Shared Curricula and Competencies in One Health and Health Professions Education
- PDF / 273,524 Bytes
- 4 Pages / 595.276 x 790.866 pts Page_size
- 94 Downloads / 187 Views
COMMENTARY
Shared Curricula and Competencies in One Health and Health Professions Education Roxanne J. Larsen 1,2 Accepted: 26 October 2020 # The Author(s) 2020
Abstract Globally, health professions education programs have similar course content and expectations for learners. One Health core competencies are shared by many health professions accreditation bodies. These competencies provide a framework which can guide professional programs in a world with emerging zoonotic diseases, a growing interface between humans and animals, and ongoing impacts from climate change. By focusing on shared outcomes, we can better prepare our learners for a more interdisciplinary practice of medicine and science. Fundamental courses, like gross anatomy, can be a uniting thread. A general overview of anatomy courses in medical and veterinary programs is provided.
Exploring the connections among human, animal, and environmental health is a key component of One Health approach (e.g., One Health Initiative, One Health Commission) [1, 2] and should be incorporated into health professions education (HPE) programs and their curricula for all levels and fields of health professional learners. The One Health approach provides a framework of core competencies including domains such as management, communication and informatics, values and ethics, leadership, team and collaboration, roles and responsibilities, and systems thinking [3, 4]. These shared competencies are especially important in guiding our health professions curricula in a world with emerging zoonotic diseases, the growing interface between humans and animals, and the ongoing impacts from climate change. There has been a historical connection to the One Health approach in science and medicine, which contributed to the birth and development of many basic science disciplines including anatomy, physiology, and immunology (Fig. 1). The history of One Health begins as early as the time of the Egyptians and continued with several growth spurts in public health and comparative medicine. Eventually, the continued
* Roxanne J. Larsen [email protected] 1
Department of Veterinary and Biomedical Sciences, College of Veterinary Medicine, University of Minnesota, St. Paul, MN, USA
2
Medical Education Division, Duke University School of Medicine, Durham, NC, USA
advances in medicine and technology allowed for more comparative and interventional methods to be employed [5, 6]. Along with a shared history, there are shared professional competencies and/or accreditation standards across a variety of health professional programs (Table 1). The programs included in this brief overview are the American Veterinary Medical Association (AVMA) Council on Education (COE) Accreditation Policies and Procedures, requirements for Standards of Accreditation (7.9. Standard 9, Curriculum) [7]; the Association of American Veterinary Medical Colleges (AAVMC) Competency-Based Veterinary Education (CBVE) competency domains and framework [8]; the Association of American Medical Colleges (AAMC) and the Liaison Co
Data Loading...
