Mor Siobhan M, Norris Jacqueline M, Bosward Katrina L, Toribio Jenny-Ann L M L, Ward Michael P, Gongora Jaime, Vost Meg, Higgins Peter C, McGreevy Paul D, White Peter J, Zaki Sanaa
The University of Sydney, Faculty of Science, School of Veterinary Science, NSW 2006, Australia.
The University of Sydney, Marie Bashir Institute for Infectious Diseases and Biosecurity, NSW 2006, Australia.
One Health. 2018 May 2;5:57-64. doi: 10.1016/j.onehlt.2018.05.001. eCollection 2018 Jun.
New educational approaches are needed to improve student understanding of the wider sociological and ecological determinants of health as well as professional responsibilities in related areas. Field trips allow students to observe interaction between plant, animal and human communities, making them an ideal tool for teaching One Health concepts.
Veterinary medical students participated in a field trip to a local parklands area, frequented by humans, dogs, horses, and wildlife. Students rotated through 5 learning activities ('stations') that focused on: (1) response to exotic animal disease incursion (equine influenza); (2) impact of cultures and belief systems on professional practice; (3) management of dangerous dogs; (4) land use change, biodiversity and emerging infectious disease; and (5) management of environmentally-acquired zoonoses (botulism). Intended learning outcomes were for students to: evaluate the various roles and responsibilities of veterinarians in society; compare the benefits and risks associated with human-animal and animal-animal interactions; and evaluate the contributions made by various professionals in safeguarding the health and welfare of animals, humans and the environment. Following the field trip, students participated in a debrief exercise and completed an online survey on their experiences.
Feedback from students collected in 2016/2017 (n = 211) was overwhelmingly positive. The learning experience at each station was rated as 4 ('Good') or 5 ('Very Good') out of 5 by 82-96% of students. Responses to closed- and open-ended questions - as well as outputs generated in the debrief session - indicated that students achieved the learning outcomes. Overall, 94% of students agreed or strongly agreed that they had a better understanding of One Health because of the field trip.
Field trips to local parklands are effective in promoting learning about One Health and can be incorporated into the core curriculum to maximize student exposure at relatively low cost.
需要新的教育方法来提高学生对更广泛的健康社会学和生态决定因素以及相关领域专业责任的理解。实地考察使学生能够观察植物、动物和人类群落之间的相互作用，使其成为教授“同一健康”概念的理想工具。
兽医专业学生参加了一次前往当地公园地区的实地考察，该地区常有人类、狗、马和野生动物出没。学生们轮流参与5项学习活动（“站点”），这些活动聚焦于：（1）应对外来动物疾病入侵（马流感）；（2）文化和信仰体系对专业实践的影响；（3）危险犬只的管理；（4）土地利用变化、生物多样性和新发传染病；（5）环境性人畜共患病（肉毒中毒）的管理。预期的学习成果是让学生：评估兽医在社会中的各种角色和责任；比较人与动物以及动物与动物互动相关的益处和风险；评估不同专业人员在保障动物、人类和环境健康与福利方面所做的贡献。实地考察结束后，学生们参加了一次汇报练习，并完成了一份关于他们经历的在线调查。
2016/2017年收集的学生反馈（n = 211）绝大多数是积极的。82% - 96%的学生将每个站点的学习体验评为5分制中的4分（“良好”）或5分（“非常好”）。对封闭式和开放式问题的回答以及汇报环节产生的成果表明学生达到了学习成果。总体而言，94%的学生同意或强烈同意由于这次实地考察他们对“同一健康”有了更好的理解。
前往当地公园的实地考察对于促进“同一健康”的学习是有效的，并且可以纳入核心课程，以相对低成本使学生有更多接触。
