Development, implementation, and evaluation of a novel multidisciplinary one health course for university undergraduates

Linder, Deborah E.; Cardamone, Carie; Cash, Sean B.; Castellot, John J.; Kochevar, Deborah T.; Dhadwal, Shuchi; Patterson, Ellen Tate

doi:10.1016/j.onehlt.2019.100121

Cited by 15 publications

(27 citation statements)

References 17 publications

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“…Training and education are especially needed for medical professionals early in their careers 47 . In accordance with that the United States' Centers for Disease Control and Prevention has named OH an essential focus area for higher education 48 . Togami et al found that OH training improves preparation for disease outbreaks, it helps facilitating cooperation which in turn improve problem solving, and it helps overcoming logistical barriers more easily 49 .…”

Section: One Health In Medical Curriculamentioning

confidence: 82%

Wake-Up Call for Action: The Current Situation of Public, Global and One Health Education during Medical School in Times of Globalization and Increasing Health Threats: A review

Sapoutzis

Corazza

Wijnen-Meijer

2022

MRAJ

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Public, Global, and One Health are individual approaches to health that partly influence each other and all are becoming increasingly important in medical education. ‘’Public Health’’ is an approach to protect and improve health of a population. Nevertheless, most health threats are transcended national boarders, so the “Global Health” approach is becoming increasingly relevant. The holistic approach "One Health" goes even further: in addition to human health, animal health and the environment must also be considered. All these approaches are influenced by globalization, the increasing immigration and the occurrence of pandemics. Accordingly, it is the responsibility of higher education institutes to integrate health approaches in their curriculum to train future physicians to meet the demands of their patients and the population. This review reflects the current situation of the mentioned approaches in medical education in different countries from which data are available. The research shows that there exists a wide range of Public Health programms, but they are rarely assessed and only a small number of degrees programes is offered for physicians. In contrast to this, Global Health activities during medical education are more reported, and the main providers for Global Health education are medical schools. The necessity to implement One Health topics in medical curriculum is seen by many organizations, but there are just a few publications about the implementation in medical education available. The main issue in educating health approaches is a missing standard; the dissent of competences, which are relevant to future practical use; the curriculums are oversaturated; and a lack of expertise to the topics. For the future there is a need to implement health approaches into the core curriculum of medical education. Therefore, it is a possibility to integrate the subjects into existing activities and to use didactic concepts, such as clinical rotation, problem-based learning, or case-based learning. In addition, interprofessional work and partnerships between medical and Public Health communities must be improved. Public, Global, and One Health education requires a structured and comprehensive curriculum that ensures adequate training of medical students in an increasingly globalized world and diversified patient population.

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Section: One Health In Medical Curriculamentioning

confidence: 82%

Wake-Up Call for Action: The Current Situation of Public, Global and One Health Education during Medical School in Times of Globalization and Increasing Health Threats: A review

Sapoutzis

Corazza

Wijnen-Meijer

2022

MRAJ

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“…A clinician typically examines a patient in an isolated and controlled environment but must possess the skills to understand that human–environmental interactions may have contributed to the aetiology of a disease. Hence, there is a growing consensus within the community of medical educators that the concept of One Health should be included within the curriculum of human medicine and, if possible, from an early stage (Linder et al, 2020 ; Wilkes et al, 2018 ). Such a proposition is underpinned by the fact that there are many ways that human and veterinary medicine professionals can interact, collaborate and develop common knowledge while drawing inspiration from comparative anatomy.…”

Section: Background To the Symposiummentioning

confidence: 99%

On the importance of integrating comparative anatomy and One Health perspectives in anatomy education

et al. 2021

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As a result of many factors, including climate change, unrestricted population growth, widespread deforestation and intensive agriculture, a new pattern of diseases in humans is emerging. With increasing encroachment by human societies into wild domains, the interfaces between human and animal ecosystems are gradually eroding. Such changes have led to zoonoses, vector‐borne diseases, infectious diseases and, most importantly, the emergence of antimicrobial‐resistant microbial strains as challenges for human health. Now would seem to be an opportune time to revisit old concepts of health and redefine some of these in the light of emerging challenges. The One Health concept addresses some of the demands of modern medical education by providing a holistic approach to explaining diseases that result from a complex set of interactions between humans, environment and animals, rather than just an amalgamation of isolated signs and symptoms. An added advantage is that the scope of One Health concepts has now expanded to include genetic diseases due to advancements in omics technology. Inspired by such ideas, a symposium was organised as part of the 19th International Federation of Associations of Anatomists (IFAA) Congress (August 2019) to investigate the scope of One Health concepts and comparative anatomy in contemporary medical education. Speakers with expertise in both human and veterinary anatomy participated in the symposium and provided examples where these two disciplines, which have so far evolved largely independent of each other, can collaborate for mutual benefit. Finally, the speakers identified some key concepts of One Health that should be prioritised and discussed the diverse opportunities available to integrate these priorities into a broader perspective that would attempt to explain and manage diseases within the scopes of human and veterinary medicine.

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“…Many researchers have referred to the need for evaluation of EE projects [2][3][4][5][6][7][8][9][10][11][12][13][14] while most of them also emphasize to the lack of experiments due to the difficulty in implementing an evaluation experiment. For example, in the studies implemented by Norris & Jacobson [9] and O'Neil [46] reviewing 56 and 37 EE projects, correspondingly, it is concluded that less than one-third of the programs report evaluations.…”

Section: Bibliographic Reviewmentioning

confidence: 99%

“…The evaluation of the EE programs before their implementation can save time and effort [1]. The importance, as well as the difficulty of evaluations of environmental education (EE) programs, have been highlighted by many researchers [2][3][4][5][6][7][8][9][10][11][12][13][14]. Due to this difficulty, educators omit this stage and end up in many cases at implementing EE programs that do not fulfill their goals, objectives, and/or requirements.…”

Section: Introductionmentioning

confidence: 99%

Comparing Multi-Criteria Decision Making Models for Evaluating Environmental Education Programs

Kabassi

2021

Sustainability

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Educators in the field of Environmental Education often have difficulty identifying and selecting programs that have the potential to best maximize needed resources to implement and achieve desired outcomes. This difficulty is, in part, due to their lack of expertise in evaluation knowledge and practice. The use of multi-criteria decision-making models in evaluating environmental education programs is new and, as a result, not many models have been used and tested in the specific domain. Comparisons of multi-criteria decision-making models have been implemented in various domains but not for environmental education programs’ evaluation. Therefore, we investigate the comparative performance of the SAW, WPM, TOPSIS, and PROMETHEE II models in evaluating and selecting the most appropriate environmental education program. The main objective of this paper is on presenting the different steps of the comparative analysis of multi-criteria decision-making models and on making conclusions on the suitability and robustness of the SAW, WPM, TOPSIS, and PROMETHEE II models in evaluating environmental education programs.

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Development, implementation, and evaluation of a novel multidisciplinary one health course for university undergraduates

Cited by 15 publications

References 17 publications

Wake-Up Call for Action: The Current Situation of Public, Global and One Health Education during Medical School in Times of Globalization and Increasing Health Threats: A review

Wake-Up Call for Action: The Current Situation of Public, Global and One Health Education during Medical School in Times of Globalization and Increasing Health Threats: A review

On the importance of integrating comparative anatomy and One Health perspectives in anatomy education

Comparing Multi-Criteria Decision Making Models for Evaluating Environmental Education Programs

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