Incorporating the One Health framework in medical education

The Missing Professional Perspective: Medical, Veterinary, and Dual Degree Public Health Student Perceptions of One Health

“…Work by Chapman and various of her colleagues, as discussed above, indicated a need for health professional students to be prepared for collaborative practice in the future and to better understand the interactions between human, animal, and environmental health spheres (7,12). Amihasun et al (14) paid specific attention to the need for a more holistic approach to diagnoses to be developed among MD students as this would help them to better consider the impact of animal and environmental factors on their patients' health.…”

“…Interprofessional learning has been advocated as a pedagogical tool for enabling the application of the principles of OH to practice, given its core focus on developing competent team workers with excellent communication skills (6). Chapman and Gupta (7) as well as Steele et al (8) argue that it is crucial for medical students to be familiarized with the principles of OH that connect human, animal, and environmental health to prepare them for their future roles in addressing global health issues, as well as for managing zoonotic infections in their patients. In the same vein, others (9) expressed concerns about the absence of content on ecosystem health within the veterinary curriculum.…”

‘One Health’ Approach to Infectious Diseases and Prevention of Antimicrobial Resistance: A Review

“…The World Health Organization (WHO) is working closely with the Food and Agriculture Organization of the United Nations (FAO) and the World Organization for Animal Health (OIE) to promote multi-sectoral responses to food safety hazards, risks from zoonoses, and other public health threats at the human-animal-ecosystem interface and provide guidance on how to reduce those risks 4,29,30 Teaching 'One Health' Concept in Medical Education As the importance and the use of One Health approaches grows, the demand for well-trained professionals in relevant disciplines is in high demand. Teaching 'One Health' is not only related to animals and environment but also has a significant impact on human health and human well-being 39,40 . From human illness connected to wild animals, if we think of rabies, HIV or SARS, or even the bioterrorism threats with anthrax exposures, One Health is an important issue.…”

“…Regarding the other zoonoses, if we think about the awareness and education needed for our farmers living rural areas, healthcare providers in the rural communities need to educate them 36 . Hence, the medical education curriculum should offer a first exposure to both the concepts of One Health and the collaborative processes required to manage issues associated with animal, human, and environmental health [39][40][41][42] . We may include 'One Health' in our medical education through various departments like Public Health, Community Medicine, Microbiology, Virology, Internal Medicine.…”

Strengthening global health content in health professions curricula

“…For example, when examining the ecological model, health professional students can analyse the influence of each of five levels -intrapersonal, interpersonal, organisational, community and public policy -on a selected health behaviour (McLeroy et al, 1988). Using One Health case studies, they can then work in problem-solving team exercises to develop interventions that reduce health risks associated with animal or environmental exposures (Chapman and Gupta, 2019). Subsequent analytical techniques can incorporate social science methods and enlist students to conduct interviews with community leaders and members, eliciting their unique perceptions on specific health risks or exposure.…”