Faculty Perceptions: A Qualitative Study of the Perceived Need, Opportunities, and Challenges of Developing "One Health-One Medicine" in the Medical, Veterinary, and Public Health Curricula.
Journal
The Journal of continuing education in the health professions
ISSN: 1554-558X
Titre abrégé: J Contin Educ Health Prof
Pays: United States
ID NLM: 8805847
Informations de publication
Date de publication:
01 01 2021
01 01 2021
Historique:
pubmed:
13
1
2021
medline:
12
3
2021
entrez:
12
1
2021
Statut:
ppublish
Résumé
The conceptual framework of One Health (OH) provides a strategy for promoting collaboration across the nexus of animal, human, and environmental health, which is essential for tackling emerging disease threats, such as COVID-19. However, there is no accreditation requirement for OH to prepare students across the professions for collaborative practice. This study aimed to explore the perspectives of faculty across the medical, veterinary, and public health programs about the need, opportunities, and challenges of developing OH in the curricula. In this qualitative study, faculty across the three disciplines were invited to participate in audio-recorded, focus group interviews. Recordings were transcribed verbatim and analyzed using inductive and deductive thematic analysis. All participants recognized the need for OH as a critical concept for preparing students for collaborative practice. Opportunities were identified for shared learning and research across the disciplines, particularly through the use of interprofessional education. The lack of an accreditation mandate for OH in the medical curriculum was perceived to be the greatest challenge, leading to an anticipation of significant resistance among medical educators and students. Successful development of OH in all three curricula is vital to prepare students for current and future threats to global health. The role of accreditation bodies in ensuring medical, veterinary, and public health curricula prepare students for these threats is crucial. Implications for practice include strategies for persuading medical educators and medical students to embrace OH in the curriculum and promote a culture of shared learning.
Identifiants
pubmed: 33433130
doi: 10.1097/CEH.0000000000000332
pii: 00005141-202104110-00007
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
16-23Informations de copyright
Copyright © 2020 The Alliance for Continuing Education in the Health Professions, the Association for Hospital Medical Education, and the Society for Academic Continuing Medical Education.
Déclaration de conflit d'intérêts
Disclosures: The authors declare no conflict of interest. Ethical approval: This research was approved by the St. George's University Institutional Research Board (IRB): ID no. 18051 and also by the Virtual Program Research Ethics Committee (VPREC) at the University of Liverpool.
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