Abstract
The imperative for integrated approaches to address complex health challenges necessitates robust One Health education and training programs. This study critically evaluates existing models and assesses their effectiveness in equipping professionals with the necessary interdisciplinary skills. A comprehensive literature review was conducted to identify common pedagogical approaches, curriculum designs, and evaluation methodologies employed in One Health training. We synthesized findings from diverse fields, including public health, veterinary medicine, environmental science, and social sciences, to understand the landscape of current programs. Our analysis focused on identifying key components that contribute to successful training outcomes, such as interprofessional collaboration, systems thinking, and practical skill development. We encountered various evaluation frameworks, ranging from Kirkpatrick's four levels to more specific implementation science models (Damschroder et al., 2009; Proctor et al., 2010). A meta-analysis of reported effectiveness data, where available, was attempted, revealing significant variability in reported outcomes and methodologies. Descriptive statistics from a simulated program evaluation dataset are presented to illustrate common metrics. The findings indicate that while many programs aim for interdisciplinary competence, a standardized approach to curriculum development and evaluation remains elusive. Challenges in measuring long-term impact and fostering genuine interprofessional synergy were consistently identified. The study concludes that a more standardized, evidence-based approach to One Health education, coupled with rigorous, outcome-oriented evaluation, is crucial for advancing the One Health agenda.