Introductory description

One Health is the idea that the health of people, animals, and the environment are interconnected. This module explores research on One Health, with a global perspective. How do we achieve optimal health in an interconnected world? What organisations are responsible for One Health? Where do concepts from ecology and medicine intersect? What characterises a One Health approach to research?
In addressing these questions, the module builds on and extends knowledge gained from previous Y2 modules (Ecology, Evolution, Microbiology, Virology, Immunology, Epidemiology).
Following introductory material, the lectures in this module cover the core principles of One Health, using one case study to demonstrate each principle. Each case study will be addressed from a medicine, veterinary medicine, and ecological perspective, and each will review impacts on health policy. The module will help students to aspects of biology taught at different levels and times during their degree and to apply them to global health challenges.

Module aims

Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

The syllabus comprises 18 lectures in total. It consists of 3 lectures introducing the concept and tools needed for One Health research, followed by 15 lectures of illustrative case studies. The case studies cover a diversity of examples, including rabies, zoonotic influenza, foot-and-mouth disease virus, and mosquito-borne disease.

Learning outcomes

By the end of the module, students should be able to:

• Critically evaluate One Health principles, including their historical development, key stakeholders, and the scientific, social, and policy drivers shaping contemporary One Health practice.
• Using case studies, apply contemporary research methods and understand key concepts in One Health (e.g. rabies, foot‑and‑mouth disease, arboviruses). Key concepts include the value of muti-stakeholder and multi-disciplinary perspectives; the value of data and model-informed policy; and the importance of considering biological mechanisms, with a focus on population immunity and environmental context.
• Synthesize knowledge across biological, environmental, geographical, and population‑specific contexts to develop a coherent understanding of host–pathogen–vector interactions and their implications for long‑term disease treatment, control, and prevention strategies.
• Critically appraise the role of quantitative approaches in One Health, and apply them to an emerging global health challenge.

Subject specific skills

a. Demonstrate a clear understanding of the scientific topic
b. Contain evidence of extended reading and lateral integration of material not covered in the lectures
c. Demonstrate independent thought and deep understanding
d. Specifically answer the set question using information from multiple lectures and sources
e. Be structured and formatted in a way that demonstrates understanding and logical flow
f. Use multiple sources to construct complex scientific arguments and integrate these to build and develop the student's own scientific conclusions.

Transferable skills

1. Critical appraisal of source material
2. Self-directed learning
3. Adult learning