Integrating One Health in human medical curricula: A scoping review of pedagogical strategies and challenges.
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| Title: | Integrating One Health in human medical curricula: A scoping review of pedagogical strategies and challenges. |
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| Authors: | Gunawardena, Sameera A.1 (AUTHOR) sameera@imu.edu.my, Chandraratne, Amalka2 (AUTHOR), Jayasekara, Thilinie Inoka3 (AUTHOR) |
| Source: | Medical Teacher. Jun2026, Vol. 48 Issue 6, p1069-1090. 22p. |
| Subject Terms: | *Interdisciplinary education, *Medical education, *Interprofessional relations, *Content analysis, *Simulation methods in education, *Problem-based learning, *Communication, *Learning strategies, Leadership, Descriptive statistics, Systematic reviews, MEDLINE, Thematic analysis, Online information services, Professional competence |
| Abstract: | Background: Following the COVID-19 pandemic, there has been renewed global attention on One Health (OH) as a framework to address the numerous global health challenges. Despite its growing recognition, the integration of OH into medical education has been limited. Many institutions are still unclear on the best approach to introduce and deliver OH within their academic programs. Aim: To map the pedagogical strategies, implementation experiences, and challenges in integrating OH into medical curricula. Methods: A scoping review was conducted in accordance with PRISMA-ScR guidelines. PubMed and Scopus databases were searched for peer-reviewed studies published between January 2015 and December 2024. Data were charted using a standardized extraction form and synthesized descriptively through thematic content analysis. Results: A total of 14 articles were found from institutions across North America, Africa, and Europe, representing initiatives ranging from integrated modules and stand-alone courses to extracurricular activities. Many utilized interactive, interdisciplinary pedagogies such as problem-based learning, simulations, capstone projects, and community outreach programs. The expected competencies ranged from interdisciplinary collaboration to recognizing human-animal-environment interconnectedness to applying OH principles in identifying and managing health conditions. Content areas extended beyond zoonotic diseases and environmental health to include broader aspects of health systems and health policy development. All the initiatives emphasized on fostering collaborative competencies and broadening students' perspectives on health. However, implementation was challenged by institutional constraints such as curriculum overload, limited faculty expertise, and logistical barriers to interdisciplinary teaching. Many institutions encountered epistemological resistance and reluctance to move beyond reductionist, human-centric paradigms, which was a likely factor in students finding it difficult to relate OH concepts to their medical practice. Conclusion: The review highlights the importance of faculty capacity building, early introduction of systems thinking, and alignment of clinical training with OH principles to ensure a more sustainable integration of OH in medical education. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Background: Following the COVID-19 pandemic, there has been renewed global attention on One Health (OH) as a framework to address the numerous global health challenges. Despite its growing recognition, the integration of OH into medical education has been limited. Many institutions are still unclear on the best approach to introduce and deliver OH within their academic programs. Aim: To map the pedagogical strategies, implementation experiences, and challenges in integrating OH into medical curricula. Methods: A scoping review was conducted in accordance with PRISMA-ScR guidelines. PubMed and Scopus databases were searched for peer-reviewed studies published between January 2015 and December 2024. Data were charted using a standardized extraction form and synthesized descriptively through thematic content analysis. Results: A total of 14 articles were found from institutions across North America, Africa, and Europe, representing initiatives ranging from integrated modules and stand-alone courses to extracurricular activities. Many utilized interactive, interdisciplinary pedagogies such as problem-based learning, simulations, capstone projects, and community outreach programs. The expected competencies ranged from interdisciplinary collaboration to recognizing human-animal-environment interconnectedness to applying OH principles in identifying and managing health conditions. Content areas extended beyond zoonotic diseases and environmental health to include broader aspects of health systems and health policy development. All the initiatives emphasized on fostering collaborative competencies and broadening students' perspectives on health. However, implementation was challenged by institutional constraints such as curriculum overload, limited faculty expertise, and logistical barriers to interdisciplinary teaching. Many institutions encountered epistemological resistance and reluctance to move beyond reductionist, human-centric paradigms, which was a likely factor in students finding it difficult to relate OH concepts to their medical practice. Conclusion: The review highlights the importance of faculty capacity building, early introduction of systems thinking, and alignment of clinical training with OH principles to ensure a more sustainable integration of OH in medical education. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 0142159X |
| DOI: | 10.1080/0142159X.2025.2604244 |
