Core Competencies Research Articles

Assessing Electronic Health Literacy in Individuals With the Post-COVID-19 Condition Using the German Revised eHealth Literacy Scale: Validation Study.

The eHealth Literacy Scale (eHEALS) is a widely used instrument for measuring eHealth literacy (eHL). However, little is known so far about whether the instrument is valid for the assessment of eHL in persons who are affected by the post-COVID-19 condition. This is particularly important as people with the post-COVID-19 condition are frequently affected by false information from the internet. The objective of our study was to evaluate the validity and reliability of the German Revised eHealth Literacy Scale (GR-eHEALS) in individuals with the post-COVID-19 condition. A cross-sectional study was conducted from January to May 2022. The self-assessment survey consisted of the GR-eHEALS, health status- and internet use-related variables, sociodemographic data, and (post)-COVID-19-related medical data. Confirmatory factor analysis (CFA), correlational analyses, and tests of measurement invariance were deployed. In total, 330 participants were included in the statistical analyses. CFA revealed that the 2-factor model reached an excellent model fit (comparative fit index=1.00, Tucker-Lewis index=0.99, root mean square error of approximation=0.036, standardized root mean square residual=0.038). Convergent validity was confirmed by significant positive correlations between eHL and knowledge of internet-based health promotion programs, experience in using these programs, and the duration of private internet use. In addition, a significantly negative relationship of eHL with internet anxiety supported convergent validity. Further, significant relationships of eHL with mental health status and internal health locus of control confirmed the criterion validity of the instrument. However, relationships of eHL with physical health status and quality of life could not be confirmed. The 2-factor model was fully measurement invariant regarding gender. Regarding age and educational level, partial measurement invariance was confirmed. The subscales as well as the overall GR-eHEALS reached good-to-excellent reliability (Cronbach α≥.86). The GR-eHEALS is a reliable and largely valid instrument for assessing eHL in individuals with the post-COVID-19 condition. Measurement invariance regarding gender was fully confirmed and allows the interpretation of group differences. Regarding age and educational level, group differences should be interpreted with caution. Given the high likelihood that individuals with the post-COVID-19 condition will be confronted with misinformation on the Internet, eHL is a core competency that is highly relevant in this context, in both research and clinical practice. Therefore, future research should also explore alternative instruments to capture eHL to overcome shortcomings in the validity of the GR-eHEALS.

Global state of the art of teaching life cycle assessment in higher education

Abstract Purpose Globally, there is an increased demand for education on life cycle assessment (LCA). In response, there has been an increase in course availability, but also a lack of clarity on the comprehensiveness of these offerings and the resulting student competencies. Methods A global survey was conducted to obtain empirical evidence on teaching LCA. The survey explored the availability of LCA courses globally and the depth of the teaching, including expected core competencies and related teaching and learning workloads. A purposive sampling strategy was adopted wherein eligible participants were approached by the researchers. Results and discussion According to the survey, annually, over 10,000 students participate in more than 200 LCA courses. The results reflected the interdisciplinary nature of LCA with courses being taught across different disciplines, including engineering, chemical sciences, and economics. Estimated workload demands for achieving different competency levels were significantly lower than those estimated by an expert panel before. This may be attributed in part to respondents not accounting for the full workload beyond classroom interactions. Nonetheless, workload demands increased with competency levels. Conclusions and recommendations The results emphasize the need for a common understanding of LCA teaching with regard to content, literacy levels, and competencies to avoid false expectations of the labor and research markets in terms of available expertise. Therefore, LCA curriculum development and program planning remain significant challenges and essential tasks for the global LCA community.

"Jordanian Nurses' Perceptions of Disaster Preparedness and Core Competencies".

This study aims to identify the Jordanian nurses' perception of their disaster preparedness and core competencies. A descriptive, cross-sectional research design was used. The data was collected via an online self-reported questionnaire using the disaster preparedness evaluation tool and the core disaster competencies tool. A total of 126 nurses participated in the study. Jordanian nurses had moderate to high levels of core disaster competencies and moderate levels of disaster preparedness. Core disaster competencies and disaster preparedness levels differed based on previous training on disaster preparedness and the availability of an established emergency plan in their hospitals. Lastly, a previous training on disaster preparedness and core disaster competencies were statistically significant predictors of disaster preparedness among Jordanian nurses. Organizational factors and environmental contexts play a role in the development of such capabilities. Future research should focus on understanding the barriers and facilitators of developing core disaster competencies and disaster preparedness among nurses.

A Guide for Leaders in Higher Education: Core Concepts, Competencies, and Tools

"A Guide for Leaders in Higher Education: Core Concepts, Competencies, and Tools" authored by Brent D. Ruben, Richard De Lisi, and Ralph A. Gigliotti, is a comprehensive exploration of leadership in the complex landscape of higher education. The book begins by establishing the foundational importance of leadership development and adeptly guides leaders through the dynamic challenges inherent in the ever-changing higher education environment. The authors address organizational and strategic challenges, offering practical insights derived from their extensive experiences. Notably, the book delves into the missions, purposes, and principles shaping colleges and universities, acting as a practical compass for leaders to navigate diverse stakeholder expectations. A significant portion of the book is dedicated to an in-depth examination of leadership concepts and competencies, providing practical tools and strategies for leadership development. The authors explore university cultures, communication skills, and the roles of leaders, empowering them not just to survive but thrive in their roles. The final section presents a panorama of leadership development models, offering a diverse array of approaches, characteristics, and programs. The inclusion of supplementary materials, such as communication behavior scales and leadership competency scorecards, adds a practical dimension. Beyond theoretical exploration, the book showcases real-world implications, exemplified by leadership programs from the Big Ten Academic Alliance. Tailored for higher education leaders, administrators, and educational professionals, the book serves as a companion in the challenging journey of leadership. The academic tone ensures a depth of understanding matching the complexity of the subject matter. In a higher education landscape undergoing continual transformations, this guide stands as a beacon, addressing broader themes like strategic planning, change management, communication, and leadership development. It emerges as a cornerstone in literature on higher education leadership, leaving an indelible mark by empowering leaders with the knowledge and wisdom needed to navigate complexity and foster positive change.

ChatGPT: Literate or intelligent about UN sustainable development goals?

Generative AI tools, such as ChatGPT, are progressively transforming numerous sectors, demonstrating a capacity to impact human life dramatically. This research seeks to evaluate the UN Sustainable Development Goals (SDGs) literacy of ChatGPT, which is crucial for diverse stakeholders involved in SDG-related policies. Experimental outcomes from two widely used Sustainability Assessment tests-the UN SDG Fitness Test and Sustainability Literacy Test (SULITEST) - suggest that ChatGPT exhibits high SDG literacy, yet its comprehensive SDG intelligence needs further exploration. The Fitness Test gauges eight vital competencies across introductory, intermediate, and advanced levels. Accurate mapping of these to the test questions is essential for partial evaluation of SDG intelligence. To assess SDG intelligence, the questions from both tests were mapped to 17 SDGs and eight cross-cutting SDG core competencies, but both test questionnaires were found to be insufficient. SULITEST could satisfactorily map only 5 out of 8 competencies, whereas the Fitness Test managed to map 6 out of 8. Regarding the coverage of the Fitness Test and SULITEST, their mapping to the 17 SDGs, both tests fell short. Most SDGs were underrepresented in both instruments, with certain SDGs not represented at all. Consequently, both tools proved ineffective in assessing SDG intelligence through SDG coverage. The study recommends future versions of ChatGPT to enhance competencies such as collaboration, critical thinking, systems thinking, and others to achieve the SDGs. It concludes that while AI models like ChatGPT hold considerable potential in sustainable development, their usage must be approached carefully, considering current limitations and ethical implications.

Professionalization of Clinical Ethics Consultants: A Need for Liability Protection?

Clinical Ethics Consultation (CEC) has grown significantly in the last decade, and efforts are being made to professionalize the practice. The American Society for Bioethics and Humanities (ASBH) has been instrumental in this process, having published the Code of Ethics and Professional Responsibilities for Healthcare Ethics Consultants and founded and endorsed the creation of the Healthcare Ethics Consultant Certified (HCEC) Certification Commission. The ASBH also published "core competencies" for healthcare ethics consultants and has delineated a clear identity and role of such consultants distinct from that other healthcare professionals. In addition, more enter the field armed with advanced degrees (MA and PhD) or certification in clinical ethics consultation. While some have questioned the trend toward professionalization, the momentum is clearly in its favor. This paper explores three questions: Does the professionalization of healthcare ethics consultation expose those engaged in the field to the types of liability claims faced by professionals in other fields? What specific liabilities could affect a healthcare ethics consultant? And finally, what should healthcare ethics consultants do to protect themselves against liability claims? We conclude that while the risk of liability remains low, those engaged in the field should accept that risk just as part of their status as professionals and, like those in allied professions, seek appropriate protection in the form of liability insurance.

Attitudes toward communication skills with learner needs assessment within radiology residency programs in China: a cross-sectional survey

BackgroundCommunication skills (CS) represent a core competency in radiology residency training. However, no structured curriculum exists to train radiology residents in CS in China. The aim of this study was to evaluate the status and prevalence of doctor–patient communication training among radiology residents in nine Chinese accredited radiology residency training programs and to determine whether there is a perceived need for a formalized curriculum in this field.MethodsWe administered a cross-sectional online survey to radiology residents involved in CS training at nine standard residency training programs in China. The questionnaire developed for this study included CS training status, residents’ demographics, attitudes toward CS training, communication needs, and barriers. Residents’ attitudes toward CS training were measured with the Communication Skills Attitude Scale (CSAS) and its subscales, a positive attitude scale (PAS) and negative attitude scale (NAS).ResultsA total of 133 (48.36%) residents participated in the survey. The mean total scores on the two dimensions of the CSAS were 47.61 ± 9.35 in the PAS and 36.34 ± 7.75 in the NAS. Factors found to be significantly associated with the PAS included receiving previous training in CS, medical ethics, or humanities and the doctor’s attire. We found that first-year residents and poor personal CS were the most influential factors on the NAS. Only 58.65% of participants reported having previously received CS training during medical school, and 72.93% of respondents reported failure in at least one difficult communication during their residency rotation. Most of those surveyed agreed that CS can be learned through courses and were interested in CS training. Some of the most common barriers to implementing formal CS training were a lack of time, no standardized curriculum, and a lack of materials and faculty expertise.ConclusionsMost residents had a very positive attitude toward CS training and would value further training, despite the limited formal CS training for radiology residents in China. Future efforts should be made to establish and promote a standard and targeted CS curriculum for Chinese radiology residents.

Core competency oriented problem-solving teaching ----Taking "Solving Application Problems with a System of Equations" as an Example

The teaching of Mathematical problem-solving is one of the three key teaching points in junior high school mathematics. Solving applied problems through equations (systems) is an important component of the first module of teaching content, "Numbers and Algebra", and holds a very important position. It is a key focus in junior high school mathematics problem-solving teaching. At present, under the premise of the implementation of the new curriculum reform in the field of mathematics in China, based on the recent publication of compulsory education curriculum standards,the teachers of mathematics should focus on cultivating excellent mathematical core literacy among junior high school students, and ensuring that they can independently cope with and solve problems in the math teaching of junior high school. Based on the above background, the author focuses on the newly published mathematics curriculum standards in 2022, and studies the teaching design of "solving application problems for systems of equations". In this paper, we explore the mathematical core literacy elements contained in the teaching of solving applied problems in equations, study the improvement path of mathematical problem-solving teaching, share the teaching design practice and thinking based on core literacy oriented problem-solving teaching, and the important role that this teaching design can play in cultivating students' core literacy .

Adolescent suicide risk factors and the integration of social-emotional skills in school-based prevention programs.

Adolescents are considered one of the most vulnerable groups affected by suicide. Rapid changes in adolescents' physical and mental states, as well as in their lives, significantly and undeniably increase the risk of suicide. Psychological, social, family, individual, and environmental factors are important risk factors for suicidal behavior among teenagers and may contribute to suicide risk through various direct, indirect, or combined pathways. Social-emotional learning is considered a powerful intervention measure for addressing the crisis of adolescent suicide. When deliberately cultivated, fostered, and enhanced, self-awareness, self-management, social awareness, interpersonal skills, and responsible decision-making, as the five core competencies of social-emotional learning, can be used to effectively target various risk factors for adolescent suicide and provide necessary mental and interpersonal support. Among numerous suicide intervention methods, school-based interventions based on social-emotional competence have shown great potential in preventing and addressing suicide risk factors in adolescents. The characteristics of school-based interventions based on social-emotional competence, including their appropriateness, necessity, cost-effectiveness, comprehensiveness, and effectiveness, make these interventions an important means of addressing the crisis of adolescent suicide. To further determine the potential of school-based interventions based on social-emotional competence and better address the issue of adolescent suicide, additional financial support should be provided, the combination of social-emotional learning and other suicide prevention programs within schools should be fully leveraged, and cooperation between schools and families, society, and other environments should be maximized. These efforts should be considered future research directions.

Unlocking Vital Professional Skills of EFL Educators to Cultivate Student English Core Competencies in the Digital Era

With the rapid development of artificial intelligence (AI) technology, the education sector has witnessed transformative changes. In the domain of secondary English language teaching, the advent and implementation of intelligent teaching systems have necessitated a reevaluation of Teacher Professional Competency (TPC). However, there is limited research exploring English as a Foreign Language (EFL) teachers’ perspectives on the TPCs required for fostering student English core competencies in the ear of AI. This study aimed to investigate the need for relevant TPCs among English teachers. A sample of 1089 English teachers from 335 schools across China participated in this research. The findings identified a total of 12 TPCs, with variations observed based on gender, years of teaching experience, school type, school level, and school location. Notably, Teaching Design Competency (TDC), English Knowledge and Application Competency (EKAC), and Teaching Implementation and Management Competency (TIMC) were identified as the most crucial TPCs. These results provide valuable insights into the components of EFL teacher professional competencies and offer guidance for competency-based teacher digital education programs.

Competency-based and less time-bound: a new approach to the macro-structure of a medical school curriculum

ABSTRACT Shifting to a competency-based (CBME) and not time-bound curricular structure is challenging in the undergraduate medical education (UME) setting for a number of reasons. There are few examples of broad scale CBME-driven interventions that make the UME program less time-bound. However, given the range of student ability and varying speed of acquisition of competencies, this is an area in need of focus. This paper describes a model that uses the macro structure of a UME program to make UME curricula less time-bound, and driven more by student competency acquisition and individual student goals. The 3 + 1 curricular model was derived from the mission of the school, and includes a 3-year core curriculum that all students complete and an individualized phase. Students have an 18 month individualized educational program that meets their developmental needs and their educational and professional goals. This is achieved through a highly structured advising system, including the creation of an Individualized Learning Plan, driven by specific goals and targeted Entrustable Professional Activities (EPA). Students who struggle in achieving core competencies can use individualized time to support competency development and EPA acquisition. For students who have mastered core competencies, options include obtaining a masters degree, clinical immersion, research, and community-based experiences. Students can also graduate after the 3-year core curriculum, and enter residency one year early. Structural approaches such as this may contribute to the norming of the developmental nature of medical education, and can advance culture and systems that support CBME implementation at the UME level.

The Search for the Golden Ticket: A Value Chain and VRIO Experiential Exercise

While the benefits of experiential learning are well established throughout management and business courses, they are used less often when teaching strategic management. Yet, many concepts in strategy, such as the value chain, are difficult for students to understand. The abstract nature of these topics, coupled with the limited real-life exposure to strategy, make these topics difficult for students to understand and apply. The Golden Ticket exercise is designed to help students correctly apply the VRIO framework and conduct a value chain analysis. This exercise uses redirection as a learning tool, incorporating several independent myopic parts to create ambiguity, where students are initially unable to see how the exercise connects to the “big picture.” It is not until the end of the exercise that students can see how these parts connect (creating the big picture perspective), as they are able to identify the firm’s value creating activities, core competencies, and create the value chain for the firm. This exercise can be used in undergraduate and graduate-level strategy, marketing, and management classes, and can be taught face-to-face or online. Student feedback suggests that this exercise is engaging, practical, and an enlightening way to learn about value chain analysis and core competencies.

한의과대학 재학생의 한의사 역량에 대한 교육요구도 및 우선순위 분석

Objectives In 2015, the Institute of Korean Medicine Education & Evaluation undertook a study to develop a competency model for Doctors of Korean medicine, with the aim of transitioning the educational system of Korean medical colleges to a competency-based approach. Anticipating future societal changes, the research identifies educational needs for core competencies in Korean medicine, intending to enhance a competency-based curriculum for prospective doctors.
 Methods The study involved a survey of 44 students in Korean traditional medicine to investigate the importance and current implementation of core competencies. It utilized the Borich Needs Assessment and The Locus for Focus model to analyze the educational needs. Additionally, a survey was conducted to assess the competencies needed for traditional Korean medicine doctors in future.
 Results Results highlighted the highest educational needs in ‘Participating in Developing Policies for Public Health,’ ‘Finance & Human Resources Management,’ and ‘Manage Medications & Supplements.’ Conversely, lower needs were observed for ‘Participating in Public Health Events Locally & Nationally’ and ‘Learning & Research Activities.’ Essential competencies for future Korean medicine doctors included utilizing electronic medical records, understanding telemedicine technology, and proficiency in artificial intelligence and big data analysis.
 Conclusions The results showed a higher importance than implementation for all competencies, highlighting the need to review the current educational curriculum. Specifically, there is a need to cultivate competencies in traditional Korean medicine related to law, policy, and system involvement, and to enhance management skills as practitioners. The study also underscored the necessity of incorporating digital technology competencies for future Korean medicine doctors.The findings underscore the necessity for a curriculum redesign.

Outsourcing Accounting Functions and the Quality of Financial Reporting for SMEs in Lagos State

This study delves into the outsourcing of accounting functions and its impact on the quality of financial reporting of Small and Medium-sized Enterprises (SMEs) in Lagos State, Nigeria. The study used a survey research design, and a questionnaire was adopted as a research instrument to elicit information from SMEs located within the Lagos metropolis. The population of the study consisted of 300 registered SMEs in Lagos State as of December 2022. Among them, 268 were located within the Lagos metropolitan area, representing the core focus of the study, while the remaining 32 were situated outside the metro region. Simple percentages were adopted to analyse the respondents' responses, while linear regression statistics were used to test the hypotheses formulated. The study found that there is a significant effect of outsourcing bookkeeping services on the financial reporting quality of SMEs in Lagos State; there is a substantial effect of outsourcing internal audit services on the financial reporting quality of SMEs in Lagos State; and also that there is a significant effect of outsourcing tax reporting services on the financial reporting quality of SMEs in Lagos state. The study concludes businesses should focus on their core competencies and entrust accounting preparation to professional accountants. As companies expand, outsourcing should be viewed as optimising productivity and business performance. The study recommended establishing a regulatory framework by the Financial Reporting Council of Nigeria (FRCN) to facilitate professional accountants' outsourcing of accounting functions and financial services, thus enhancing public confidence. SMEs are encouraged to embrace outsourcing of accounting functions to mitigate excessive costs and streamline operations, ultimately contributing to cost savings and efficiency improvements.

Study on Implementation of Concepts of Project Management Theories in Delivery of Projects in Ghana

Objective: The purpose of this study is to investigate on the project management theories on project delivery. Project Management Theories has been underlined as one of the key diagnosis among businesses and economic growth with project delivery.
 Methods: A comprehensive review was carried out with the aid of online research journal websites as well as other in-context articles. While conducting this study, the key words in the search query were directed towards project management theories and project delivery in Ghana. Areas noted in relation to this study was use of project management theories among businesses and Ghana’s economic growth. Therefore, there was linkage of papers pointing out the effects on project management theories on project delivery.
 Results: The findings indicate that corporations have little to no say over project performance metrics and are unable to take on responsibilities outside of their core competencies. Managers' decision-making improves when they have access to reliable data. Having clear project goals in mind is crucial for making informed investment decisions. 
 Conclusion: This comprehensive review provides an in-depth understanding of project management theories on the project management deliveries among businesses and the growth of the economy in Ghana.

Digital system for dynamic container loading with neural network-based memory exploiting hybrid genetic algorithm for carbon reduction

Global logistics are increasingly important owing to shifting paradigm by strategically focusing on core competences, outsourcing manufacturing to pursue higher value proposition in the supply chain. Container loading has become a bottleneck in global logistics, while container shipping costs are increasing due to the tensions of regional conflicts. Indeed, loading pooled shipments into containers involves combinatorial complexity, while practice highly relied on the experienced workers. Furthermore, inefficient use of containers will increase the total carbon footprint. To address realistic issues, this study aims to develop a framework that integrates the placement heuristic, hybrid genetic algorithm, and deep learning model to enhance the effectiveness of searching the optimal solutions. Deep learning is employed to improve local search by guiding the search direction for genetic algorithm. Furthermore, a digital decision system is developed to enhance the efficiency for dynamic container loading. The comparison of the results has validated practical viability of the proposed approach to significantly improve the search efficiency and enhance the container utilization for carbon reduction. Indeed, the developed solution is employed in this case company.

Nintendo’s new normal?

Research methodology This case was written with publicly available information about Nintendo. Case overview/synopsis In the 1980s and 1990s, Nintendo dominated the video game industry with a market share of 90%. In 2020, Nintendo’s market share dropped to nearly 31%. This case examines a 40-year history of Nintendo, including its core strategy of video game and video game console development and its growth strategy using its intellectual property. Throughout its history, Nintendo has faced and continues to face stiff competition from Sony, Microsoft and new emerging technologies like virtual reality video games. Nintendo has the challenge of competing in a rapidly changing industry with changing customer preferences where it once had a dominant market share. Can Nintendo continue competing, relying on its core competency of developing new video games and consoles? Or moving forward, should it further define itself more broadly by continuing to leverage its intellectual property in the entertainment industry? Complexity academic level This case is suitable for undergraduate courses in marketing, marketing management and business strategy, or where an instructor focuses on strategic decision-making. This case will provide valuable in-class discussions on the importance of defining what a business should do and how it should grow. Additionally, this case will be useful for courses that include advanced discussions on tradeoffs between focusing on core competencies and growth by expanding into other opportunities that are not necessarily part of a business’s core strategy. A portion of this case was tested in an undergraduate marketing strategy and marketing principles course. The case created an excellent environment for critical thinking and analysis.

The impact of using an authentic patient video on health professional students’ attitudes toward interprofessional and person-centered care

ABSTRACT Authentic patient activities in an interprofessional education (IPE) setting can develop collaborative, practice ready health professionals who have the skills to work within and across teams with patients at the center of their care. In this qualitative study, the student experience of a novel interprofessional case study activity, with lived experience content delivered via an authentic patient video was explored. Transcripts were analyzed using reflexive thematic analysis and identified three major themes: (a) from disease-centered to person-centered care, (b) reflecting on roles in interprofessional collaborative practice, and (c) teamwork and lived experience facilitates learning. When considered within the Interprofessional Education Collaborative (IPEC) framework, the student experience suggested positive change in all four core competencies: interprofessional communication, values and ethics, roles and responsibilities and teamwork. In addition, students highly valued the interprofessional learning experience, and the patient video created a more realistic case study by reducing clinical assumptions. In conclusion, a short, single exposure to a written case followed by an authentic patient video in an IPE setting had an immediate positive impact on entry-level student health professionals. This simple methodology is a viable way of bringing the authentic patient voice into the classroom with additional benefit from the interprofessional format.

Security Situation Awareness System Based on Artificial Intelligence

There is rapid growth of the security threats faced by enterprises and the security attacks technology is also established at a higher level. Enterprises are facing an escalating threat landscape marked by sophisticated security attacks. To address the structural and technical challenges of information security situational awareness, a method for designing an artificial intelligence-driven system is proposed. In order to solve the system structure and key technical problems of information security situational awareness technology of artificial intelligence, a method of designing information security situational awareness system is proposed, and experiments are carried out through the method. By analyzing the data sources that the system needs to collect, including network traffic mirror data, log data, security intelligence and support data, this paper verifies the feasibility of the system method of information security situational awareness technology of artificial intelligence technology. The proposed core competence platform has the characteristics of low delay and robust real-time capabilities. By presetting the event processing topology, we can quickly build the event processing process, and build the corresponding event processing topology model according to different processing requirements to meet the business requirements. The AI-powered information security situational awareness system substantially enhances security awareness and prediction accuracy.

Global One Health post-graduate programmes: a review

BackgroundThe One Health (OH) approach recognises that humans, animals, plants, and the environment are interrelated, and therefore seeks to facilitate collaboration, communication, coordination, and capacity building between relevant stakeholders to achieve a healthier ecosystem. This calls for integrating OH into established governance, policy, health, education, and community structures, and requires OH professionals equipped with the necessary inter and trans-disciplinary skillset. Therefore, numerous OH training programmes are currently being offered globally. However, the coordination and contents of some of these trainings have been criticised as inconsistent and inadequately standardised, and therefore could serve as a barrier to OH implementation. In this study, an up-to-date repository of a subset of OH academic programmes offered globally was provided, and their curricula contents was critically assessed.MethodsBetween December 2022 and April 2023, an online search for key terms ‘ONE HEALTH MASTERS COURSES’, and ‘ONE HEALTH MASTERS PROGRAMMES’ together with variations of ‘AFRICA’, ‘NORTH AMERICA’, ‘ASIA’, ‘AUSTRALIA’, ‘EUROPE’, 'GLOBAL' was conducted. Details about course title, delivery mode, joint administration status, curricula contents, language of instruction, years to completion, host university, country, and continent were collected.ResultsForty-three programmes met inclusion criteria of the study, and almost all (n = 36, 83.7%) were tailored towards infectious diseases and population/global health, compared to the environmental and conservation perspectives. Compiled curricula contents clustered into one of these 12 sub-headings: ‘principles and concepts of OH’, ‘epidemiology and biostatistics’, ‘major branches of OH’, ‘internship/externship/research project’, ‘infectious diseases, zoonoses, and surveillance’, ‘risk analysis and crises management’, ‘food safety, microbiology, immunology, and allied’, ‘communication’, ‘ethics’, ‘economics, policy, and management’ and ‘others. Of these, infectious disease themes were the most common. Regarding geography and organising institutions, North America and Europe, and veterinary institutions, respectively, were the most represented.ConclusionDespite the multi-level diversity observed, uniformity still exists across the programmes which favours interdisciplinary cross-talks. Future pedagogical studies that objectively assess the alignment of module contents with the OH core competencies and the impacts of these OH programmes is recommended. With this study, a critical information gap that has existed for long in the OH field has been bridged.