Abstract
BackgroundNew educational approaches are needed to improve student understanding of the wider sociological and ecological determinants of health as well as professional responsibilities in related areas. Field trips allow students to observe interaction between plant, animal and human communities, making them an ideal tool for teaching One Health concepts. MethodsVeterinary medical students participated in a field trip to a local parklands area, frequented by humans, dogs, horses, and wildlife. Students rotated through 5 learning activities (‘stations’) that focused on: (1) response to exotic animal disease incursion (equine influenza); (2) impact of cultures and belief systems on professional practice; (3) management of dangerous dogs; (4) land use change, biodiversity and emerging infectious disease; and (5) management of environmentally-acquired zoonoses (botulism). Intended learning outcomes were for students to: evaluate the various roles and responsibilities of veterinarians in society; compare the benefits and risks associated with human-animal and animal-animal interactions; and evaluate the contributions made by various professionals in safeguarding the health and welfare of animals, humans and the environment. Following the field trip, students participated in a debrief exercise and completed an online survey on their experiences. ResultsFeedback from students collected in 2016/2017 (n = 211) was overwhelmingly positive. The learning experience at each station was rated as 4 (‘Good’) or 5 (‘Very Good’) out of 5 by 82–96% of students. Responses to closed- and open-ended questions − as well as outputs generated in the debrief session − indicated that students achieved the learning outcomes. Overall, 94% of students agreed or strongly agreed that they had a better understanding of One Health because of the field trip. ConclusionsField trips to local parklands are effective in promoting learning about One Health and can be incorporated into the core curriculum to maximize student exposure at relatively low cost.
Highlights
Following decades of improvements to population health in many countries, the world is faced with a number of formidable threats to global health, including antimicrobial resistance, emerging infectious diseases, food security, biodiversity loss and climate change [1,2,3,4]
Students work in groups to develop online Wikis documenting their learning on the roles and responsibilities of veterinarians in society, the risks and benefits associated with human-animal and animalanimal interactions and the multi-disciplinary collaborations needed to manage problems discussed during the Centennial Parklands Experience (CPE) (Table 1)
Feedback was collected from 217/281 students who participated in the CPE in 2016 and 2017
Summary
Following decades of improvements to population health in many countries, the world is faced with a number of formidable threats to global health, including antimicrobial resistance, emerging infectious diseases, food security, biodiversity loss and climate change [1,2,3,4] Many of these problems reflect the complex interplay between human, animal and environmental health and their solutions lie in collaborative approaches that draw on expertise from a wide range of disciplines (socalled “One Health”; [5]). To be effective leaders in these areas, medical practitioners and veterinarians must have an appreciation for the interdependency of human, animal and environmental health (systems thinking) as well as the social, political, legal and cultural environments in which they work [9,10] They need to be able to assess and manage interactions. Conclusions: Field trips to local parklands are effective in promoting learning about One Health and can be incorporated into the core curriculum to maximize student exposure at relatively low cost
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