslav Republic of Macedonia (FYRM) were among the countries with the lowest use of computer-based alternatives (both commer- cially-available and freeware) in higher education (11). Potential barriers that were recorded and contributed to this finding included: lack of resources in the local language, difficulty in obtaining funding and resources, and failure of the Student Perspectives on the Use of Alternative Methods for Teaching in Veterinary Faculties Magda Sachana, 1 Alexandros Theodoridis, 2 Cristina Cortinovis, 3 Fabiola Pizzo, 3 Evaggelos Kehagias, 1 Marco Albonico 3 and Francesca Caloni 3 1 Laboratory of Biochemistry and Toxicology, Faculty of Veterinary Medicine, Aristotle University of Thessaloniki, Thessaloniki, Greece; 2 Laboratory of Animal Production Economics, Faculty of Veterinary Medicine, Aristotle University of Thessaloniki, Thessaloniki, Greece; 3 Università degli Studi di Milano, Department of Health, Animal Science and Food Safety (VESPA), Milan, Italy Summary — The use of alternative methods for teaching purposes is gradually increasing in higher educ- ation. In order to evaluate the usefulness of non-animal based practical classes in veterinary science, and to inform on possible benefits and limitations of these teaching tools, a questionnaire was designed and distributed to students. Although there was no complete agreement among the student responses, it was apparent that the majority of the students would like traditional training methods to be paired with alter- native approaches, and expressed their desire to be exposed to as many humane modes of learning as pos- sible. In addition, the students agreed that alternative teaching methods for training in veterinary science can reinforce existing knowledge that is required at the clinical stage, and that they can be effective sup- plements to traditional training methods. It was also concluded from the study that the use of new alter- native approaches is very much appreciated by the students, whereas the validity and effectiveness of these methods are debatable, suggesting that further optimisation, proper application and evaluation of these alternative methods is required. Key words: alternatives, education, students. Address for correspondence: Francesca Caloni, Department of Health, Animal Science and Food Safety, Università degli Studi di Milano, Via Celoria 10, 20133 Milan, Italy. E-mail: francesca.caloni@unimi.it ATLA 42, 223–233, 2014 223