Benefits of a community based interdisciplinary learning exposure: A qualitative study of the One Health approach in teaching at Makerere University, Uganda

Abstract

Makerere University implemented a One Health Institute (OHI) in 2016 involving undergraduate students selected from different disciplines. The students were first taken through theoretical principles in One Health followed by a field attachment in communities. The field attachment aimed to expose students to experiential educational opportunities in the communities in a One Health approach. In this paper, we present students’ experiences and their contributions to the communities of attachment.MethodsThis was a cross-sectional study, utilizing qualitative data collection methods. The study involved students who participated in the OHI field attachment and community members in Western Uganda. Four focus group discussions (FGDs) and four in-depths (IDIs) were conducted among the students, while four FGDs and eight IDIs were conducted among community members. All interviews were audio-recorded, transcribed and analysed manually.ResultsThe four themes that emerged are: students’ understanding and appreciation of One Health concept, their experiences and gains from the multi-disciplinary field attachment, students’ contributions to the community, and challenges faced by the students. Students had good knowledge of One Health. They appreciated that health cannot be achieved by one discipline or sector and thus the need to collaborate across sectors. Regarding experiences and gains during the multi-disciplinary field attachment, the students appreciated that each discipline had a role to play in achieving health in the community. They appreciated the training sighting skills gained in communication, team work and collaboration. They also reported a feeling of gratitude and accomplishment because they felt they made a positive change to the community by putting in place interventions to address some of the community challenges. Similarly, the communities appreciated the students’ contribution in solving their health challenges, ranging from conducting health education to improving sanitation and hygiene.ConclusionsThrough the OHI, students gained One Health competencies including communication, teamwork, and collaboration. Adopting an interdisciplinary model in university teaching system especially during field placement would strengthen skills of collaboration, team work and communication which are critical for a multi-disciplinary approach which is needed among the future workforce in order to solve the current health challenges.

Employment status of AFROHUN-Uganda one health alumni, and facilitators and barriers to application of the one health approach: a tracer study

“…Given the role of the OH approach in solving global health challenges, academic institutions and OH-oriented networks continue to develop curricula that aim to empower pre-and in-service professionals with OH-related knowledge, skills and competencies [ 24 – 27 ]. With funding from the United States Agency for International Development (USAID), AFROHUN, which is a network of 27 institutions of veterinary and public health in the East, Central and West African region is currently championing the development of the OH workforce in ten African countries, including Uganda, Kenya, Rwanda, the Democratic Republic of Congo (DRC), Ethiopia, Tanzania, Cameroon, Liberia, and Senegal.…”

Employment status of AFROHUN-Uganda One Health alumni, and facilitators and barriers for application of the One Health approach: a tracer study

“…Uganda has experienced several emerging and re-emerging infectious disease outbreaks, including COVID-19, yellow fever, rift valley fever, Ebola virus disease, anthrax, and Marburg (2)(3)(4)(5)(6). The emergence and re-emergence of these infectious disease threats is attributed to the close interaction between the environment, humans and animals (7,8), which is heightened by urbanization, rapid population growth, encroachment on reserve areas, and advances in international travel and trade (1,9). Prevention or mitigation of infectious disease threats at the environment, human and animal interface and other public health challenges require collaborative efforts of multiple disciplines at local, national, and global levels (10).…”

“…Owing to the bene ts of the OH approach in solving global health challenges, academic institutions and organisations continue to develop curricula that aim to empower pre-and in-service professionals with OH knowledge, skills and competencies (9,19,20). The Africa One Health University Network (AFROHUN) (formerly known as One Health Central and Eastern Africa (OHCEA)), which is a network of 26 schools of veterinary and public health in East, Central and West Africa regions are championing the OH approach in academia in Africa.…”