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| Figure 1. Environmental Monitors receive their training handbooks on Day 1 |
Monday,
February 29, 2016: Leap Day, and in many ways, this day signified a giant leap
for myself, the project, and all those from the community who are and will be
involved. I am here in South Africa on the outskirts of the world-famous Kruger
National Park, not for the wildlife viewing – although I have seen everything
from rhinos to leopards on my drive to and from work – but for the communities
who call this wild place home.
As a PhD candidate at UC Davis, I have developed
a program (Developing Excellence in One Health Training and Leadership) that
aims to teach a select group of people from the villages how to be leaders and
educators, such that they may share important health messages with their
communities. This area is one that has been hard hit by HIV, TB, and malaria,
infectious diseases that are preventable with the proper knowledge and
resources. In addition, many people lack access to clean, reliable water, waste
removal services, hygienic toilets, and even electricity. To further complicate
health matters, community members frequently own domestic animals such as
cattle, goats, chickens, and donkeys.
While these animals are an important
resource, they also present health challenges as they themselves may carry
diseases or serve as a source of disease exposure to their caretakers. It is a
complex landscape in terms of health, and one that serves as a prime example of
the need for a “One Health” approach. One Health recognizes that the health of
humans, other animals, and the environment is connected. Here, in South Africa,
the link between humans, animals (domestic and wildlife), and the environment
is too apparent to ignore.
To begin to
address some of these health problems (and yes, they prefer the term “problem”
rather than “issue”), I have joined forces with my colleagues at the University
of Pretoria to develop and implement a One Health Training and Leadership
program, designed to build the skills of a carefully selected group of men and
women from the community who will serve as “One Health Ambassadors.”
Over the
course of the next month, these individuals (known as “Environmental Monitors”)
will learn leadership skills and how to facilitate a productive community
workshop. They will learn how to ask and respond to questions, how to conduct a
learner-centered training experience, and how to assess their learners for
understanding. They will then be given a curriculum that has been designed for
their community’s needs that will teach the principles of infectious disease
transmission, risk mitigation, and prevention. Village leadership will be
invited to participate in the initial workshops so that the Environmental
Monitors can receive constructive feedback on their performance and the
curriculum itself.
Day 1 of the training consisted of an icebreaker during which each
Environmental Monitor got to share a part of their job or a project they have
been involved in that has particularly interested them. In return, each could
ask me a question of their choosing. I learned much about their roles in the
community and what kind of work and interactions they enjoyed. Many liked
personal interactions with clients and farmers, some liked environmental
sampling, and others liked learning new things. They learned that I liked
elephants and my favorite tree is the baobab. After our introductions, we
talked about expectations, scheduling, and an outline for the coming weeks. Day
1 finished with a pre-assessment of knowledge to facilitate the evaluation of
the training program.
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| Figure
2. Environmental Monitors take a pre-assessment on Day 1 |
Day 2 was focused on pedagogy (the principles of teaching and learning).
The curriculum uses inquiry-based learning which is a learner-centered approach
that allows learners to use active investigation to explore new concepts.
Activities in the curriculum have been created to allow the learner to
experience the concepts rather than be told terminology. As a result, we find
that learners “own the knowledge” and understand concepts in ways that make
sense to them. To explore this concept, Environmental Monitors were given the
task to build something out of paper that could fly 10 meters. They were
instructed to record their original design, test, and re-design as needed,
recording any modifications made. After several iterations, a discussion ensued
that led to the discovery of the forces of flight (lift, gravity, thrust, and
drag). You find that, although learners do not use these terms in their
discussion of their designs and trials, they describe these terms. This act of
putting their own words to a learned concept is key to inquiry-based learning.
Learners may forget the term “lift,” but they understand that the shape and
position of the wing of their paper aircraft affected how long it stayed in the
air.
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| Figure 3. The ideology behind inquiry-based learning, now displaying prominently in the Environmental Monitors’ office |
Day 2 finished
with discussing effective questioning and reflective practice. Environmental
Monitors learned about open-ended questions and why they are so important to an
educator. Not only do they encourage discussion and participation, but they
also help the educator assess understanding and prior knowledge. We practiced
developing open-ended question, and Day 2 ended with the opportunity to reflect
on their performance thus far using “+/Δ”
charts, signifying what has been done well and what could be improved upon.
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| Figure
4. Environmental Monitors find materials to build their paper
aircraft |
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| Figure 5. Environmental Monitors test their paper aircraft |
Day 3 put the Environmental Monitors in the role of a (mock) workshop
facilitator. They were invited to practice their personal introductions and,
after picking a topic of their choosing, develop a topic introduction including
2-3 opening questions. They were encouraged to be professional and make use of
the materials available. Their peers were their audience and could participate
(or not) to give them practice as the facilitator. After each had gone, their
peers and I provided constructive feedback. It was quite enjoyable to witness
the concepts “sinking in” and gave me a lot of confidence in their capabilities
in the coming weeks. Next week, we dive into the curriculum and prepare for our
first community workshop at the end of the week!
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| Figure 6. An Environmental Monitor facilitating a mock workshop |
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