1. One Health Course Module Demonstration Workshop

2. Welcome Before we get started at 8:30 this morning...
Welcome
Before we get started at 8:30 this morning...
Introduce yourself to your colleagues
Put together the most cross-discipline, cross- organizational team of 6 colleagues
As a team, find a table and come up with a One Health team name

3. Dr. Pham Duc Phuc VOHUN National Coordination Office

4. Introductions: Facilitation Team
Introductions: Facilitation Team
Le Thi Thanh Xuan
Luu Quoc Toan
Pham Hong Ngan
Pham Duc Phuc
Felicia Nutter
Jeein Chung
Roberta Talmage

5. The One Health Course Team
The One Health Course Team
Dr. Abu Tholib Aman Mr. Irwin Fernandez Chavez Dr. Jeein Chung Dr. Ede Surya Darmawan Dr. Stan Fenwick Ms. Louise Flynn Dr. Karin Hamilton Dr. Latiffah Hassan Ms. Kimberly Kennedy Dr. Nongyao Kasatpibal Dr. Le Thi Thanh Xuan  
Dr. Sumalee Lirtmunlikaporn Dr. Roslaini Bin Abd. Majid Dr. Mohd Rizal Abdul Manaf Dr. Walasinee Moonarmart Dr. Saengduen Moonsom Ms. Pornthip Rujisatian Dr. Sarmin MP Dr. Pham Hong Ngan Dr. Felicia Nutter Dr. Kriangkrai Thongkorn  
Dr. Mohd Sham Bin Othman Dr. Pham Duc Phuc Dr. Jennifer Steele Dr. Agik Suprayogi Ms. Roberta Talmage Dr. Metawee Thongdee Mr. Luu Quoc Toan Dr. Ronald Enrique Morales Vargas Dr. Le Thi Huong  

6. Universities Vinh Medical University Tay Nguyen University
Vinh Medical University
Tay Nguyen University
Hue University of Agriculture and Forestry
Hue Medical & Pharmaceutical University
Ho Chi Minh Medical and Pharmaceutical University
Ho Chi Minh City University of Agriculture and Forestry
Can Tho University/College of Agriculture and Applied Biology
Hanoi University of Agriculture
Hanoi Medical University/Institute for Preventive Medicine and Public health
Hanoi School of Public Health
Other

7. Disciplines Medicine Pharmacy Public Health Agriculture Forestry
Disciplines
Medicine
Pharmacy
Public Health
Agriculture
Forestry
Veterinary Medicine
Ecology
Other

8. Workshop Agenda – Day One
Workshop Agenda – Day One
Time
Topic
8:30 – 9:00 am
Welcome, Introductions, Overview of Workshop
9:00 – 9:30 am
One Health, Core Competencies and Course and the Modules
9:30 – 12:00 noon
Exploring the One Health Course Modules
12:00 – 1:00 pm
Lunch
1:00 – 2:00 pm
Collaboration and Partnerships: The Marshmallow Challenge
2:00 – 2:30 pm
Making Your Curriculum a One Health Curriculum
2:30 – 3:00 pm
Break
3:00 – 4:55 pm
Integrating One Health Modules into VOHUN Initiatives
4:55 – 5:00 pm
Review and Preview

9. Workshop Agenda – Day Two
Time
Topic
8:30 – 9:00
Registration
9:00 – 10:00
DEMO: Jeopardy
10:00 – 12:00
Design Session Continued
12:00 – 1:00
Lunch
1:00 – 2:30
Design Plan Presentations
2:30 – 3:00
Plenary Discussion of Design Presentations
3:00 – 3:15
Break
3:15 – 3:30
Next Steps
3:30 – 4:00
Closing

10. Introduction to One Health, Core Competencies and Course Modules

11. Humans + Animals + Ecosystems
What is One Health?
ANSWER:
Humans + Animals + Ecosystems
Professionals working together:
Interdisciplinary (interactive)
Multidisciplinary (additive)
Transdisciplinary (holistic)
To create BETTER outcomes!

12. South East Asia One Health University Network
SEAOHUN

13. SEAOHUN Core Universities
Hanoi School of Public Health
Chiang Mai University
Mahidol University
Universiti Kebangsaan Malaysia
Institut Pertanian Bogor
Universitas Indonesia
Universitas Gadjah Mada
Universiti Putra Malaysia
Hanoi Medical University
Hanoi University of Agriculture

14. National One Health university networks
Each of the four countries has also established a National Network (INDOHUN, MyOHUN, THOHUN, VOHUN) to share and disseminate the benefits of the regional network to a wider group of faculties of medicine, nursing, veterinary medicine, public health and others
These faculties within each country are involved in educating professionals in the skills required to support the One Health approach
National Coordinating Offices are being established in regional faculties – VOHUN – Hanoi School of Public Health

15. SEAOHUN National One Health Networks VOHUN Vietnam
(Hanoi School of Public Health)
SEAOHUN
MYOHUN
Malaysia
(Universiti Putra Malaysia, Faculty of Veterinary Medicine)
THOHUN
Thailand (Mahidol University, Faculty of Tropical Medicine)
INDOHUN
Indonesia
(University of Indonesia, Faculty of Public Health)

16. 17 Universities and 18 Faculties
VOHUN -
17 Universities and 18 Faculties
Bac Giang Agriculture and Forestry University
Thai Nguyen University of Medicine & Pharmacy
Thai Nguyen University of Agriculture & Forestry
Hanoi (Network Secretariat):
Hanoi School of Public Health
Hanoi Medical University
Hanoi University of Agriculture
Hai Phong Medical University
Thai Binh University of Medicine
Hue University of Medicine & Pharmacy
Hue University of Agriculture & Forestry
Nam Dinh University of Nursing
Tay Nguyen University:
Faculty of Medicine
Faculty of Animal Husbandry & Veterinary Medicine
Vinh Medical University
Hochiminh City Medicine & Pharmacy University
Hochiminh City Agriculture & Forestry University
Can Tho University: College of Agriculture & Applied Biology
Can Tho University of Medicine & Pharmacy

17. SEAOHUN Vision and Mission
A South East Asia One Health University Network fostering sustainable trans-disciplinary capacity building to respond to emerging and re-emerging infectious and zoonotic diseases
Mission
To leverage the training, education, and research capacities of the university network to build the skills, knowledge and attitude base for One Health leaders

18. SEAOHUN Objectives
Objective 1 – To build cadres of trained professionals to be One Health and future leaders
Objective 2 – To improve the competencies of One Health professionals
Objective 3 – To build a One Health evidence base through research activity
Objective 4 – To promote and advance the One Health approach for control of emerging and re-emerging infectious and zoonotic diseases
NEW SLIDE

19. Overview of SEAOHUN
The main focus of the first year was on –
Development of nationally and regionally-relevant OH Core Competencies
Development of content for a generic One Health course to be applied strategically in regional faculties

20. “a new graduate species!”
What are the expected outcomes of the CC project?
The Core Competencies collectively identified are being used to work closely with universities and governments in the region to map and identify current gaps in curricula, to discuss opportunities to fill those gaps, and to develop acceptable strategies to produce the future OH leaders for governments, universities and communities
– individuals with the skills to effectively and efficiently work together to protect human, animal, and environmental health
“a new graduate species!”

21. OH Health Competency Domains for SEAOHUN - Country and Regional Results
OHCC Regional Domains by Country July 2012 Workshop Results
SEAOHUN
Regional
Domains
October 2012
Malaysia
Indonesia
Thailand
Vietnam
Management
Planning and Management
Communication
Communication and Informatics
Culture and Belief
Culture and Ethics
Culture and Beliefs
Leadership and Professionalism
Leadership
Collaboration and Partnership
Collaboration
Collaboration and
Partnership
Ethics
Values and Ethics
Systems Thinking
One Health Knowledge
Policy, Regulation and Advocacy

22. VOHUN OH Core Competency Domains
Planning and Management
Communication and Informatics
Culture and Beliefs
Leadership
Collaboration and
Partnership
Values and Ethics
Systems Thinking
Policy, Regulation and Advocacy

23. What do we mean by “Core Competency” (Domain)?
The Knowledge, Skills, Attitudes, Behaviors to be a One Health Professional
Management:
Includes competencies that enable partners to plan, design, implement, and evaluate programs across disciplines and sectors in order to maximize effectiveness of action and desired One Health outcomes.
Subdomains: Planning; Design; Implementation; Evaluation

24. One Health Core Competencies
SEAOHUN Regional OH Course Modules
Behavior development
Ecosystem health
Fundamentals of infectious disease
One Health concepts and knowledge
Epidemiology and risk analysis
Policy, advocacy and regulation
Public health
Systems thinking
Collaboration and partnership
Communication and informatics
Culture, beliefs, values and ethics
Leadership
Infectious disease management
Management
One Health economics
One Health Core Competencies
SEAOHUN Regional CC Domains
Management
Communication and Informatics
Culture and Beliefs
Leadership
Collaboration and Partnership
Values and Ethics
Systems Thinking
Regional OH Course Development Workshop 1 (March)
Regional OH Course Development Workshop 2 (September)
Regional OH Course Development Workshop 3 (October)
INDOHUN OH Course dissemination (December)
MyOHUN OH Course dissemination (December)
THOHUN OH Course dissemination (December)
VOHUN OH Course dissemination
(December)
Illustrative National Activities
OH capacity building workshop – OH cadres and future leaders
Training for university teachers on CC and OH module development
Global young leaders for One Health
Illustrative National Activities
Development of a problem-based learning book for OH teaching
International collaboration for OH postgraduate program for SEA universities
Economic evaluation of the impact of zoonotic diseases in Malaysia
Illustrative National Activities
Integration of OH approach to field-based learning of students
One Day – One Health
Training on response to emerging zoonotic and food-borne diseases
Illustrative National Activities
Strengthening capacity of health and veterinary professionals to control priority zoonotic diseases
One Health research on control of Streptococcus suis in northern Vietnam and Thailand
Government-university partnership for in-service outbreak response training

25. One Health Core Competencies
Regional OH Course Development Workshop 1 (March)
One Health Core Competencies
Regional OH Course Development Workshop 2 (September)
Regional OH Course Development Workshop 3 (October)

26. SEAOHUN Regional OH Course Modules
Behavior development
Collaboration and partnership
Ecosystem health
Communication and informatics
Fundamentals of infectious disease
Culture, beliefs, values and ethics
One Health concepts and knowledge
Leadership
Epidemiology and risk analysis
Infectious disease management
Policy, advocacy and regulation
Management
Public health
One Health economics
Systems thinking

27. How well does your curriculum align with OH core competencies already?
Courses vs. OH Core Competencies
Which courses contain more of the OH Domains?
Which courses contain less of the OH Domains?
Which OH Domains are represented often?
Which OH Domains are not represented?
Which OH Modules do you want further developed/integrated into your curriculum?

28. The Domain Matrix/Map Manage-ment Commun-ication Culture & Beliefs
Leadership & Profes- sionalism
Collabor-ation
Values & Ethics
Systems Thinking
Course A +
Course B
Course C

29. Interpretation
Course A - teaches Leadership, Collaboration, Culture and Beliefs
Course B - teaches Management, Systems Thinking
Course C - teaches Communication, Management, Systems Thinking, Collaboration, Culture and Beliefs, Values and Ethics
What OH domain is this “curriculum” strong at?
Systems Thinking, Management, Collaboration
What are some gaps (which domains are missing)?
Very little Culture and Beliefs, Communication

30. Partial Example MANAGEMENT CULTURE/BELIEFS Course Planning Design
Implementation
Evaluation
Cultural Sensitivity
Belief Systems
-Perencanaan dan Evaluasi Kesehatan 1
-Manajemen Strategik
-Pengantar Manajemen Sumber Daya Manusia
-Organisasi dan Manajemen
-Perencanaan dan Evaluasi Pendidikan Kesehatan Masyarakat
-Survailans Epidemiologi
-Epidemiologi Penyakit Menular
-Praktek Belajar Lapangan I,II, III
-KKN profesi Kesehatan
-Antropologi Kesehatan
-Sosiologi Kesehatan
-Dasar-dasar Prilaku Kesehatan
-Etika dan Hukum Kesehatan
-Psikologi Kesehatan
-Pengantar Administrasi dan Kebijakan Kesehatan

31. OH Curriculum Map
Figure out strengths and gaps of your curriculum so that….
Goal of Workshop:
Which OH Modules do you want further developed/integrated into your curriculum?

32. One Health Treasure Hunt Discovering the One Health Modules

34. Directions:
You have 90 minutes (until 12:00) to complete the treasure hunt
The team with the most correct answers wins a fabulous training prize

36. Module: Introduction
How many people participated in the design of the One Health Modules?
Answer: 31

37. Module: Introduction
What are six choices a faculty members has in deciding how to use the modules?
Answer: 
Teach the core competencies as standalone modules or may choose to integrate them into the technical modules.
Combine elements of the modules.
Teach specific sessions of a module rather than an entire module.
Create a new unit in an existing course or to create a One Health “short course.”
Localize content and change the context.
Tailor the modules to the audience of learners

38. Module: Behavior Change
Describe the main elements of the Health Belief Model.
Answer:
Know that they have a particular health condition
Believe that having the condition is serious and bad
Perceive that the benefits of changing their behavior outweigh the challenges
Feel that there are treatment options
Feels a ‘call to action’ to spark the change

39. Module: Behavior Change
Draw the Lewin 3-Step Model for Change.

40. Module: Collaboration and Partnerships
What are the “innovation adopter” types on our team? How can you use each type effectively?
Answer:
Innovation adopter types are:
Innovators
Early adopters
Early majority
Late majority
Slow or non-adopters

41. Module: Collaboration and Partnerships
What are the three criteria for judging the best prototype for air-dropping medicines? (Hint: See the Egg Drop Challenge)
Answer:
Structure: Ability to protect the egg from a 10 ft. fall.
Aesthetics: The overall attractiveness of the design.
Economics: They will be given extra points for using less supplies.

42. Module: Communication and Informatics
What are the key elements of the Chinese symbol for listening?
Answer:

43. Module: Communication and Informatics What is the Rule of 3? Answer:
Rule of Three states in high stress situations, we should:
Present 3 key messages
Repeat key message 3 times
Prepare 2-3 supporting messages for each key message

44. Module: Culture, Beliefs, Values and Ethics
Explain the “iceberg” model.
Answer:
Surface culture is above the surface, or what we can see
Deep Culture is just below the surface and includes unspoken rules, behaviors, and emotions.
Deepest Culture is value based and intensely emotional

45. Module: Culture, Beliefs, Values and Ethics
Fill in four roles in the Pet/Food/God Table.
Answer:
Domestic Animals
Pet
Food
God
Wildlife

46. Module: Ecosystem Health
In addition to goods and products, name the ways ecosystems provide value to humans.
Answer:
Aesthetic appreciation
Tourism
Recreation
Education
Motivation
Genetic resources
Culturally and spiritually

47. Module: Ecosystem Health
What are the three ecosystems in Southeast Asia that the One Health course explores?
Answer:
Mangroves
Rain Forests
Coral Reefs

48. What are some key challenges a One Health Leader faces?
Module: Leadership
What are some key challenges a One Health Leader faces?
Answer:
Coordination across multiple sectors and disciplines
Integrated nature of One Health Issues
Collective action is often needed to make a difference
Impacts and is impacted by social, political and economic considerations
Can be at many scales – community level to global

49. What is the purpose of the Raging River exercise?
Module: Leadership
What is the purpose of the Raging River exercise?
Answer:
To give students an experiential exercise in which to examine their own leadership and the leadership of others and determine which leadership styles might be effective/ineffective in a One Health field initiative.

50. Draw the project management triangle. Answer:
Module: Management
Draw the project management triangle.
Answer: .

51. Module: Management
Which Six Sigma tool do you think you will use in the near future and why? (Collect answers for all team members.)
Answer:
Six sigma tools in the module are:
Affinity diagrams
Process Flow
Histogram
Pareto Chart
5 why
Cause and effect diagrams
Fishbone
Brainstorming
Systems Diagrams
CHECK Process

52. Module: One Health Concepts and Knowledge
Create a One Health Wordle
Answer:

53. Module: One Health Concepts and Knowledge
What are the One Health categories in the Jeopardy game?
Answer:
Management
Communications and Informatics
Culture, Beliefs, values and Ethics
Leadership
Collaboration and Partnership
Systems Thinking

54. Module: Policy Advocacy and Regulation
How does the World Health Organization define a policy?
Answer:
The World Health Organization (WHO) defines health policy as, “decisions, plans, and actions that are undertaken to achieve specific health care goals within a society. An explicit health policy can achieve several things: it defines a vision for the future which in turn helps to establish targets and points of reference for the short and medium term. It outlines priorities and the expected roles of different groups; and it builds consensus and informs people.” A regulation provides the specific rules for implementing a policy.

55. Module: Policy Advocacy and Regulation
Name three international organizations that create One Health related policies.
Answer:
World Health Organization (WHO)
World Organizational for Animal Health (OIE)
Food and Agriculture Organization (FAO)

56. Answer: Module: Systems Thinking
When exploring a “wicked” One Health problem, what are some basic questions that should be addressed?
Answer:
Who? Who has the diseases? Who else do the diseases impact? Who is on the One Health Team?
Where? Where was the first case discovered? Where has it spread?
When? When was the first case discovered? How quickly is it spreading?
How? How is the disease transmitted? How serious is it? How can the disease be managed and controlled?
What? What are the implications for human, animal and ecological health?
Why? Why did the outbreak occur?

57. Module: Systems Thinking What are some key elements of a “system”?
Answer:
A system…
Is complicated
Is complex
Has feedback
Has boundaries
Is adaptive
Is comprised of integration points and leverage points

58. Module: Fundamentals of Infectious Disease
Name three laboratory techniques for identifying infectious diseases recommended in the One Health modules.
Answer:
Direct fecal examination
Thick and thin blood smears
Bacteria culture staining

59. Module: Fundamentals of Infectious Disease
What are the key activities an instructor should make sure students cover in a “daily life log” that would most likely be involved in the transmission of infectious diseases?
Answer:
Food and eating
Cleaning and hygiene
Animals

60. Module: Infectious Disease Management
What are the key elements of the risk framework for infectious diseases?
Answer:
Hazard identification
Dose response
Explore assessment
Risk characterization
Risk Management

61. Module: Infectious Disease Management
What are the fundamental questions you need to answer to create a management plan for infectious disease?
Answer:
What is the type of infectious organism?
What host species are affected?
Are there reservoir hosts that spread organism but do not develop disease?
How is the disease transmitted from host to host?
What interventions (treatment, prevention, vaccination) are available?
What are possible prevention strategies?

62. Module: Public Health
What is Photovoice and how can students use the technique in public health field work?
Answer:
Photovoice is a method mostly used in the field of community development, public health, and education which combines photography with grassroots social action. Participants are asked to represent their community or point of view by taking photographs, discussing them together, developing narratives to go with their photos, and conducting outreach or other action.

63. List at least three public health surveillance web sites. Answer:
Module: Public Health
List at least three public health surveillance web sites.
Answer:
WHO – Global Health Observatory:
Morbidity and Mortality Weekly Report (MMWR):
Promed:
Health Map:
Global alert and response:
Google flu -
Mekong Basin Disease Surveillance:

64. As a team discuss: How did your team “manage” the challenge?
How effectively did you collaborate as a team?
Did a leader or leaders emerge? What leadership behaviors were effective? Not as effective?

65. Lunch Break

66. Effective Collaboration
Collaboration and partnerships
One Health Course

67. The Marshmallow Challenge

68. The Marshmallow Challenge
Build the tallest freestanding structure
The entire marshmallow must be on top
Use as much or as little of the kit
Break up the spaghetti, string or tape
The challenge lasts 18 minutes
Build the Tallest Freestanding Structure: The winning team is the one that has the tallest structure measured from the table top surface to the top of the marshmallow. That means the structure cannot be suspended from a higher structure, like a chair, ceiling or chandelier.
The Entire Marshmallow Must be on Top: The entire marshmallow needs to be on the top of the structure. Cutting or eating part of the marshmallow disqualifies the team.  
Use as Much or as Little of the Kit: The team can use as many or as few of the 20 spaghetti sticks, as much or as little of the string or tape. The team cannot use the paper bag as part of their structure.
Break up the Spaghetti, String or Tape: Teams are free to break the spaghetti, cut up the tape and string to create new structures.
The Challenge Lasts 18 minutes: Teams cannot hold on to the structure when the time runs out. Those touching or supporting the structure at the end of the exercise will be disqualified. 
Ensure Everyone Understands the Rules: Don’t worry about repeating the rules too many times. Repeat them at least three times. Ask if anyone has any questions before starting.
20 pieces
1 meter
1 meter

69. The Challenge

70. How to Make Your Curriculum a
One Health Curriculum

71. …it is as easy as ,,

72. Know Your OH Competencies S

73. ONE HEALTH COMPETENCY FRAMEWORK Global Domains February 2013
SEAOHUN Regional Domains
Malaysia
Indonesia
Thailand
Vietnam
Management
Planning and Management
Communication
Communications and Informatics
Culture and Beliefs
Culture and Belief
Culture and Ethics
Leadership
Leadership and Professionalism
Collaboration and Partnership
Collaboration
Collaboration and Partnership`
Values and Ethics
Ethics
Systems Thinking
One Health Knowledge
Policy, Regulation and Advocacy

74. Have you been confused about the terminology:
Competency Domains
Competencies
Learning Objectives S

75. Know Your OH Competencies
Identify Your Gaps  

76.   Behavior Development Communication Collaboration Policy Culture
Know Your OH Domains
Identify Your Gaps  
Communication
Behavior Development
Collaboration
Policy
Disease
Management
Culture
Management
Eco
System
Health
Leadership
Systems
Thinking

77. Know Your OH Competencies
Identify Your Gaps
Fill Your Gaps   

78. One Health
Modules

79. One Health Competencies (Core & Technical)
Learning Objectives
Modules
Professional Development “Short Course”
Academic Curricula

80. How to fill the gaps using the One Health modules…
How to fill the gaps using the One Health modules…
YOU CHOOSE

81. teach the core competencies as standalone modules or integrate them into the technical modules
YOU CHOOSE

82. combine elements of different modules to create a new module
YOU CHOOSE
teach the core competencies as standalone modules or integrate them into the technical modules.
combine elements of different modules to create a new module

83. YOU CHOOSE teach specific sessions of a module or the entire module
YOU CHOOSE
teach the core competencies as standalone modules or integrate them into the technical modules.
teach specific sessions of a module or the entire module
combine elements of difference modules

84. YOU CHOOSE
teach the core competencies as standalone modules or integrate them into the technical modules.
create a new unit in an existing course or create a One Health “short course”
teach specific sessions of a module or the entire module
combine elements of difference modules

85. YOU CHOOSE localize content and context
YOU CHOOSE
teach the core competencies as standalone modules or integrate them into the technical modules.
localize content and context
create a new unit in an existing course or create a One Health “short course”.
teach specific sessions of a module or the entire module
combine elements of difference modules

86. YOU CHOOSE tailor the modules to the audience of learners
YOU CHOOSE
teach the core competencies as standalone modules or integrate them into the technical modules.
tailor the modules to the audience of learners
Localize content and context
create a new unit in an existing course or create a One Health “short course”.
teach specific sessions of a module or the entire module
combine elements of difference modules

87. Intention
Choice
Intended Outcome

88. Know Your OH Competencies
Remember, making your curriculum a One Health Curriculum is as easy as ,,
Identify Your Gaps
Modules
Know Your OH Competencies
Fill Your Gaps

89. Integrating One Health Modules into VOHUN Initiatives

90. Module: Introduction
What are six choices a faculty members has in deciding how to use the modules?
Answer: 
Teach the core competencies as standalone modules or may choose to integrate them into the technical modules.
Combine elements of the modules.
Teach specific sessions of a module rather than an entire module.
Create a new unit in an existing course or to create a One Health “short course.”
Localize content and change the context.
Tailor the modules to the audience of learners

91. What are some potential ways for VOHUN members to use the modules?

92. Who would benefit from these materials? How might you use the modules?
At your tables discuss and prepare to share:
Who would benefit from these materials?
How might you use the modules?
How might others use the modules?

93. Next Steps

94. Thinking about today: What is one thing you liked about today?
What is one thing you want to be sure we do differently/do tomorrow?

95. Workshop Agenda – Day Two
Time
Topic
8:30 – 9:00
Registration
9:00 – 10:00
DEMO: Jeopardy
10:00 – 12:00
Design Session Continued
12:00 – 1:00
Lunch
1:00 – 2:30
Design Plan Presentations
2:30 – 3:00
Plenary Discussion of Design Presentations
3:00 – 3:15
Break
3:15 – 3:30
Next Steps
3:30 – 4:00
Closing