One Health education in Kakuma refugee camp (Kenya): From a MOOC to projects on real world challenges

Abstract

Today, the world counts millions of refugees but only a fraction of them have access to higher education. Despite the multiple public health problems in refugee camps and the need to build local capacities to prevent and combat them, University level courses in public health are largely unavailable for refugees. This paper describes the development, implementation and evaluation of an innovative two-module blended-learning programme on One Health in Kakuma refugee camp (Kenya). This programme combines: (I) Interdisciplinary and multi-expert MOOC on “ Global Health at the Human-Animal-Ecosystem interface ”; (II) peer-to-peer learning involving students from University of Geneva Master of science in Global Health and research collaborations around specific and locally-relevant problems; (III) online mentoring and lecturing by experts from the Institute of Global Health of the University of Geneva in Kakuma. A total of 67 refugees applied to Module 1; 15 started the Module 1 in October 2017, of these 14 completed it and 6 passed the exams, finally five students started the Module 2 in October 2018 which they all passed in February 2019. Five student-led collaborative projects were developed focusing on the conception of a community-based monitoring system for prevalent diseases in the camp. With such a pedagogic approach, the programme provides an overview on Global Health challenges at the human-animal-ecosystem interface and the importance of the One Health approach, and introduces students to scientific research through interdisciplinary and international collaborations and innovation. The high number of applicants and positive feedback from students in Kakuma show the interest in One Health education in the camp. This learning experience ultimately aims at building local knowledge and capacity fostering “One Health” champions to reinforce local and national health system. This framework for One Health education could be potentially scaled up to other camps in Africa and the world.

Applying a One Health Approach in Global Health and Medicine: Enhancing Involvement of Medical Schools and Global Health Centers

“…Although not easy given the structure of many medical school programs, inclusion of this information in curriculum, clinical lectures and continuing education opportunities is needed to increase familiarity and interest among medical professionals. Innovative pedagogical models and assessment methods could assist; for example, a Global Flipped Classroom on One Health interacted with a MOOC by viewing it and then developing interdisciplinary team-based One Health projects that received expert feedback, providing a blended-learning and research-oriented educative event [ 29 30 ].…”

“…Several academic institutions have established novel One Health programs to link students and faculty from different departments, from research to service delivery, through a variety of mechanisms. Examples include joint degrees, events coordinated by medical, veterinary, and public health schools, leadership experiences involving scenario-based case discussions, and research or practicum exchanges [ 29 30 36 37 ].…”

“…• Utilize clear messaging on action and rationale to promote uptake and consistent understanding across sectors. and then developing interdisciplinary team-based One Health projects that received expert feedback, providing a blended-learning and research-oriented educative event [29,30].…”

Biodiversity and Human Health Interlinkages in Higher Education Offerings: A First Global Overview

“…Local collaborations such as communities of practice are a way to encourage peer-to-peer education and research as well as capacity- building in education ( 38 ). Collaborations like these between faculties, universities, and development organizations allow for wider integration of biodiversity and health interlinkages and are key for distribution of knowledge ( 39 ). This is also an opportunity to address the regional institutional bias.…”

Basic Medical Training for Refugees via Collaborative Blended Learning: Quasi-Experimental Design

“…Although relatively safe compared with other refugee camps in the region, there are frequent security breaches [ 25 ]. Health care in Kakuma is serviced by 4 small clinics and Kakuma Mission Hospital, which has 62 beds [ 26 ]; however, overcrowding, inadequate sanitation, and poor access to these basic health services make Kakuma a dangerous place to live [ 27 ].…”