Trans-disciplinary Institutional and Individual Capacity Building for One Health and Global Health Research
•
1 like•844 views
GRF 2nd One Health Summit 2013: Presentation by Allen-Scott, L.K, Faculty of Veterinary Medicine- Univ. of Calgary Canada
Recommended
Recommended
More Related Content
What's hot
What's hot (20)
Similar to Trans-disciplinary Institutional and Individual Capacity Building for One Health and Global Health Research
Similar to Trans-disciplinary Institutional and Individual Capacity Building for One Health and Global Health Research (20)
More from Global Risk Forum GRFDavos
More from Global Risk Forum GRFDavos (20)
Recently uploaded
Recently uploaded (20)
Trans-disciplinary Institutional and Individual Capacity Building for One Health and Global Health Research
- 1. Trans-disciplinary Institutional and Individual Capacity Building for One Health and Global Health Research: A Call to Action Allen-Scott, L.K., B. Buntain, J.M. Hatfield, A. Meisser and C.J. Thomas 2nd GRF One Health Summit 2013
- 3. Transdisciplinary am T D te nt an o pm e Research Development Devel Disciplinary d R ec ruitm ent to Levels of Collabora on Idea and Research Genera on Research Implementa on And Dissemina on Dura on of transboundary research partnership Adapted from Herweg et al, 2012 Maintenance of the TD team and Partnership for genera on of future research ini a ves
- 4. • Research-led universities create enabling environments: – – – – Designed to integrate education and research Disciplinary experts who are on the cutting edge of their fields Exist as part of national and international collaborative networks Linked into national and international funding systems • Focal points for change and innovation
- 5. Potential for creating innovative environments for OH is unlikely to be realized unless there is a dramatic shift in organization and funding of university research that will permit TD to compete alongside traditional research approaches.
- 6. A Call to Action for Universities • Added value of transdisciplinary (TD) approaches for addressing “Wicked” OH problems – Sustainability – Cost-effectiveness – Unintended Consequences • Building TD Capacity – Individual – Institutional • Recommendations for universities to “Make it Happen”
- 7. Added Value: Addressing Unintended Harmful Consequences Allen-Scott et al. (2013)
- 8. Building TD Capacity: Individual • The TD “transmitter” has discipline expertise and: – “Out of the box” thinking – Appreciation and understanding of other disciplines – Leadership skills
- 9. Building TD Capacity: Institutional Performance Rewards Funding Collaboration Enabling Environment Mentorship TD Curriculum
- 10. Universities: Making It Happen Ensure the creation of strategic planning documents that articulate TD OH priorities
- 11. Universities: Making It Happen Create an environment for joint appointments between faculties and disciplines in order to develop “transmitters” who span disciplines and can articulate the value propositions
- 12. Universities: Making It Happen “Drive the donors” to provide unique funding for TD OH scholarship
- 13. Without a significant shift in academic research capacity we run the risk of simply rebranding our current activities as TD Ultimately failing to achieve the significant added value of TD for addressing complex or wicked OH problems
- 14. References Allen-Scott, L.K., J.M. Hatfield and L. McIntyre, A scoping review of unintended harm associated with public health interventions: Towards a typology and an understanding of underlying factors. International Journal of Public Health, 2013. In Press. Herweg, K., Schäfer, N., & Zimmermann, A. , Guidelines for Integrative Training in Inter- and Transdisciplinary Research Settings: Hints and Tools for Trainers of Trainers. Geographica Bernensia, 2012. Lang, D.J., A. Wiek, M. Bergmann, M. Stauffacher, P. Martens,P. Moll, M. Swilling and C.J. Thomas, Transdisciplinary research in sustainability science: practice, principles, and challenges. Sustainability Science, 2012. 7: p. 25-43. Min, B., L.K. Allen-Scott and B. Buntain, Transdisciplinary research for complex one-health issues: a scoping review of key concepts. Prev Vet Med, 2013. 112: 222-229. Narrod, C., J. Zinsstag, and M. Tiongco, A one health framework for estimating the economic costs of zoonotic diseases on society. Ecohealth, 2012. 9(2): p. 150-62. Parkes, M.W., L. Bienen, J. Breilh, L. Hsu, M. McDonald, J. A. Patz, J. P. Rosenthal, M. Sahani, A. Sleigh, D. Waltner-Toews and A. Yassi, All Hands on Deck: Transdisciplinary Approaches to Emerging Infectious Disease. Ecohealth, 2005. 2: p. 258-272. Rashid, J.R., et al., Eliminating health disparities through transdisciplinary research, cross-agency collaboration, and public participation. American Journal of Public Health, 2009. 99(11): p. 1955-61.
Editor's Notes
- The transcendence and integration of research methods and outcomes beyond academic disciplines, to inclusion of the community, is known as transdisciplinarity (TD) [4]. The terms multidisciplinary, interdisciplinary and TD are often used interchangeably in the vocabulary of most researchers. However there are significant differences between these research approaches and the outcomes generated [11] Multidisciplinary refers to a process in which researchers from different fields work independently or sequentially, each from their own disciplinary perspectives [5]. Interdisciplinary involves a greater sharing of information and closer coordination of researchers from various fields, but the researchers still stay rooted within their own discipline specific theories and frameworks in order to guide research. TD on the other hand, is a process in which researchers, community members and policy-makers work together using a shared vision and language that is able to draw together unique knowledge to innovatively address a common complex problem [4].
- TD is an interface practice, where the interface allows for real world problems to trigger scientific inquiry and mutual and joint learning between science and society.The application of a TD approach can vary throughout a project, depending on the activities undertaken at different stages along the research timeframe, but should be considered from inception to knowledge translation (Figure 1) [12]. What is important is that there is a guiding conceptual framework in order to ensure that the team is not on “different paths” to addressing research objectives which would ultimately result in disjointed outcomes and extended research-to-action timelines.
- In order to develop TD capacity, we propose that training institutions, such as universities, need to develop innovative structural and intellectual support and incentives in order for this type of research to reach its full potential.
- Without such a shift, OH risks merely being a rebadging exercise of business as usual that will likely fail to deliver on its goal to add value in improving animal and human health systems.
- Research and interventions to address OH problems occur in complex social and ecological systems. As such, there are likely to be unanticipated consequences of action due to the interplay of the action and context [23]. Unanticipated consequences are by their very nature unpredictable, and the likelihood of their anticipation based upon the existing knowledge state paired with the amount of contextual knowledge in hand. TD research provides a platform for the synthesis of the existing knowledge state from a variety of disciplines and knowledge levels to increase the overall knowledge in hand. Furthermore, involvement of the community will improve the validity of essential, yet often overlooked, contextual knowledge. Hence, TD approaches may facilitate the anticipation of both positive and negative unanticipated consequences that are known to occur in a variety of areas: physical, psychosocial, economic, environmental and cultural [24].
- “transmitter” definition
- Enabling EnvironmentPerformancerewardsFundingCollaborationTD curriculumMentorship
- “transmitters”