Distance learning in the public health workplace

The Master of Applied Epidemiology (MAE) Program implemented in Canberra to produce public health practitioners with specified competencies in the control of communicable diseases. Twenty one of the 24 months of training is distance learning defined as, 'where the learner is physically remote from the training institution'. During this time the trainees are in supervised employment in Public Health centres across the country. Here they learn directly from first hand experiences in the work place. They return to Canberra for short, intensive periods of interactive sessions with their peers and supervisors. Lessons learnt from conducting this program are discussed in this article. They include: all trainees are not suited to this form of training; the quality of support from the field supervisors is highly variable and their role in modelling crucial to the trainees performance; demands on the academic staff is high; and the frequency of contact between trainee and academic supervisor varies considerably. To date this program has made major contributions by enhancing communicable disease surveillance and control but it demands intensive resources to sustain, quality training, and support. This model of distance learning can be adapted in the Pacific both for graduate degree courses and also for continuing education for all levels of health professionals.     

Distance learning: health education for ninth-grade students

A telehealth programme for schools was established by staff at the East Carolina University schools of nursing, health education, social work, nutrition, education and medicine, in conjunction with the Eastern Area Health Education Center. A health education curriculum was developed for rural high schools using the North Carolina Information Highway for delivery. A Web page provided additional resources for teachers, teenagers and health professionals. Four telehealth sessions were conducted over three years: two with the pilot school and two with a second school on-line simultaneously. A total of 76 ninth-grade students completed the courses. Evaluation indicated successful outcomes in student learning. Respondents to a follow-up survey of members of the first telehealth class had positive comments about the experience. Utilization of the Web page increased steadily from 1997.     

International occupational health

Working conditions for the majority of the world's workers do not meet the minimum standards and guidelines set by international agencies. Occupational health and safety laws cover only about 10 percent of the population in developing countries, omitting many major hazardous industries and occupations. With rare exception, most countries defer to the United Nations the responsibility for international occupational health. The UN's international agencies have had limited success in bringing occupational health to the industrializing countries. The International Labor Organization (ILO) conventions are intended to guide all countries in the promotion of workplace safety and in managing occupational health and safety programs. ILO conventions and recommendations on occupational safety and health are international agreements that have legal force only if they are ratified by ILO member states. The most important ILO Convention on Occupational Safety and Health has been ratified by only 37 of the 175 ILO member states. Only 23 countries have ratified the ILO Employment Injury Benefits Convention that lists occupational diseases for which compensation should be paid. The World Health Organization (WHO) is responsible for the technical aspects of occupational health and safety, the promotion of medical services and hygienic standards. Limited WHO and ILO funding severely impedes the development of international occupational health. The U.S. reliance on international agencies to promote health and safety in the industrializing countries is not nearly adequate. This is particularly true if occupational health continues to be regarded primarily as an academic exercise by the developed countries, and a budgetary triviality by the international agencies. Occupational health is not a goal achievable in isolation. It should be part of a major institutional development that touches and reforms every level of government in an industrializing country. Occupational health and safety should be brought to industrializing countries by a comprehensive consultative program sponsored by the United States and other countries that are willing to share the burden. Occupational health and safety program development is tied to the economic success of the industrializing country and its industries. Only after the development of a successful legal and economic system in an industrializing country is it possible to incorporate a successful program of occupational health and safety.     

宝安区基本职业卫生服务之职业健康检查模式探索

<中华人民共和国职业病防治法>(下称<职业病防治法>)及其配套法规<职业健康监护管理办法>的颁布实施,使职业健康监护工作走上了法制化、规范化的轨道,职业健康监护工作迈上了一个新台阶.     

Distance learning in graduate health administration education: a case study from Washington State University

Some scholars have viewed distance learning as cause for concern, a potential degradation to the educational process. Others have said it provides the access that is not possible with traditional education and therefore expands the options for reaching diverse populations of students. Many are not certain where this educational toolis headed but know that it will have a big effect on the population of both students and faculty in educational institutions. Indeed, the direction of distance learning has the attention of many that previously attempted to ignore it as a passing trend in the educational process. Washington State University (WSU) at Spokane and its Health Policy and Administration (HPA) Program have been involved with distance education for more than a decade. The purpose here is to share this decade of experience. The academic and administrative experience of faculty, staff, and students are documented and discussed with the intent of showing both the advantages and disadvantages of distance learning. Some of the lessons learned are shared along with challenges in maintaining quality in the delivery of graduate education in health administration and other fields as we move forward in adopting distance learning tools and techniques.     

Biomarker research in occupational health

OBJECTIVES: A variety of biomarkers have been used to study worker populations, and these studies have achieved different levels of success in the improvement of occupational health. METHODS: Successful application of biomarker research is dependent upon several important factors: ability to identify hazardous substances from the exposure to a variety of substances, relevance to the development of disease, and usefulness for health risk assessment. RESULTS: Besides the traditional biomarkers for exposure, biological effects, and health risk, new biomarkers for susceptibility and genome-wide responses are being used to improve our understanding of occupational health at a higher and, perhaps, more precise level. CONCLUSIONS: In addition, there is a continued need to develop and apply biomarkers that can be used to provide real-time detection of excessive exposure to hazardous substances in the workplace, especially from unexpected fugitive emissions. These topics are discussed in the review.