Advancing One Health Integration in the Philippines: A Collaborative Biosafety Syllabus for Veterinary Education

Through the SEAOHUN One Health Research and Training (OHRT) Awards Program, Dr. Rodel Jonathan S. Vitor and his colleagues at the University of the Philippines Manila embarked on a journey to transform veterinary biosafety education nationwide. What began as a series of online discussions soon blossomed into a vibrant community of 35 educators, practitioners, and policy-makers united by a shared vision: equip future veterinarians with the skills to safeguard animal, human, and environmental health.

Project Implementation Journey

In June 2024, a diverse group of faculty members joined six interactive webinars, unpacking modules from the Sandia Global Biorisk Management Curriculum. Between typhoon alerts and teaching deadlines, participants paused their everyday routines to debate real-life case studies: a laboratory near-miss in Cavite, improvised personal protective equipment in Agusan, and the latest CHED biosafety standards. These sessions were more than lectures—they were incubators for empathy, as colleagues traded stories of local outbreaks and laboratory challenges.

Armed with these insights, the team launched a nationwide survey, gathering 77 responses from veterinary practitioners, public health officers, and university lecturers. The results pointed to critical gaps: waste-management simulations, shipping protocols for infectious samples, and clearer pathways for engaging local government units in biosafety policy. Rather than a static report, these data became the compass that guided syllabus design.

In mid-September, 27 educators converged at UP Manila for an intensive two-day workshop. Over shared coffee and animated whiteboard sessions, they wove survey findings into a cohesive 12-week syllabus. One breakout group drafted a module on “Field Biosafety in Flood-Prone Areas,” drawing on recent leptospirosis outbreaks to bring theory to life. Another crafted assessment rubrics centered on role-play simulations of lab accidents. By workshop’s end, a unified biosafety course—complete with session plans, reading lists, and evaluation tools—stood ready for pilot testing in January 2025.

Building One Health Knowledge and Skills

Beyond technical content, the process deepened participants’ capacity for interdisciplinary collaboration. Lecturers who once taught in silos discovered the power of co-creating materials with epidemiologists and environmental health experts. A junior faculty member from Visayas recalled, “Drafting a policy brief on the Philippine Biosecurity Act alongside public health officers showed me how to speak policy-maker language.” These moments of cross-fertilization nurtured both the hard skills of curriculum design and the soft skills of negotiation, storytelling, and adaptive leadership.

Empowering Educators and Strengthening Policy

As the syllabus took shape, partnerships flourished. The Philippine Association of Veterinary Medical Educators and Schools (PAVMES) embraced the project, pledging to cascade the materials through regional workshops. Meanwhile, a synthesis of survey insights and workshop recommendations found its way into CHED consultations, helping align national guidelines with grassroots realities. Educators are not merely transmitters of knowledge—they have become advocates, bridging the gap between classroom best practices and national biosafety policy.

Lessons Learned and Path Forward

Several insights emerged from the journey:

Inclusivity fuels ownership. Involving deans, municipal veterinarians, and students from the outset ensured the syllabus reflected diverse needs.
Narrative anchors learning. Real-world anecdotes—whether of makeshift face shields or autoclave failures—kept the curriculum grounded and relatable.
Flexibility sustains momentum. When a typhoon disrupted Internet access, session dates shifted; when survey responses lagged, friendly reminders kept engagement high.

Looking ahead, the team will pilot the syllabus in three institutions—UP Manila, Central Mindanao University, and Visayas State University—from January to May 2025. A Training-of-Trainers program will follow, cultivating regional “biosafety ambassadors” who can adapt modules into Cebuano, Ilocano, and Hiligaynon contexts. Meanwhile, an online forum hosted by PAVMES will keep the syllabus “alive,” allowing educators to share new case studies, troubleshooting tips, and emerging research.

Conclusion

What began as a Zoom invitation has grown into a national movement. By weaving together virtual classrooms, candid surveys, and hands-on workshops, Dr. Vitor’s team has forged more than a syllabus—they have built a community committed to One Health. As students don new lab coats and step into field clinics in early 2025, they will carry with them not only protocols and rubrics but the collective wisdom of 35 change-makers who dared to collaborate across islands and disciplines.

“Every lesson we teach today becomes a shield against tomorrow’s outbreaks.”

Team Leader: Dr. Rodel Jonathan S. Vitor II, DVM, PhD, National Training Center for Biosafety and Biosecurity, National Institutes of Health, University of the Philippines Manila

Team Members: