Preparing the Next Generation for an Age of Pandemics: Developing a Virtual Interprofessional Course in One Health and Outbreak Investigation
The global pandemics of Ebola, Zika, and now the novel coronavirus (SARS-CoV-2) crisis, have driven a surge of interest in the area of One Health. One Health is defined as a collaborative, multisectoral, and transdisciplinary approach – working at the local, regional, national, and global levels – with the goal of achieving optimal health outcomes recognizing the interconnection between people, animals, plants, and their shared environment. Implementing this approach requires breaking down professional silos and engaging medical and veterinary professionals, laboratory scientists, the public health community, policymakers, and experts from the biomedical, social, and environmental sciences. This abstract describes the development of a competency-based interprofessional One Health and outbreak investigation course, adapted to a virtual platform during the SARS-CoV-2 pandemic.
An interprofessional team comprised of faculty members and graduate students from three Texas Universities then taught a 4-week, competency-based, in-person outbreak simulation course from 2018-19. In 2020-21 the course had to be adapted to a virtual platform to accommodate the ongoing SARS-CoV-2 pandemic. A blend of synchronous and asynchronous activities were selected that would optimize interprofessional interaction, encourage teamwork, and at the same time allow for safe, socially-distanced “do-it-yourself” fieldwork activities.
The team successfully adapted a 4-week field-based outbreak investigation course to a virtual learning environment. Top Hat was used as a learning management interface, which allowed for in-app presentations, interactions, and student submissions. Students were divided into interprofessional groups to participate in synchronous activities carried out via Zoom. Topics addressed by problem-based learning cases included animal/veterinary health, vector dynamics, environmental determinants of health, interprofessional teamwork, governance structure for public health, health equity, and public health system response. “DIY” field-based activities covered environmental health awareness, mosquito/tick collection techniques, diagnostic testing, countermeasure development, and clinical biocontainment of potential infectious threats. Over two years, 40 students took the course, representing MD, PhD, MPH, DrPH, DVM, MS, and combined degree programs.
This course is an interprofessional rotation for DVM, MD, PhD, MPH, and other graduate-level students. It provides an opportunity for training in translational team science, from the field to the lab to the bedside. The course used a combination of synchronous and asynchronous “DIY” activities as active learning strategies, thus optimizing the conditions for development of knowledge, attitudes, and skills. As the next generation of learners prepares for tomorrow’s health challenges, applying a One Health approach will allow them to work productively across professions, improving health at home and around the world.
