Advancing One Health education: integrative pedagogical approaches and their impacts on interdisciplinary learning

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dc.citation.volume3
dc.contributor.authorCai C
dc.contributor.authorJung Y-S
dc.contributor.authorPereira RVV
dc.contributor.authorBrouwer MSM
dc.contributor.authorSong J
dc.contributor.authorOsburn BI
dc.contributor.authorMcKenzie J
dc.contributor.authorvan der Poel WHM
dc.contributor.authorQian Y
dc.coverage.spatialNetherlands
dc.date.accessioned2024-12-04T01:16:23Z
dc.date.available2024-12-04T01:16:23Z
dc.date.issued2024-10-30
dc.description.abstractOne Health is an integrative approach that emphasizes the interconnectedness of human, animal, and environmental health, advocating for collaborative, multidisciplinary efforts to address health challenges, particularly amid globalization and emerging threats. This paper examines the integration of One Health principles into global health education, highlighting the importance of interdisciplinary collaboration and innovative pedagogical approaches. It evaluates various teaching methods, including problem-based learning (PBL), team-based learning (TBL), simulation-based education (SBE), case-based learning (CBL), interdisciplinary workshops and seminars (IWS), and service-learning (SL), analyzing their strengths and weaknesses in fostering interdisciplinary understanding and practical application of One Health concepts. While these methods enhance learning by promoting critical thinking, collaboration, and real-world application, they also face challenges such as resource constraints, variability in group dynamics, and the complexity of assessing long-term learning outcomes. The paper also discusses the role of global partnerships, such as the Global One Health Research Partnership (GOHRP), in advancing One Health education through collaborative research and educational initiatives. Addressing challenges in curriculum integration and interdisciplinary collaboration is crucial for the effective implementation of One Health education, ensuring that future health professionals are equipped to tackle complex global health challenges.
dc.description.confidentialfalse
dc.edition.edition2024
dc.format.pagination100079-
dc.identifier.author-urlhttps://www.ncbi.nlm.nih.gov/pubmed/39525944
dc.identifier.citationCai C, Jung Y-S, Pereira RVV, Brouwer MSM, Song J, Osburn BI, McKenzie J, van der Poel WHM, Qian Y. (2024). Advancing One Health education: integrative pedagogical approaches and their impacts on interdisciplinary learning.. Sci One Health. 3. (pp. 100079-).
dc.identifier.doi10.1016/j.soh.2024.100079
dc.identifier.eissn2949-7043
dc.identifier.elements-typejournal-article
dc.identifier.issn2949-7043
dc.identifier.number100079
dc.identifier.piiS2949-7043(24)00018-0
dc.identifier.urihttps://mro.massey.ac.nz/handle/10179/72186
dc.languageeng
dc.publisherElsevier B.V. on behalf of Shanghai Jiao Tong University
dc.publisher.urihttps://www.sciencedirect.com/science/article/pii/S2949704324000180
dc.relation.isPartOfSci One Health
dc.rights(c) 2024 The Author/s
dc.rightsCC BY-NC-ND 4.0
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectCurriculum integration
dc.subjectGlobal health integration
dc.subjectGlobal partnerships
dc.subjectInterdisciplinary collaboration
dc.subjectOne Health education
dc.subjectPedagogical approaches
dc.titleAdvancing One Health education: integrative pedagogical approaches and their impacts on interdisciplinary learning
dc.typeJournal article
pubs.elements-id492298
pubs.organisational-groupOther
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