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] |
| Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 193923652 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Integrating One Health in human medical curricula: A scoping review of pedagogical strategies and challenges. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Gunawardena%2C+Sameera+A%2E%22">Gunawardena, Sameera A.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> sameera@imu.edu.my</i><br /><searchLink fieldCode="AR" term="%22Chandraratne%2C+Amalka%22">Chandraratne, Amalka</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Jayasekara%2C+Thilinie+Inoka%22">Jayasekara, Thilinie Inoka</searchLink><relatesTo>3</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Medical+Teacher%22">Medical Teacher</searchLink>. Jun2026, Vol. 48 Issue 6, p1069-1090. 22p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Interdisciplinary+education%22">Interdisciplinary education</searchLink><br />*<searchLink fieldCode="DE" term="%22Medical+education%22">Medical education</searchLink><br />*<searchLink fieldCode="DE" term="%22Interprofessional+relations%22">Interprofessional relations</searchLink><br />*<searchLink fieldCode="DE" term="%22Content+analysis%22">Content analysis</searchLink><br />*<searchLink fieldCode="DE" term="%22Simulation+methods+in+education%22">Simulation methods in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Problem-based+learning%22">Problem-based learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Communication%22">Communication</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+strategies%22">Learning strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership%22">Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Systematic+reviews%22">Systematic reviews</searchLink><br /><searchLink fieldCode="DE" term="%22MEDLINE%22">MEDLINE</searchLink><br /><searchLink fieldCode="DE" term="%22Thematic+analysis%22">Thematic analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Online+information+services%22">Online information services</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+competence%22">Professional competence</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/0142159X.2025.2604244 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 22 StartPage: 1069 Subjects: – SubjectFull: Interdisciplinary education Type: general – SubjectFull: Medical education Type: general – SubjectFull: Interprofessional relations Type: general – SubjectFull: Content analysis Type: general – SubjectFull: Simulation methods in education Type: general – SubjectFull: Problem-based learning Type: general – SubjectFull: Communication Type: general – SubjectFull: Learning strategies Type: general – SubjectFull: Leadership Type: general – SubjectFull: Descriptive statistics Type: general – SubjectFull: Systematic reviews Type: general – SubjectFull: MEDLINE Type: general – SubjectFull: Thematic analysis Type: general – SubjectFull: Online information services Type: general – SubjectFull: Professional competence Type: general Titles: – TitleFull: Integrating One Health in human medical curricula: A scoping review of pedagogical strategies and challenges. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Gunawardena, Sameera A. – PersonEntity: Name: NameFull: Chandraratne, Amalka – PersonEntity: Name: NameFull: Jayasekara, Thilinie Inoka IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 0142159X Numbering: – Type: volume Value: 48 – Type: issue Value: 6 Titles: – TitleFull: Medical Teacher Type: main |
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