Background

Information dissemination is a mandated, but understudied, requirement of occupational and environmental health laws and voluntary initiatives. Research is needed on the factors that enhance and limit the development, transfer, and use of occupational safety and health information (OSH). Contemporary changes in the workforce, workplaces, and the nature of work will require new emphasis on the dissemination of information to foster prevention.



Methods

Legislative and regulatory requirements and voluntary initiatives for dissemination of OSH information were identified and assessed. Literature on information dissemination was reviewed to identify important issues and useful approaches.



Results

More than 20 sections of laws and regulations were identified that mandated dissemination of occupational and environmental safety and health information. A four-stage approach for tracking dissemination and considering the flow of information was delineated. Special areas of dissemination were identified: the information needs of the changing workforce, new and young workers; small businesses; and workers with difficulty in understanding or reading English.



Conclusions

We offer a framework for dissemination of OSH information and underscore the need to focus on the extent to which decision-makers and others receive and use such information. More solid data are also needed on current investments in disseminating, diffusing and applying OSH information and on the utility of that information. Am. J. Ind. Med. 44:515–531, 2003. Published 2003 Wiley-Liss, Inc.

Information dissemination and use: critical components in occupational safety and health.

Curriculum mapping is an increasingly common concept within the field of education. A joint project between La Trobe University and the Public Health Agency of Canada attempted to map public health competencies with learning objectives from online learning modules developed by the two organisations. As part of this project a literature review was undertaken to identify valid and reliable processes for mapping the competencies. A lack of literature outlining mapping processes led to the development of some tools to assist the process. These tools appear to be similar to those identified within the limited available literature but lack of project time limited the testing of the tools. The authors believe the mapping process needs to be better documented to develop valid and reliable tools for use in this important and increasingly common area of curriculum development.

Curriculum mapping: not as straightforward as it sounds

The purpose of this study was to assess the competencies and training needs for public health professionals managing chronic disease prevention programs. Focus groups were conducted among representatives from 12 state health departments across the United States, and data from the interviews were analyzed. The findings support additional training to enhance specific competencies for management/leadership, epidemiology/biostatistics, chronic disease prevention/policy development, and evaluation. Commonly reported competencies were knowledge of public health and chronic diseases, communication, and diversity. The findings can be used to design future competency-based training programs to build the capacity for chronic disease programs in state and territorial health departments.

Assessing the competencies and training needs for public health professionals managing chronic disease prevention programs.

e-Learning is bringing training to the attention of upper management in a way that other learning technologies have never done. Web-based training will remain predominant to the design and delivery of workplace learning in the 21st century because of its advantages over traditional classroom-based training. A comprehensive framework that delineates the relationship between learner control and learning effectiveness in educational training is absent. This study therefore aims to fill this void. Unlike previous relevant research, this study compares learning effectiveness between two educational training delivery methodologies: traditional classroom-based training (TCT) and web-based training (WBT). Our framework focuses on learning effectiveness of web training in the context of the educational training programmes of two colleges' administration application systems. Based on the WBT literature, this study uses a model that investigates the relationship between learner control and learning effectiveness und...

Assessment of Effectiveness of Web-based Training on Demand

As tecnologias da informacao e da comunicacao (TICs) tem sido amplamente utilizadas no ensino da saude. As plataformas usadas para o desenvolvimento do ambiente virtual de ensino (AVE) geralmente apresentam uma linguagem de informatica complexa. O objetivo deste trabalho foi desenvolver um AVE em Histologia voltado para estudantes da area da saude, disponibilizado na internet com o uso de uma plataforma de uso gratuito e livre. O material elaborado utilizou diferentes TICs, como: animacoes, videos, atlas virtual, aulas virtuais, simulados online e chat. Foi desenvolvido um AVE com uso da plataforma online wordpress.org, que apresentou as seguintes vantagens: facil manipulacao, gerenciamento e atualizacao do site; interface simples; ampla quantidade de plugins disponiveis, que supriram as necessidades primarias do AVE; e utilizacao gratuita e livre. Embora esse recurso possa facilitar o aprendizado em Histologia, e preciso avaliar sua efetividade.

https://www.scielo.br/pdf/rbem/v37n1/19.pdf

Desenvolvimento de um ambiente virtual de ensino em histologia para estudantes da saúde

1. Training via the Internet (e-training) for adults must be based on the following principles: (1) learning is an active process wherein the learner constructs knowledge rather than acquires it and (2) instruction is a process of supporting this construction rather than communicating knowledge. E-training can successfully accommodate such features using available technologies. 2. Because e-training is self directed, it is uniquely adaptable to learners with different learning styles, interests, and cultural beliefs. E-training also affords flexible pacing, which is ideal for instruction aimed at both new and experienced workers. 3. As the predicted global economy becomes reality, qualified OSH personnel will be needed on a global scale. To meet new and evolving needs worldwide, professionals must have access to information and training regardless of location. E-training is the most promising approach to meeting this demand. 4. Currently, occupational safety and health e-training does not fulfill its potential. Most training programs do not encourage higher level cognition, critical thinking, or transfer of knowledge. Therefore, training effectiveness research is needed to improve the state of e-training.

Occupational safety and health training on the Internet. Developing quality instruction.

The public health discipline is receiving increased attention in the United States under initiatives for health care reforms. It is realized that community-wide interventions to prevent disease and promote health are more cost-effective than medical interventions to cure injury and illness. Internationally, these same realizations were embedded in the Alma Ata movement for increased primary care. To improve respect for public health professionalism, a national effort is now underway in the United States to establish minimum competencies for public health practice, and to assure that these competencies are addressed as part of professional graduate studies. Using nationally recommended competencies detailed across nine public health and a separate cross-cutting list of universal competencies, the University of Hawaii School of Public Health assessed all their courses to determine the degree each competency is addressed by each course. A four-point scale was used. Lead faculty for each course assessed the depth of coverage. For the Hawaii School of Public Health, this study identified important gaps in instruction, and possible areas of over-instruction. This information will assist the School to revise course offerings and academic/clinical posts. This approach to curriculum reform and the establishment of minimum competencies for academic public health should also prove useful to other schools in the US and elsewhere. By standardizing professional competencies, the public health profession with increase in stature and impact.

Minimum competencies for public health personnel.

Accreditation of Academic Safety and Health Programs Strategies to meet domestic and global demand

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Occupational safety and health training on the Internet. Developing quality instruction.

Minimum competencies for public health personnel.

Accreditation of Academic Safety and Health Programs Strategies to meet domestic and global demand