PMID- 16126759
OWN - NLM
STAT- MEDLINE
DCOM- 20060302
LR  - 20171116
IS  - 0003-4878 (Print)
IS  - 0003-4878 (Linking)
VI  - 49
IP  - 8
DP  - 2005 Nov
TI  - Graduate education in occupational hygiene: a rational framework.
PG  - 649-59
AB  - Occupational hygiene has been an important part of occupational health since it 
      first emerged after World War II as the science and art that deals with the 
      anticipation, recognition, evaluation and control of human exposures to hazards 
      in the working environment. A need exists for well-qualified professionals who 
      can not only respond to hazards that are currently known and understood, but also 
      to ones that are not yet known or understood. For this, graduate-level academic 
      programs in occupational hygiene must go beyond the training of skills and 
      imparting of facts. Rather they must provide the education that enables the 
      development of critical faculties, allowing future self-learning and the study of 
      new scenarios not yet anticipated. Ideally, occupational hygiene should be taught 
      firstly in the interdisciplinary context of the whole of occupational health 
      (including occupational medicine, occupational health nursing, occupational 
      safety and ergonomics) and secondly in relation to the wider field of public 
      health (including epidemiology and biostatistics). In addition, modern 
      occupational hygiene education also needs to embrace the management and social 
      sciences. The Education and Research Centers (ERCs) sponsored in the United 
      States by the National Institute of Occupational Health (NIOSH) have refined this 
      approach and provided a useful model for all occupational hygiene education, 
      identifying the need for both masters and doctoral-level endeavor. Other 
      countries might usefully consider integrating existing academic programs in order 
      to emulate the NIOSH approach, perhaps through internal and external 
      partnerships. In terms of content, such education needs to be carried out within 
      a framework that places human exposure to hazardous agents at the center of the 
      anticipation-recognition-evaluation-control rationale. Such a framework also 
      places occupational hygiene in the context of the other occupational and 
      environmental health disciplines. Finally it has to be acknowledged that 
      occupational hygiene is (indeed always was) a changing field. Academic programs 
      need to be responsive to such changes, and the range of responses must include 
      not only curricular modifications but also changes in the way that the education 
      itself is delivered. The internet provides interesting new opportunities for 
      distance learning that appear to have the potential not only to be efficient and 
      convenient in terms of time and resources but also to be valid in terms of 
      meeting the desired educational objectives.
FAU - Vincent, James H
AU  - Vincent JH
AD  - Department of Environmental Health Sciences, School of Public Health, University 
      of Michigan, Ann Arbor, MI 48109, USA. jhv@umich.edu
LA  - eng
PT  - Journal Article
DEP - 20050826
PL  - England
TA  - Ann Occup Hyg
JT  - The Annals of occupational hygiene
JID - 0203526
SB  - IM
MH  - Education, Medical, Graduate/*methods
MH  - Ergonomics
MH  - Humans
MH  - *Models, Educational
MH  - Occupational Health
MH  - Occupational Medicine/*education
MH  - Safety
MH  - United States
EDAT- 2005/08/30 09:00
MHDA- 2006/03/03 09:00
CRDT- 2005/08/30 09:00
PHST- 2005/08/30 09:00 [pubmed]
PHST- 2006/03/03 09:00 [medline]
PHST- 2005/08/30 09:00 [entrez]
AID - mei043 [pii]
AID - 10.1093/annhyg/mei043 [doi]
PST - ppublish
SO  - Ann Occup Hyg. 2005 Nov;49(8):649-59. doi: 10.1093/annhyg/mei043. Epub 2005 Aug 
      26.