Introduction
Methods
Curriculum Design and Development
Curriculum thematic areas | Learning objectives | Examples of learning experience (location) |
---|---|---|
Theme 1: One Health foundations | Define One Health as an organizing principle and list advantages of a One Health approach to problem solving compared to traditional siloed approaches | Discussion: An introduction to One Health as an organizing principle, perspective, and approach (T) |
Identify core competencies for One Health practitioners compared to traditional content experts | Activity: Developing a professional standard for one health practitioners (T) | |
Describe advantages and challenges to implementing a One Health approach to problem solving considering local context | Case study: Health for Animals and Livelihood Improvement (HALI) Project (Mazet et al. 2009) (T) | |
Draw a diagram to demonstrate the content areas at the intersection of One Health providers | Discussion: Collaboration, networking, and creativity—what really powers global health innovation (T) | |
Theme 2: Zoonotic disease | Describe the role of the physical environment (landscape, water availability, climate change, etc.) on pathogen transmission at the human–animal–environment interface | Discussion: Global infectious disease and environmental policy from an African perspective (T) |
Describe the role of social and cultural beliefs and traditions on pathogen transmission at the human–animal–environment interface | Stakeholder engagement: Maasai household (T) | |
Identify risks to food safety and security caused by emerging and re-emerging infectious disease. | Field exercise: Village Poultry Biosecurity (diagnostic testing, vaccination) and Tour of Veterinary Investigation Centre (T) | |
Outline an approach to One Health surveillance of diseases and list barriers to its implementation | Discussion: Control and surveillance for zoonotic diseases and diseases of economic importance in livestock (T) | |
Describe ways in which social determinants of health and well-being (e.g., poverty, war, drought) can impact One Health problems | Tour/stakeholder engagement: Mtera fishing community (T) | |
Theme 3: Wildlife health and stakeholder engagement | For a given One Health problem, identify key stakeholders at the local, national, regional, and global levels and attempt to anticipate their concerns | Discussion: Value chain and stakeholder analysis for smallholder agricultural producers (T) |
Describe the role of rural/indigenous peoples in the management of wildlife and environmental health | Stakeholder engagement: Ruaha Carnivore Project, wildlife connection (T) and gorilla doctors (R) | |
Compare One Health implications in varied ecosystems (e.g., terrestrial vs. marine ecosystems) | Case study: Current health concerns in Ruaha National Park (T) | |
Describe a process to inform and engage stakeholders, including ways to demonstrate cultural sensitivity, professionalism, and open-mindedness | Stakeholder engagement with community health workers and dairy cow owners (R) | |
Demonstrate communication skills for effective community engagement | Activity: Communicating perspective with “Zoom” group exercise (T) | |
Theme 4: Research methods and education | Safely trap and collect biological samples from live wildlife | Field exercise: Wildlife health surveillance (bats, rodents, giraffes) and non-invasive sampling (non-human primates) in Ruaha National Park (T) |
List four research approaches that are used in One Health and describe the advantages and limitations of each | Discussion: Community-based research methods (T) | |
Design and conduct a community-based research plan to study a One Health problem | Field exercise: Design a qualitative research plan to identify ways to protect gorillas from local destruction of environment and from ecotourism transmission of human diseases (R) | |
Describe the tenants of adult learning and apply them to engage a community around a One Health project | Field exercise: Observe Rwanda’s attempt to reduce transmission of HIV (R) | |
Theme 5: One Health policy, systems, and solutions | Describe existing government infrastructure that is responsible for monitoring health problems and list the advantages and disadvantages | Tour/Discussion: Ifakara Health Institute and Public Health Research (T) |
Outline the advantages of having government develop policies to manage One Health problems using an integrated, centralized, multi-disciplinary approach | Case Study: Emerging and zoonotic infectious diseases and outbreak management (T) | |
Evaluate an existing government policy using evidence to support your perspective using a SWOT approach | Activity: Role of government in promoting dairy consumption by small families (R) | |
Develop an iterative learning approach to innovation and provide a specific, practical, acceptable, measurable solution to a One Health problem (e.g., human–wildlife conflict, food quality/safety, zoonotic disease transmission) | Activity: Brainstorm and discuss with experts and community members problems, solutions, and potential barriers to address the domestic animal/wildlife interface while promoting economic growth for local communities (R) |
Program Leadership and Faculty
Program Organization and Implementation
Pre-immersion Preparation
In-Country Sessions
Program Evaluation
Qualitative Assessment
Quantitative Assessment
Results
Demographics of Participant Cohort
Qualitative: “Professional Responsibilities for OH Practitioners”
Pre-training | Post-training | |
---|---|---|
Participant 1 | “Use my knowledge and skills to promote the health of humans, animals, and environment” | “Encourage and promote good collaboration and good communication among different disciplines in order to achieve the global well-being of humans, animals, and environment” |
Participant 2 | “Use my skills for benefit of community” | “No single person, discipline, ministries can be able to address complex health challenges” |
Participant 3 | “Use my knowledge of One Health to protect humans, animals, and the environment” | “Promote open communication and collaboration between disciplines, particularly in regards to the health and well-being of humans, animals, and the environment” |
Participant 4 | “Use my knowledge, skills, and understanding to advance the health of communities” | “Discover and learn about the challenges faced by all individuals with a stake in a community, as well as the community’s existing strengths and assets” “Foremost engage and collaborate with the community, never losing sight of the fact that this is their community” |
Quantitative: Pre-/Post-Self-Efficacy Assessment
Rx One Health competency | Pre-training mean (SD) | Post-training mean (SD) | Mean difference (95% CL) | Paired t-test (df), P |
---|---|---|---|---|
Understanding of One Health core competencies | 3.16 (0.69) | 4.58 (0.51) | 1.42 (1.13–1.71) | t(18) = 10.21, P < 0.0001 |
Understanding of pathogen transmission dynamics at the human–animal–environment interface | 3.26 (0.99) | 4.37 (0.60) | 1.11 (0.83–1.38) | t(18) = 8.49, P < 0.0001 |
Ability to identify and work across stakeholder types | 2.53 (0.61) | 4.16 (0.69) | 1.63 (1.3–1.96) | t(18) = 10.4, P < 0.0001 |
Understanding of community-based research and engagement within a One Health framework | 2.67 (1.03) | 4.56 (0.62) | 1.89 (1.48–2.3) | t(17) = 9.63, P < 0.0001 |
Ability to create and deliver effective One Health messaging | 2.79 (0.79) | 4.11 (0.74) | 1.32 (1.04–1.6) | t(18) = 9.85, P < 0.0001 |
Understanding of wildlife health monitoring methods | 2.42 (0.96) | 4.05 (0.4) | 1.63 (1.2–2.06) | t(18) = 7.95, P < 0.0001 |
Ability to apply a One Health approach to health and disease problem solving | 3.05 (0.91) | 4.53 (0.61) | 1.47 (1.18–1.77) | t(18) = 10.5, P < 0.0001 |
Understanding of disease surveillance | 2.95 (1.03) | 4.37 (0.68) | 1.42 (0.96–1.88) | t(18) = 6.44, P < 0.0001 |
Understanding of challenges to the implementation of the One Health approach | 2.26 (0.87) | 4.42 (0.51) | 2.16 (1.83–2.49) | t(18) = 13.67, P < 0.0001 |