BackgroundThe One Health (OH) concept, formerly referred to as ‘One Medicine’ in the later part of the 20th century, has gained exceptional popularity in the early 21st century, and numerous academic and non-academic institutions have developed One Health programs.ObjectivesTo summarize One Health training, research, and outreach activities originating in North America.MethodsWe used data from extensive electronic records maintained by the One Health Commission (OHC) (www.onehealthcommission.org/) and the One Health Initiative (www.onehealthinitiative.com/) and from web-based searches, combined with the corporate knowledge of the authors and their professional contacts. Finally, a call was released to members of the OHC's Global One Health Community listserv, asking that they populate a Google document with information on One Health training, research, and outreach activities in North American academic and non-academic institutions.ResultsA current snapshot of North American One Health training, research, and outreach activities as of August 2016 has evolved.ConclusionsIt is clear that the One Health concept has gained considerable recognition during the first decade of the 21st century, with numerous current training and research activities carried out among North American academic, non-academic, government, corporate, and non-profit entities.
The COVID-19 pandemic exemplifies a One Health issue at the intersection of human, animal, and environmental health that requires collaboration across sectors to manage it successfully. The global One Health community includes professionals working in many different fields including human medicine, veterinary medicine, public health, ecosystem health, and, increasingly, social sciences. The aims of this cross-sectional study were to describe the involvement of the global One Health community in COVID-19 pandemic response activities. One Health networks (OHNs) have formed globally to serve professionals with common interests in collaborative approaches. We assessed the potential association between being part of an OHN and involvement in COVID-19 response activities. Data were collected in July-August 2020 using an online questionnaire that addressed work characteristics, perceived connection to OHNs, involvement in COVID-19 pandemic response activities, and barriers and facilitators to the involvement. The sample included 1,050 respondents from 94 countries across a range of organizations and work sectors including, but not restricted to, those typically associated with a One Health approach. Sixty-four percent of survey respondents indicated involvement in pandemic response activities. Being part of an OHN was positively associated with being involved in the COVID-19 response (odds ratio: 1.8, 95% confidence interval: 1.3–2.4). Lack of opportunities was a commonly reported barrier to involvement globally, with lack of funding the largest barrier in the WHO African region. This insight into diverse workforce involvement in the pandemic helps fill a gap in the global health workforce and public health education literature. An expanded understanding of the perceived roles and value of OHNs can inform targeted interventions to improve public health education and workforce capacity to prepare for and respond to public health emergencies.
Zika virus and the critical need for yellow fever vaccines have recently emphasized the poignant need for a One Health paradigm shift at all levels of academic, corporate, food production, lawmaking, public policy, and research systems. oAdditionally, the world must soon feed the projected 9 billion people expected to populate its surface without causing further global destruction. Many scientists and One Health advocates believe that a One Health approach and application is the planet's 'Ray of Hope' for the future because they see as unsustainable our current ways of doing business in professional 'silos'. In addition to human, veterinary and environmental health specialists joining hands, we need anthropologists, chemists, ecologists, educators, engineers, private industry, social scientists, etc. to all work in interactive One Health systems and thinking. This will require conjoined concerted effort. Over the past decade there has been increasing recognition of just how much can be learned at the interface of human, animal, environmental and plant domains. From heart transplants to management of psychiatric disorders to prosthetic limbs, cancer treatments and vaccine development, tremendous knowledge can be gained when we create opportunities for trans-professional interactions of researchers and clinicians. This presentation will share a very brief historic context for global efforts to resurrect this very old concept, give an update on current happenings in the One Health 'movement' and give examples of how One Health thinking is advancing comparative medicine and translational research.
Introduction: Biodiversity is inextricably linked to human health. As an important area of research of the Convention on Biological Diversity and a key avenue for the dissemination of biodiversity and health knowledge, we investigated how well-embedded biodiversity and health interlinkages are in institutional higher education offerings.Methods: Using One Health education programs as a starting point, we collected a global list of institutions potentially carrying out education in the links between biodiversity and health through previously published research, academic partners of global conglomerates, and our own networks. We then analyzed the offerings from these institutions to determine the degree of integration of biodiversity and health interlinkages.Results: We found 105 educational offerings in biodiversity and health interlinkages from 89 institutions in 30 countries. These were primarily found in faculties of public health, veterinary sciences, and medicine, with varying degrees of coverage of the interlinkages.Conclusion: Education incorporating the links between biodiversity and health exists globally, but should be more widely integrated, particularly through inter-faculty and inter-institutional collaboration.
A previous concept paperpublished in this journal and a Press Release in June 2016 focused on the importance of raising awareness about the UN-2030 Sustainable Development Goals (SDGs) and, in particular, developing a better understanding about the critical need to ensure the sustainability of people and the planet in this decade and beyond. A recurring theme that weaves through the literature and practical realities is that education presents the best option for ensuring a sustainable future– one that encompasses the health and well-being of humans, animals and the environment (One Health!). To this end, the One Health Education Task Force (OHETF), led by the One Health Commission in association with the One Health Initiative, agreed to conduct an online survey and conference in the fall of 2016to engage interested colleagues in a discussion about the possible application of One Health in K-12 (or equivalent) educational settings. Seventy-six people from around the world participated in the survey which focused on basic concepts, values and principles associated with One Health and Well-Being. Input was sought on the various ways that One Health intersects with the UN Sustainable Development Goals and how they might work together toward common objectives.Questions also explored the why, how, and where One Health could be incorporated into K-12 curricula, and who should be involved in creating this new curriculum. The survey also addressed the challenges that might be encountered in gaining support, funding and implementing a One Health and Well-Being curriculum globally. Overall, there was a great deal of agreement among participants as to the priorities and major challenges that would be encountered in moving this initiative forward and, most importantly, that this type of initiative is greatly needed. The online conference involved twenty-five participants, including ten who had also participatedin the survey, and others who had shown interest in previous publications and presentations on this topic. The conference was designed to present the results of the survey and conduct a more in depth discussion about potential curriculum development designs, funding sources, and implementation challenges. Five strategies were presented for K-12 One Health curriculum innovation, from teacher training programs and grants, to the development of a digital sharing network and knowledgebase. Funding options were discussed and included multi-national organizations such as the United Nations and World Bank as well as large foundations that have funded major change initiatives in the past. Critical points were made regarding the scope of this initiative and the need to integrate any curriculum with the diverse needs of local people, their cultures, and the particular One Health challenges facing their region. Importantly, a “Community of Practice” model was put forward as a means to support and promote the goals of One Health teaching and learning in a meaningful and supportive way for the benefit of all involved. This survey and conference provided valuable external input and support for the OHETF’s proposal to develop a global K-12 One Health -themed educational initiative. The perspectives reported here are also a useful account of the progress we have made as a One Health community in consolidating our values and principles so that they can drive meaningful change initiatives such as that being proposed.
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