Abstract
BACKGROUND: In this study, it was aimed to evaluate the effectiveness of the medical school curriculum in the acquisition of the concept of one health by first and sixth year students of a medical school. METHODS: This cross-sectional study was conducted by Çukurova University Departments of Public Health and Medical Education and Informatics with 309 first-year students and 315 sixth-year students studying at the Faculty of Medicine in the summer of 2024 and autumn of 2025. Students were reached using the convenience sampling method. The questionnaire consisted of items assessing whether students were familiar with the One Health concept, their definition of the concept, sources of information, issues related to the One Health approach (antimicrobial resistance, zoonotic diseases, vector-borne diseases, foodborne diseases, environmental problems, laboratory-related issues, and other problems), as well as factors that might influence awareness of the concept (such as having a family member working in human health, animal health, or environmental/food safety). In addition, the Global Climate Change Awareness Scale was included. The impact of the medical school curriculum on the One Health approach was also evaluated. RESULTS: The mean age of the students included in our study was 21.3 ± 3.44 years. Thirty per cent of the students stated that they had information about the concept of One Health. 16.5% of the students stated medical education as a source in the acquisition of the concept of One Health. It was found that the rate of those who defined the One Health approach correctly was higher in 6th grade students and the relationship between the grade level and the correct definition of the One Health approach was weak (Cramer's V = 0.195). It was found that the rate of those who stated that they had knowledge in the dimensions of zoonotic diseases, vector-borne diseases, food-borne diseases, environmental problems was higher in sixth grade students, and there was no significant difference in the sub-dimensions of antimicrobial resistance and laboratory problems. When the effect of medical school education attributed to One Health and its sub-dimensions is analysed, it is 8.1 per 100 people for general One Health concept knowledge. The topics with the lowest attributed effectiveness were antimicrobial resistance (AE = 2.8) and laboratory problems (AE = 2.7), and the topics with the highest attributed effectiveness were vector-borne diseases (AE = 11.4) and zoonotic diseases (AE = 8.8). CONCLUSION: In our study, it was concluded that the medical faculty curriculum is not sufficient for the acquisition of the concept of one health.