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One Health Core Competencies and Modules

One Health Core Competencies and Modules. POWER point 2. What kind of skills are needed to combat the next Ebola like outbreak? ( prevention, detection and Response). Workforce transformation using a One Health approach. Shift in countries workforce culture and regulatory structure

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One Health Core Competencies and Modules

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  1. One Health Core Competencies and Modules POWER point 2

  2. What kind of skills are needed to combat the next Ebola like outbreak? ( prevention, detection and Response)

  3. Workforce transformation using a One Health approach • Shift in countries workforce culture and regulatory structure • Working across sectors and disciplines for stronger and more effective public health sector • Universities are key drivers of the future workforce as they forge partnerships and drive change • Improved workforce capacity to prevent, detect and respond to threats posed by infectious diseases and zoonosis

  4. PREVENT • Antimicrobial Resistance • Zoonotic Disease • Biosafety and Biosecurity • Immunization GHSA Action Packages DETECT • National Laboratory System • Real-Time Surveillance • Reporting • Workforce Development RESPOND • Emergency Operations Centers • Linking Public Health with Law and Multisectoral Rapid Response • Medical Countermeasures and Personnel Deployment

  5. Development of regional One Health Core Competencies

  6. How we Define Competencies • Knowledge, skills, and behaviors that can be measured, whether for a worker or for a learner; Core Competencies are essential for the success of an organization (e.g. an academic or government institution) • For this project, competencies were identified locally using a participatory approach, based on institutional and national need • One Health Core Competencies versus Discipline-Specific Professional Competencies (core within a discipline)

  7. Learningobjectives • Does it stem from a goal? • Is it measurable? • Does it target one specific aspect of expected performance? • Is it student centered? • Does it utilize an effective action verb? • Does it measure a range of educational outcomes • Does it specify appropriate conditions for performance • 2-3 learning objectives per goal

  8. Bloom’s Taxonomy Remembering (knowledge) Understanding (comprehension) Applying Analyzing Evaluating Creating (new) Higher EXPERT Problem solving Mid-Level Interpretation Lower NOVICE Recall

  9. examples • Identify and explain core OH principles- OH principles • Identify key actors and support system • Mobilize resources for multidisciplinary teams- Management and leadership • Developing communication strategies for different audiences including women, men, children • Demonstrate effective communication – OH P and C • Develop gender sensitive indicators _ gender and One Health • Recognize own limitations and develop the spirit of complementarity (for each discipline) • Identification of stakeholders – Leadership stakeholder analysis • Design a policy to address a One Health gap- OH P and C • .

  10. What are the OHCC used for? • The Core Competencies are used to work closely with universities and governments in the region to map and identify current gaps in curricula, to discuss opportunities to fill those gaps and to develop acceptable strategies to produce the future OH leaders in our communities • The goal is to prepare individuals with the skills to effectively and efficiently work together to protect human, animal and environmental health

  11. OHCCs to date • OHCEA • SEAOHUN • GLOBAL

  12. RESPOND OHCC Results

  13. Technical /disciplinary competencies • Epidemiology • Ecosystem health • Risk analysis • Infectious Disease Management • Outbreak Investigation and response • One health concepts and knowledge • Human animal environmental interactions

  14. Technical skills Soft skills Management Communication and Informatics Leadership Behavior change Collaboration and partnership Systems thinking Culture, beliefs, values and ethics Gender and One Health Policy and Advocacy • Epidemiology • Ecosystem health • Risk analysis • Infectious Disease Management • Outbreak Investigation and response • One Health Concepts and Knowledge • Research

  15. One Health Module/courses Development • Develop modules that can be integrated into courses or into the curriculum • Or delivered as courses • Adapted to Africa • Ebola • Rift valley fever • Cultural and gender issues • The integration of appropriate teaching methodologies to ensure that One Health skills and attitudes are effectively modeled • Innovative and interactive teaching methods

  16. Process Second workshop to review and refine modules Third workshop to add assessment and gender component Quality review 1st workshop in May 2015 Last workshop November 2016 • Identified SMES from all OHCEA and partner institutions • 55 team members • One Health Module Design workshop • Target audience • Goals • Objectives/competencies • Course maps/ time line • Instructional activities • SMES develop content • Review of the Modules

  17. Technical MOdules Soft Skill modules Management Communication and Informatics Leadership Behavior change Collaboration and partnership Systems thinking Culture, beliefs, values and ethics Gender and One Health Policy and Advocacy • Epidemiology • Ecosystem health • Risk analysis • Infectious Disease Management • Outbreak Investigation and response and Antimicrobial Resistance • One Health concepts and knowledge • Research • Biosafety and biorisk management • Antimicrobial Resistance • Mental Health

  18. Materials available • 7 OH course Module in your possession: • Case studies • short case studies • Longer case studies • Malaysia PBL case studies • Movies such as contagion, fatal infestation • Created a flush drive for all the materials so you can all have access to them.

  19. Result • A framework for One Health curriculum developed that encompasses OH modules • Combining human animal health, infectious disease with principles of ecology and environmental sciences • Categorized to provide an understanding of One Health concepts applications and approach • Modules will be used at both preservice and in service levels as full courses or integrated into course materials

  20. Action plan- Faculty • OH Modules developed used as a basis or adopted. • Track faculty trained or curriculum reviewed. This document will include: • no of courses faculty member is teaching in the year • No of students in each course • No of times course will be taught • What modification were made to course/what was added • Which modules they will be teaching/using • Follow up with all faculty after three months

  21. Each One Health professional is well-trained for their roles, mandated and appropriately equipped • Professions have improved skills to work collaboratively with each other • Health systems benefit from One Health efficiencies

  22. Thank you!

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