PUBLIC HEALTH AND GLOBAL HEALTH AS VENUES FOR CROSS-DISCIPLINARY HEALTH PROFESSIONAL EDUCATION

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1 PUBLIC HEALTH AND GLOBAL HEALTH AS VENUES FOR CROSS-DISCIPLINARY HEALTH PROFESSIONAL EDUCATION IOM Global Forum on Innovation in Health Professional Education: Envisioning the Future of Health Professional Education - April 24, Christopher W. Olsen, DVM PhD Professor of Public Health, School of Veterinary Medicine Assoc. Dir. for One Health (Acting Director ), Global Health Institute Program Faculty, MPH Program, School of Medicine and Public Health University of Wisconsin-Madison We must recognize that most of the world s health problems and premature deaths are preventable through changes in human behavior and at low cost and with education! Hiroshi Nakajima Director General Hiroshi WHO Nakajima ( ) Director General WHO Keynote address, International Union for Health Education, Houston, August 28 September 2, 1988

2 ( hf/ebola/index.html) (Memish et al Emerg. Infect. Dis. 20: ) (ww.cdc.gov) (FAO. World Livestock 2013 Changing Disease Landscapes) (Keesing et al Nature 468, (2010) doi: /nature09575) ~1 billion people (ww.usaid.gov) ( THE UNIVERSITY OF WISCONSIN-MADISON MASTER OF PUBLIC HEALTH PROGRAM Mission To develop a sufficient, competent, and diverse public health workforce through excellence in multidisciplinary education, research, and community service Provide high quality, multidisciplinary public health education (Holistic appreciation for the contributions of multiple disciplines) Engage students in public health research on campus and in communities (Comprehensive understanding of public health issues) Promote collaborative partnerships with communities and organizations to engage in community-based scholarship (Training in effective prevention initiatives)

3 MULTIDISCIPLINARY PROGRAM FACULTY MULTIDISCIPLINARY PROGRAM STUDENTS MD/MPH 51 DVM/MPH 32 BSN-MSN/MPH 18 PharmD/MPH 11 MPA/MPH 17 JD/MPH 10 (Non-dual degree 269) You can pursue your unique interests, then have opportunity to interact with others from diverse fields on campus.

4 THE GHI: COLLABORATING FOR GLOBAL HEALTH Graduate, Health Professional, Capstone Student Certificate in Global Health The Certificate in Global Health curriculum focuses on global health topics and health issues that transcend national and disciplinary boundaries, emphasizing health and disease in developing countries as viewed through a cultural lens and consideration of the complex upstream determinants of health. It is a collaborative offering of the Schools of Medicine and Public Health, Nursing, Pharmacy, Veterinary Medicine, and the Division of International Studies.

5 MULTIDISCIPLINARY FIELD SCHOOLS: LIVING Develop AND a working LEARNING understanding of integrative one-health TOGETHER approaches and the complex interactions of animal-human-ecosystem health and disease Acquire the skills to work effectively across disciplines Foster an appreciation of the role of culture in perceptions of health & disease, and health care

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7 FACULTY DEMOGRAPHICS ( ) Discipline Ecuador* Thailand** Anthropology (annually) Public health (multiple years) (multiple years) Medicine (annually) (annually) Veterinary (annually) (multiple years) Medicine Nursing (multiple years) (annually) Pharmacy (multiple years) (multiple years) Other (Engineering) (Sociology) STUDENT DEMOGRAPHICS ( ) Discipline Number Students (% Total Programs) Medicine 53 (25%) Veterinary Medicine 36 (17%) Nursing 40 (19%) Pharmacy 41 (19%) Other 45 (21%) (Other: upper level undergraduates (biomedical engineering, anthropology, pharmacological toxicology, psychology, agriculture, others)

8 STUDENT FEEDBACK I feel much better prepared to work with clients from different cultural backgrounds and other professionals from different disciplines showed me how important it is to approach situations with an open mind and to critically analyze the cultural and social issues that contribute to public health issues. I loved how the program was interdisciplinary learning from an anthropologist, an ethnobotanist, and two veterinarians was a great experience and great example for how global health practitioners can lead an interdisciplinary practice both at home and abroad. I loved the cross-disciplinary aspect of the course. As professions become increasingly specialized, we tend to forget or ignore the importance of how these professions are inter-related and how communication among these professions is essential for future progress. The course had a profound impact on my life and work. I believe it was the most most important experience I ve had in medical school and possibly my life. It has driven my career aspirations and enriched my life unlike any other experience yet. OTHER APPROACHES Shared course work across health sciences education (Tufts University MD/DVM; U. Iowa MD/PA; future models?) Shared multidisciplinary case studies/competitions (Clarion; AAVMC/APTR/HPCTF One Health; Emory Global Health; DC Public Health) x.html Shared competencies frameworks (IPE/IPC, One Health, Global Health) Shared online educational tools - technology to bridge and integrate

9 In today s world, we humans have become increasingly linked not only to each other, but also to all other life on the planet. Human health has become ever more intertwined with the health of our environment and the animals that populate it the animals we rely on for food, draught power, savings, security and companionship as well as the wildlife inhabiting sky, land and sea. ( (B.C. Easterday) (B.C. Easterday) We must build a cadre of career-committed professionals with a holistic appreciation of several medical and biologic sciences. (F.A. Murphy, 1998) (usembassy.state.gov) (

10 THANK YOU! COMMENTS/QUESTIONS?