近年来,一种健康(OH)的概念已经出现,作为一种方法,有助于促进建立跨学科团队,以监测和调查新出现的疾病动态。除了对OH方法所包含的内容的大量描述外,关于在OH能力方面对个人进行培训的信息匮乏。在2019年,尼日利亚疾病控制中心制定了一项OH战略计划,以满足该国的人类,动物,和环境健康挑战。为了满足临床医生的需求,科学家,气候学家,保护主义者,和环保主义者,在环境方面有专长的人,人类,植物,和动物健康合作应对尼日利亚的OH挑战。德克萨斯大学医学院的一个跨专业的教师小组,乔斯大学,和国家兽医研究所召开了一个新的OH课程,题为“一个健康转化团队科学”。该课程的目的是探索新兴流行病的演变,利用各种学习环境,包括动物,环境,人类,和公共卫生观点。为期6周的课程包括三个部分:基于案例的小组讨论的2周虚拟部分,重点是动物和环境方面,2周的个人现场经验,以及最后一个关注人类健康的虚拟部分。使用的教学工具有:基于案例的小组讨论,分组演示,角色扮演活动,现场项目编写,同行评价,小组写作作业,每周反思,目标是在团队中发展和实践基本的领导和管理技能,以应对新出现的公共卫生挑战。课程后评估表明,所有参与者都更有信心识别和实践必要的态度和技能,以有效参与对疫情的评估。此外,角色,责任,并阐明并确定了涉及改善全球健康的各个学科和专业的“一种健康思维方式”。
In recent years, the concept of One Health (OH) has arisen as an approach that helps to catalyze the creation of transdisciplinary teams needed for surveillance and investigation of emerging disease dynamics. Besides a wealth of descriptions of what the OH approach encompasses, a dearth of information is available regarding the training of individuals in OH competencies. In 2019, the Nigerian Center for Disease Control developed an OH strategic plan to meet the country\'s human, animal, and environmental health challenges. In response to the demand for clinicians, scientists, climatologists, conservationists, and environmentalists, who have expertise in environment, human, plant, and animal health to work collaboratively in addressing OH challenges in Nigeria. An interprofessional group of faculty from the University of Texas Medical Branch, the University of Jos, and the National Veterinary Research Institute convened to develop a novel OH course \'entitled \'One Health for Translational Team Science. The objective of the course was to explore the evolution of an emerging epidemic, capitalizing on various learning environments, including animal, environmental, human, and public health perspectives. The 6-week course comprised of three parts: 2-weeks virtual part of case-based group discussions focusing on animal and environmental aspects, 2 weeks of individual field experiences, and a final virtual part focusing on human health. Pedagogical tools used were: case-based group discussions, breakout group presentations, role-play activities, field project write-up, peer evaluation, group writing assignments, and weekly reflections with the goal of working in teams to develop and practice the fundamental leadership and management skills in addressing emerging public health challenges. Post-course evaluations showed that all participants felt more confident identifying and practicing the necessary attitudes and skills to participate effectively in the evaluation of an outbreak. Furthermore, the roles, responsibilities, and \"One Health ways of thinking\" for the various disciplines and professions involved in improving global health were articulated and identified.