Using a one health approach can foster collaboration through transdisciplinary teaching

Jasani, Sona

doi:10.1080/0142159x.2018.1484080

Cited by 13 publications

(13 citation statements)

References 3 publications

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“…These were delivering better teaching about the need for appropriate use of medicines and antibiotics specifically; imparting stronger communication skills to deal with patient demand for antibiotics; inculcating professional ethics; providing skills required for effective collaboration between doctors, pharmacists, and lay HCPs such as drug sellers; and ensuring access to (unbiased) CME. Strengthening of HCP education would also ideally include an emphasis on working across sectors and disciplinary boundaries, for example, to the interconnectedness of human health, animal health, and the environment [53,54].…”

Section: Discussionmentioning

confidence: 99%

Is enhancing the professionalism of healthcare providers critical to tackling antimicrobial resistance in low- and middle-income countries?

et al. 2020

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Background: Healthcare providers' (HCPs) professionalism refers to their commitment and ability to respond to the health needs of the communities they serve and to act in the best interest of patients. Despite attention to increasing the number of HCPs in low-and middle-income countries (LMIC), the quality of professional education delivered to HCPs and their resulting professionalism has been neglected. The Global Action Plan on Antimicrobial Resistance (AMR) seeks to reduce inappropriate use of antibiotics by urging patients to access antibiotics only through qualified HCPs, on the premise that qualified HCPs will act as more responsible and competent gatekeepers of access to antibiotics than unqualified HCPs. Methods: We investigate whether weaknesses in HCP professionalism result in boundaries between qualified HCPs and unqualified providers being blurred, and how these weaknesses impact inappropriate provision of antibiotics by HCPs in two LMIC with increasing AMR-Pakistan and Cambodia. We conducted 85 in-depth interviews with HCPs, policymakers, and pharmaceutical industry representatives. Our thematic analysis was based on a conceptual framework of four components of professionalism and focused on identifying recurring findings in both countries.Results: Despite many cultural and sociodemographic differences between Cambodia and Pakistan, there was a consistent finding that the behaviour of many qualified HCPs did not reflect their professional education. Our analysis identified five areas in which strengthening HCP education could enhance professionalism and reduce the inappropriate use of antibiotics: updating curricula to better cover the need for appropriate use of antibiotics; imparting stronger communication skills to manage patient demand for medications; inculcating essential professional ethics; building skills required for effective collaboration between doctors, pharmacists, and lay HCPs; and ensuring access to (unbiased) continuing medical education.

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Section: Discussionmentioning

confidence: 99%

Is enhancing the professionalism of healthcare providers critical to tackling antimicrobial resistance in low- and middle-income countries?

et al. 2020

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“…Reasons given for not incorporating OH into their curriculum were that the curricula of both medical and veterinary schools are already oversaturated and a lack of expertise to teach OH 47 . This goes along with the observation of a predominately "human-centric" focus and hyper-specialization throughout the medical education 55 .…”

Section: One Health In Medical Curriculamentioning

confidence: 80%

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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“…Incorporating One Health into university education [ 80 ] as well as engaging in interdisciplinary teaching [ 81 , 82 ] can foster collaboration at the individual level in the long-term. The learnings from developing a One Health module in African states [ 49 , 52 ], Europe [ 51 ], USA [ 50 ] can be considered for the Indian scenario.…”

Section: Discussionmentioning

confidence: 99%

One health collaboration for a resilient health system in India: Learnings from global initiatives

et al. 2019

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Inter-sectoral collaborations are now recognized as key importance for health system strengthening and health system integration, globally; however, its application in the domain of One Health remains unclear. Over time, as the complexity of the health system has increased within the domain of One Health approach, there is an urgent need for developing collaboration for successful implementation of the One Health. This review focuses on the global One Health collaboration strategies and discusses which type of collaboration might work for the health system of India. We conducted a review in the following three steps: identification of key One Health Collaboration strategies, documentation of the global initiatives and scoping into the initiatives of India in the domain of One Health. We found three major types of collaborations discussed in the One Health literature: level-based collaboration (individual, population or research), solution-based collaboration, and third-party-based collaboration. Twenty-five key global and six Indian One Health initiatives or collaboration strategies are documented in the present review. Although, many initiatives are being undertaken globally for disease prevention and control from the viewpoint of One Health; however, in India, solution-based approaches during emergencies and outbreaks and some sort of level-based collaborations are in place. It is high time to develop a sustainable level-based collaboration integrated with third-party based collaboration within the larger domain of One Health for a resilient health system.

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Using a one health approach can foster collaboration through transdisciplinary teaching

Cited by 13 publications

References 3 publications

Is enhancing the professionalism of healthcare providers critical to tackling antimicrobial resistance in low- and middle-income countries?

Is enhancing the professionalism of healthcare providers critical to tackling antimicrobial resistance in low- and middle-income countries?

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

One health collaboration for a resilient health system in India: Learnings from global initiatives

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