Systematizing the One Health Approach in Preparedness and Response Efforts for Infectious Disease Outbreaks Proceedings of a Workshop (2022) / Chapter Skim
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5 Building the Future One Health Workforce
5 Building the Future One Health Workforce
Pages 65-82
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From page 65... ...
, detailed current experientiallearning initiatives in Africa and Asia and described opportunities for collaboration and innovation. The session was moderated by Eva Harris, professor of infectious diseases and director of the Center for Global Public Health at the University of California, Berkeley.
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. King remarked that global advances are even more robust, with progress in defining an effective workforce and essential competencies being demonstrated in work conducted by the U.S.
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King culled skill sets specified in papers and background materials to identify core competencies in an effective One Health workforce: communications, the ability to form and work in teams, systems thinking, and the ability to collaborate. Other critical skill sets include leadership at all levels; situation analysis; risk assessment; risk analysis; analytical capabilities, especially with large datasets; interpersonal skills; emotional intelligence; cultural awareness; and conflict resolution.
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is at the heart of the One Health approach. Understanding and building the skills needed in a complex environment warrants a reexamination of the pedagogy, said King.
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; • Supersized social organizations, requiring cross-cultural compe tency, virtual collaboration, and a design mindset; and • Computational world, requiring computational thinking, cognitive load management, and predictive modeling. King remarked that these skills are applicable to the One Health workforce.
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In the area of relationship building, King remarked that IPE can serve as the missing link needed to build positive working relationships and collaborative networks. Relationship building can facilitate integration of strategies being brought forth by planetary health and convergence science.
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UNIVERSITY NETWORKS ON THE FRONT LINES FOR COMMUNITY ENGAGEMENT AND ONE HEALTH INNOVATION Woutrina Smith, University of California, Davis Smith discussed general methods of collaboration and encouraging innovation, then outlined specific activities carried out in Africa and Asia through the One Health Workforce -- Next Generation (OHW-NG) project, which partners with Africa One Health University Network (AFROHUN; formerly known as One Health Central and Eastern Africa)
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The first scenario was being a phone call or e-mail away from communicating with colleagues on every continent. Smith stated this is currently taking place, and that efforts should continue in building a global network of health professionals committed to a One Health approach.
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Knowledge management includes establishing systems and strategies to evaluate performance and track workforce placements. Organizational sustainability is achieved by strengthening the capacities of regional One Health university networks for direct donor funding acquisition and management.
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Student One Health clubs are an avenue for delivering hands-on training; over the past year, this has taken place on the frontlines of the pandemic response, with students leading COVID-19 risk communication and community-engagement campaigns. Using the One Health approach, students conduct needs assessments and raise awareness about COVID-19 and other health issues.
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Smith noted that many annual reports and publications feature practitioners' successes, such as faculty members who recognize and promote the value of the approach and students demonstrating leadership in One Health clubs. Smith added that some One Health Champions work in Rwanda, a nation that has long committed to a One Health approach from the top down; this provides students with new opportunities for surveillance and training.
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From page 76... ...
Exemplifying this, a program was recently hosted by Cornell University's College of Veterinary Medicine, a local health system, and the New York department of public health, which trained 1,000 people with One Health competencies to address COVID-19.4 While this activity was carried out quickly and relatively inexpensively, it effectively develops beginning-level expertise, said King. Increasing Public Trust in Scientific Experts Another participant asked how to address the general public's skepticism or unwillingness to listen to expert advice on infectious diseases.
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People will not change behaviors unless they believe in the need to do so, and the One Health approach places technical knowledge into social contexts in digestible ways. Grade-School Education Efforts Harris asked about the role that primary and secondary school education might play in One Health's sustainability efforts.
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Approximately one billion people in the world's lowest-income countries depend on plant and animal agriculture, so efforts to prevent infectious diseases and bolster nutrition are critical to achieving health equity. One Health focuses on preventing infections, which can have a profound impact within populations that are more likely to be severely infected by infectious diseases.
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Smith suggested that projects should continue to focus on increasing these capabilities. King remarked that over the past 5 years, impressive advances in data analytics have resulted in new resources and opportunities for exploring datasets such that data analytics has become an additional area of proficiency for One Health professionals.
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REFLECTIONS ON DAY 2 Harris highlighted key themes and concepts from the panel discussions and plenary presentation session, and Peter Daszak, president of EcoHealth Alliance and member of the planning committee, summarized the presentations heard on day 2 of the workshop. The first panel discussed longpracticed efforts that fit within the One Health model yet are only recently being referred to as One Health practices, such as research on food-borne illness that uses an interdisciplinary genetics approach and the area of plant health that can serve as a model system for human health in terms of aerial surveillance and modeling communities and populations.
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Addressing these gaps will require de-siloing, transformative thinking, relationship building, upskilling, and capacity building. The discussion addressed the role of citizen science, primary- and secondary-school education as an avenue for One Health awareness, becoming a "T-shaped" professional with both expertise and cross-disciplinary knowledge and competency, using One Health to decolonize and deracialize education and the workforce, and the concept of convergence science.
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82 SYSTEMATIZING THE ONE HEALTH APPROACH issue, because the virus spread through the interface of people, livestock, wildlife, and the environment. A more structured One Health approach may enable outbreaks to be stopped early on or even prevented entirely; one that is applied in every country and supported by global cooperation and collaboration could prevent some critical issues, such as pandemics, Daszak suggested.
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