Table 1.
Rx One Health Summer Institute Curricular Themes, Learning Objectives, and Examples of Planned Learning Experiences.
| 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) |
T Tanzania.
R Rwanda.
SWOT Strengths, weaknesses, opportunities, threats.