Model African Union: experiential pedagogical approach to teaching one health in veterinary medicine and public health

Model African Union: experiential pedagogical approach to teaching one health in veterinary medicine and public health

Florence Wakoko-Studstill^1,&, Margaret Loy Khaitsa², Samuel George Okech³, John Baligwamunsi Kaneene⁴, Patrick Pithua⁵, Sherry Blackmon², Haiden Rogers², Gertrude Shepelo⁶, Muasya Daniel Wambua⁶, Erick Komba⁷, Richard Samson⁷, Tsegay Tkue Gebrewahde⁸, Richard Habimana⁹, Andrew Kibogo⁹, Viola Kasonev³, Augustus Okite³, Watson Aijuka³, John David Kabasa³

 

¹Columbus State University, Department of Criminal Justice & Sociology, 4225 University Avenue, Columbus, Georgia, 31907, USA, ²Mississippi State University, Department of Pathobiology and Population Medicine, College of Veterinary Medicine, Mississippi State, Mississippi, 39762, USA, ³Makerere University, College of Veterinary Medicine, Animal Resources & Bio-security, PO Box 7062, Kampala, Uganda, ⁴Michigan State University, Center for Comparative Epidemiology, Department of Large Animal Clinical Sciences, 736 Wilson Road, Room A-109, East Lansing, Michigan, 48917, USA, ⁵Missouri University, Department of Veterinary Medicine and Surgery, 900 E Campus Drive, Columbia, Missouri, 65211, USA, ⁶University of Nairobi, College of Veterinary Medicine, Nairobi, Kenya, ⁷Sokoine University of Agriculture, College of Veterinary Medicine, Morogoro, Tanzania, ⁸Mekelle University, College of Veterinary Medicine, Mekelle, Ethiopia, ⁹University of Rwanda, College of Veterinary Medicine, Kigali, Rwanda

 

 

^&Corresponding author
Florence Wakoko-Studstill, Columbus State University, Department of Criminal Justice & Sociology, 4225 University Avenue, Columbus, Georgia, 31907, USA

 

 

 

 

There is a growing recognition in many universities that collaborative inter-disciplinary training is important for medical and veterinary doctors because of the commonalities between humans and animals. The importance of this observation cannot be underestimated as evidenced by the fact that “6 out of every 10 infectious diseases in humans are spread by animals” [1]. The American Veterinary Medical Association (AVMA) observes that about “75% of emerging and re-emerging diseases are either zoonotic spread between humans and animals or, vector-borne carried from infected animals to others through vectors” [2]. There has been an unprecedented increase in high-impact transboundary animal diseases (TADs) in the last decade, including: bovine spongiform encephalopathy (BSE), Foot and Mouth Disease (FMD), porcine reproductive and respiratory syndrome (PRRS), peste des petits ruminants (PPR), Highly Pathogenic Avian Influenza (HPAI), Rift Valley Fever (RVF), New Castle Disease and African Swine Fever (ASF) [3]. These TADs carry economic, social and political consequences to countries, and are an impediment to development as they result in food insecurity, poverty and unsafe foods in the region [3]. The persistence of TADs and zoonotic diseases call for innovative methods of training in order to gain a better understanding of health risks posed, and to produce relevant interventions. The One Health approach, provides an arguably useful method for dealing with these disease challenges. According to the AVMA, One Health is defined as,"the collaborative effort of multiple disciplines-working locally, nationally, and globally - to attain optimal health for people, animals and our environment" [2]. Gibbs (2014) further summarized the common themes that run through the definitions of One Health as: teamwork, multi-disciplinarity, community participation, pooling resources, shared diseases between humans and animals (zoonoses) and multi-sectoral involvement [4]. The concept of integrating multi-disciplinary pedagogies in veterinary education is not new. For instance, as early as 1960, the term One Health was described by Epidemiologist Calvin Schwalbe [5]. Since then, the One Health concept has evolved into practical standards for teaching, research, and project management. In 2010, the Food and Agriculture Organization of the United Nations (FAO), the World Organization for Animal Health (OIE), and the World Health Organization (WHO) developed One Health core competencies that they recommended to all One Health professionals [6]. The One Health soft competencies include: management, communication, ethics, leadership, teamwork, research, systems thinking, policy and advocacy, and cultural competency [6]. Although One Health is not a new idea, designing and implementing One Health curricular is new and ongoing. This paper describes the Model African Union (MAU) as one approach for teaching One Health competencies in Veterinary Medical Education and Public Health.

Model African Union (MAU): the overview of the MAU: the simulation of the African Union as a major conference in the Unites States (US) started in 1980 as the Model Organization of African Unity (MOAU), by political scientist Michael Nwanze of Howard University, in Washington D.C. [7]. In 2002, MOAU evolved into MAU to reflect the organizational name change from the Organization of African Unity (OAU) to the African Union (AU). The National MAU is held annually in Washington D.C., attended by college students from various disciplines in the country. The goal of MAU is to engage students in collaborative research and debates about the capabilities and constraints (social, cultural, economic, political and security) facing the people of Africa, and seeks practical solutions on issues of mutual interest through intra-African diplomacy [7, 8]. In 1997, Dr. Florence Wakoko collaborated with faculty from the university system of Georgia and created the Southeast Model African Union (SEMAU) [8]. The founders´ team included: Dr. Mary Mears, Macon College; Dr. Saba Jallow and Dr. Alfred Young, Georgia Southern University; Dr. James Kahiga, Georgia Perimeter College and Dr. Lovett Ilango, Kennesaw State University; and Dr. Florence Wakoko, Fort Valley State University. SEMAU founders were also members of the Regents´ Africa Advisory Council (RACA), a precursor to the University System Africa Council (USAC), which is one of the USG´s regional councils working under the umbrella of the USG system Council on International Education (SCIE). Since then, the founders and other members have directed MAU to engage teams of about 200 students and 25 faculty in discussions about African affairs through simulation of the activities of the AU in Addis Ababa, Ethiopia, given the lack of adequate resources to enable many students to participate in study-abroad programs in Africa [8].

Theoretical considerations: the MAU simulation is guided by six theoretical propositions of experiential learning theory (ELT) developed by the Critical Pedagogy scholars [9, 10] who contend, “(1) Learning is best conceived as a process, not in terms of outcomes”. Students are out to be engaged in a learning process that includes feedback about their performance in order to improve their learning. For Dewey, ‘...education must be conceived as a continuing reconstruction of experience...the process and goal of education are one and the same thing’ [9, 10]; (2) All Learning is re-learning. A process that brings out the students´ ideas and beliefs about a topic so that they can be examined, tested and integrated with new ideas involves facilitation, and not lecturing; (3) Learning requires the resolution of conflicts between dialectically opposed modes of adaptation to the world. Conflict, differences, and disagreement are what drive the learning process. In the process of learning, one is called upon to move back and forth between opposing modes of reflection and action, feeling, and thinking; (4) Learning is a holistic process of adaptation. It is not just the result of cognition but involves the integrated functioning of the total person thinking, feeling, perceiving and behaving. It encompasses other specialized models of adaptation from the scientific method to problems solving, decision making and creativity; (5) Learning results from synergistic transaction between the person and the environment. Stable and enduring patterns of human learning arise from consistent patterns of transaction between individual and his or her environment. The way we process the possibilities of each new experience determines the range of choices and decisions we see. The choices and decisions we make to some extent determine the events we live through, and these events influence our future choices. Thus, people create themselves through the choice of actual occasions they live through; and (6) Learning is the process of creating knowledge. This argument comes from the constructivist theory of learning, which maintains that social knowledge is created and recreated in the personal knowledge of the learner. This stands in contrast to the ‘transmission´ model on which much current educational practice is based where pre-existing fixed ideas are transmitted to the learner” [9, 10].

 

 

Model African Union (MAU) Simulation

In summer 2015, the authors incorporated MAU into a study abroad course "Tropical Veterinary Medicine and One Health (TVM & OH)", offered jointly by Mississippi State University (MSSU) in the US and Makerere University (Mak) in Uganda. Twelve veterinary and graduate students from the US and East and Central Africa (ECA) (Ethiopia, Kenya, Rwanda, Tanzania, and Uganda) enrolled in TVM & OH. The two students from the US were supported by MSSU, while the East African students were supported by CIMTRADZ. For approximately four weeks, students worked together in international teams directly involved in activities associated with animal production and health, public health, surveillance of transboundary animal diseases and zoonoses. In addition, students completed a MAU training program and simulation using MAU, conducted research, practiced diplomacy and the formal rules of parliamentary procedure, drafted resolutions, and formulated debate agendas and policy mandates using the African Union model [11]. In fall 2016, the MAU was taught as a module incorporated in the course "CVM-5111, Professional Development III: One Health in the Global Environment" at MSSU, College of Veterinary Medicine (CVM).

CVM 5111 Course Overview

The course was taught in two parts:

Part I: provided an overview for veterinary students of: 1) The role of One Health in the global environment; 2) Global trends, issues and potential solutions to challenges in animal and human health; and 3) The role of animal agriculture and veterinary medicine in international development, conservation, disease control and prevention, food security and food safety, animal welfare, and global trade.

Part II: engaged students in simulating the policies and procedures of the African Union using the (MAU) as one way of learning One Health competencies. The MAU addressed global trends discussed in Part I using contemporary African issues related to One Health, trade and economic growth, gender empowerment, human development, peace and security, democracy, institution building and human rights issues. This part of the course had three goals: 1) To provide a theoretical framework for students to understand how Africa addresses issues of critical importance (including health and TADs); 2) To engage students in conducting research and practicing diplomacy, including learning how to negotiate, caucuses, “arm-twisting and horse-trading” in the context of the Rules of Order; and 3) Expose students to the formal rules of parliamentary procedure, including drafting resolutions, making amendments, and voting. Students represented heads of African diplomats and learnt how to formulate debate agendas and policy mandates along the lines of the African Union.

Student learning objectives

Part I: describe current global issues impacting One Health, particularly as they relate to animal and livestock production. (Pastoral Production systems/ Cattle Rustling, Wild life, Livestock, Human Interface; intensification); Explain linkages among biodiversity, environment and emerging disease; understand the role of animals and livestock in developed and developing countries (Wild life biodiversity in Africa, The Albertine Ecosystem, Oil extraction Industry in DRC, Uganda); Understand the way cultural norms impact animal care and food production; (Livestock movement - in S. Sudan moving cattle from Uganda for slaughter; Karamojong & Turkana -cattle rustling); List key issues that impact poverty and food security; (African countries economic issues, indebtedness, land tenure, peace & security; rinderpest in S. Sudan, CBPP in Uganda).

Part II: describe the role, structure, and performance of the African Union; Research current issues impacting livelihoods in Africa, particularly as they relate to social-cultural factors affecting animal care and food production, trade and economic growth, political security and human rights violations; Demonstrate understanding of the process for developing and debating resolutions within the context of the African Union; Explain patterns of cooperation and conflict that characterize intra-African diplomacy in search of solutions for continental issues; Distinguish and defend personal views from those of others; Demonstrate mastery of the independent research process; List policy recommendations for action by the African Union.

At the end of the course, students were expected to learn One Health Competencies developed by the FAO, OIE, and WHO [6]. Assessment of the course and the final grade was based on attendance of lectures (10%) and Model African Union Simulation (90%).

 

 

In summer 2015, twelve students from ECA and two students from the US participated in MAU. Table 1 shows students (delegates) that participated in MAU Simulation at Mak, College of Veterinary Medicine, Animal Resources and Biosecurity (COVAB), and countries represented. Students learned policy development and gained competencies in research, leadership, communication, advocacy, and teamwork. The study-abroad program (TVM & OH) culminated with an International Cultural Boma and Conference organized by CIMTRADZ partner institutions. The MAU was presented during The International Cultural Boma.

In fall 2016, the Model African Union was successfully taught as a module incorporated in the course “CVM-5111, Professional Development III: One Health in the Global Environment” at MSSU, College of Veterinary Medicine (CVM). Table 2 summarizes the list of students (delegates) that participated in MAU simulation at MSSU, CVM and the research conducted. Table 3 shows the sample program of MAU at Mississippi State University held on Friday October 16, 2016 (1:00-5:00pm) at CVM auditorium.

Technical committees

Technical Committee on Social Matters: this committee was represented by Ghana, Liberia and Malawi. The Committee on Social Matters submitted to the Assembly of Heads of State and Government resolutions that were approved by the delegation from the 3 countries representing the Committee on Social Matters. The consolidated resolutions were based on draft resolutions on specific topics previously submitted and sponsored by each country

Technical Committee on Economic Matters: this committee was represented by Egypt, Ethiopia, South Africa and Uganda. The Committee on Economic Matters submitted to the Assembly of Heads of State and Government resolutions that were approved by the delegation from the 4 countries representing the Committee on Economic Matters. The consolidated resolutions were based on draft resolutions on specific topics previously submitted and sponsored by each country.

Peace and Security Committee: the Peace and Security Committee submitted to the Assembly of Heads of State and Government resolutions that were approved by the delegation from the 3 countries representing the Committee on Peace & Security Matters. The consolidated resolutions were based on draft resolutions on specific topics previously submitted and sponsored by each country.

Assembly of Heads of State and Government: received resolutions from the 3 technical committees; Debated and adopted resolutions from committees

Sample Resolution Prepared by Students that participated in MAU: all student groups prepared resolutions based on the research conducted on each country represented. Below is a sample of resolution prepared by student delegates from The Democratic Republic of The Congo on the topic of “Brucellosis outbreaks in Democratic Republic of Congo” presented to the Peace & Security Technical Committee.

 

Student evaluations: a total of 35 students out of a class of 90 responded to the survey. Overall 0 (0%) Excellent, 5 (14%) Good, 9 (26%) Fair and 21 (60%) Poor, are what students rated the class, respectively. A list of sample of comments from the students is available from the authors upon request.

 

 

The mission of One Health is integration of multiple perspectives in veterinary, human, and environmental health training [2, 4, 6]. In addition to core disciplinary training, One Health includes teaching soft competencies such as communication, management, values and ethics, leadership, teamwork and collaboration, research, systems thinking, policy and advocacy, and culture. One Health recognizes the potential problems that accompany, and potentially undermine solutions to global health; and therefore, strives to bridge the gaps existing between disciplinary silos so that an integrated network of professionals can find solutions to human, animal, and environmental health problems [6]. Several authors of this paper from multiple institutions (Wakoko-Studstill, Khaitsa, Kaneene, Pithua) participated in an interdisciplinary Zoonoses Research Symposium at the University of Missouri, at Colombia Missouri, USA in May 2016 to advance such One Health partnerships [12].

There are often misconceptions about the intricacies of the composition and dynamics of Africa [7]. The components of the cultural, social, traditional, environmental, and topographical elements of Africa are very dynamic, rich, and unique, and as a result, attracts various groups of scientific professionals [7]. At the same time, Africa is often considered one country, rather than a large continent with 54 independent countries, and that lack of knowledge creates challenges [7, 11]. Veterinary education tends not to cover laws, political science, traditions, cultural norms and taboos, and many other socioeconomic elements that differentiate one African country from another. Yet those differences significantly affect social justice, economic growth, and food security and public health in those countries. As the global community becomes more integrated economically, socially, politically, culturally, and scientifically, integration of One Health curriculum into veterinary and public health curricula becomes critical.

The MAU is an innovative social science approach that addresses global trends using contemporary African issues related to One Health, trade and economic growth, gender empowerment, human development, peace and security, democracy, institution building and human rights issues [7, 8]. Students learnt about proceedings and functions of an inter-governmental organization such as The African Union (AU). Students served as ambassadors of African countries, debated issues of importance to Africa and the global community, and learned how to formulate resolutions for policy. The Integration of MAU into traditional veterinary education pedagogy at Mak and MSSU provided a framework for students to experience, understand, and appreciate the African environment (social, economic and political) that shapes policy actions on animal production, food safety, and public health. Students who successfully complete this course will contribute to an open minded, globally engaged, science workforce.

Obtaining feedback from students, about their experiences with a training program, is one of the avenues for improving the quality of the subsequent classes [13]. Some of the students that enrolled into MAU indicated that at the beginning, the course looked irrelevant to the Doctor of Veterinary Medicine (DVM) program. However, at the end of the course, students appreciated the value of the course and lessons learned. While some student feedback was suggestive of a lack of clarity of purpose of the course during the pre-simulation briefing, it strengthens the need for the course - to get the DVM students who look at courses through the lens of veterinary medicine only to experience a multidisciplinary nature of One Health programs. Such a course would contribute to getting biomedical students out of the “silo” of their discipline to start appreciating socio-economic matters from other perspectives. Besides, it gives the students a “feel of Africa” without physically being in Africa hence the international taste. Other students reported that the simulation exercise made them appreciate the course better. It is possible, therefore, that if more time is availed for rehearsals of the simulation, the learning experience for students could be improved using existing strategies for addressing student fear in the classroom [14, 15]. Because of its negative relationship with information processing effectiveness, receiver apprehension is an experience, which can act as a barrier to effective learning [14, 15].

Reflecting on the overall comments in the assessment, some students at MSSU did not feel the experience was beneficial. There are possible reasons for their reactions some of which include the challenges embedded a new curriculum, the fact that the MAU component in veterinary medicine is not of interest to them or, the fact that veterinary students have a very heavy workload and have an enormous amount of responsibilities. Participating in the MAU was time consuming, and possibly “irrelevant.” However, the majority of students from East Africa saw the MAU simulation as an effective learning experience. For them, MAU enabled them to engage in what Dewy and others [9, 10] considered the philosophy education which involves learning as a process (such as following the rules of order in debates), adaptation (such as when students had to take on the character of the people of another country and become delegates from that country), re-learning content, which students accomplished by drafting, merging, and re-writing resolutions; and learning to resolve conflicts which students accomplished by practicing cultural relativism and applying diplomacy while taking sides on issues. It is worth noting that the East African team of students that participated in the MAU at Makerere University had strong positive feelings about MAU, and wished to see every student go through that experience before graduation.

 

 

The Model African Union course offered during the CIMTRADZ project broadened the scope of understanding for multidisciplinary students from multiple institutions on Africa issues and on One Health soft competences, including: communication, ethics, leadership, teamwork, research, policy and advocacy, and cultural competency and cross-cultural communication skills.

 

 

The authors declare no competing interest

 

 

All authors contributed to writing the article, reviewed several drafts, and approval of the version to be published. Additionally, all authors were collaborators on the project and played a significant role in its implementation. All authors have read and agreed to the final version of this manuscript and have equally contributed to its content and to the management of the manuscript.

 

 

The authors wish to acknowledge financial support provided by the USAID under The Africa-US Higher Education Initiative of the Association of Public and Land Grant Universities (APLU) and Higher Education for Development (HED) through CIMTRADZ project. Additionally, the authors thank all faculty and students from CIMTRADZ participating institutions that participated in the Model African Union simulation exercises. The MAU was successfully integrated in the CVM curriculum at Mississippi State University and Makerere University due to the commitment and dedication of faculty and administrators at both institutions.

 

 

Table 1: students (Delegates) that participated in Model African Union (MAU) simulation at Makerere University, College of Veterinary Medicine, Animal Resources and Biosecurity, and countries represented, summer 2015

Table 2: list of students (Delegates) that participated in Model African Union (MAU) simulation at Mississippi State University, College of Veterinary Medicine and Research Conducted; fall 2015

Table 3: sample program of the Inaugural Model African Union Forum at Mississippi State University held on Friday October 16, 2015 (1:00-5:00pm); Location College of Veterinary Medicine Auditorium

 

 

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