A model for teaching occupational medicine

Basu, Subhashis; Poole, Jon; Adisesh, Anil

doi:10.1111/tct.12451

Cited by 4 publications

(10 citation statements)

References 8 publications

(9 reference statements)

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“…There are several published examples of medical school curriculum models. The UK Faculty of Occupational Medicine (FOM) developed an undergraduate teaching model that consisted of interactive lectures outlining the OEM core competencies, seminars for detailed discussion of common occupational diseases, workplace site visits, ethical and legal considerations, an OEM focused test, and an OEM objective structured clinical examination (OSCE) to assess competency 15 . The leaders of the OEM societies reporting core medical school curriculum in this study (Croatia, France, Indonesia, and Macedonia) were happy to share details about their curricular models.…”

Section: Discussionmentioning

confidence: 99%

“…Yet, most of the physicians providing OEM care are not occupational medicine residency trained or board certified. 15 An international survey of occupational medicine societies in 2017 noted that the shrinking pool of available occupational medicine physicians is a global concern, as the current OEM training pipeline is not sufficient to replace aging OEM physicians; this gap appears to be widening over time. 4 Another international survey by the International Commission on Occupational Health (ICOH) in 2017 noted that on average, 80% of the total working population in the world do not have access to occupational health services.…”

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confidence: 99%

“…Most of these competency areas are not addressed in medical school or in residency training other than occupational medicine specialty training. Yet, most of the physicians providing OEM care are not occupational medicine residency trained or board certified 15 …”

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confidence: 99%

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The Occupational Medicine Pipeline

Zheng

Margarin²,

Connaughton³

et al. 2022

Journal of Occupational &Amp; Environmental Medicine

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Objective: To learn how occupational and environmental medicine (OEM) expertise is developed and maintained around the world and to inform strategies for further international development of OEM. Methods: An anonymous survey was conducted of leaders of the 48 member societies (from 43 countries) of the International Occupational Medicine Society Collaborative (IOMSC) to evaluate OEM training, certification, maintenance, and recertification requirements. Results: OEM physician leaders representing 46 of the 48 IOMSC member societies (95.8%) completed the survey between December 2019 and February 2020. Academic post-graduate and on-the-job training were the most frequent methods for developing OEM expertise, with little use of online coursework and minimal OEM content in medical school in most countries. Occupational medicine board certification usually required graduate specialty training and passing a certification examination, while occupational medicine recertification requirements were uncommon. Conclusion: The IOMSC is positioned to support the international development of OEM expertise by sharing information on competencies, best practices in medical education curriculum content and examples of OEM specialty certification pathways from different countries.

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

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The Occupational Medicine Pipeline

Zheng

Margarin²,

Connaughton³

et al. 2022

Journal of Occupational &Amp; Environmental Medicine

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“…Frequently, health and work are regarded as topics that fall under the speciality of Occupational Medicine (OM) [6]. Evidence suggests that the teaching of OM is poorly represented in undergraduate training, partly due to perceived difficulties in teaching the subject, and the challenges posed by accommodating large numbers during workplace visits [6]. Its decline in the curriculum is leading to a loss of experience of tutors able to teach about work-related illness or advise on fitness for work [7].…”

Section: Introductionmentioning

confidence: 99%

Incorporating the interaction between health and work into the undergraduate medical curriculum – a qualitative evaluation of a teaching pilot in English medical schools

Hashem

Jaswal

Marchand

et al. 2021

Education for Primary Care

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Introduction: There is a growing recognition of the impact of work on health both positive and negative. It is important that all health care professionals are equipped to understand the effects of work and worklessness on health and help patients remain in work or manage a healthy return to work where appropriate. Despite explicit reference to health and work in the General Medical Council's Outcomes for Graduates, currently, this is not a theme that is integrated across the undergraduate medical curricula. Aim: This study evaluates medical tutors' and undergraduates' perspectives of a selection of health and work topics in a teaching pilot to consider the suitability and appropriateness for delivery, integration into the curriculum, tailoring of the resources, and appropriateness and expected attainment of learning objectives. Methods: Qualitative, semi-structured interviews and focus groups were carried out with five medical tutors and 36 undergraduates. Interviews and focus groups were recorded, transcribed and thematically analysed. Results: Medical tutors and undergraduates identified suitability of appropriate subject specialities and years of teaching, whether learning objectives were important and if these had been achieved, and recommendations for future delivery. Discussion: Medical tutors were committed to delivering the health and work topics with the flexibility of tailoring the resources to existing subject specialities and with respect to the year of study. Learning objectives were perceived appropriate by tutors, despite ambivalence about their importance from some undergraduates. Resources were identified as having relevance to public health undergraduate teaching and during general practice placements.

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“…Most clinically resemble diseases caused by other factors to the extent that it is impossible to differentiate except by careful documentation of relevant exposure history. 8 This makes the patient's occupational history the most important and first step in raising the question of a disease's occupational origin. 9 For physicians to be prompted and competent to take an adequate occupational history from their patients, there is no need to have detailed knowledge of all ODs.…”

mentioning

confidence: 99%

Physicians' Knowledge, Attitudes, and Practice of Occupational Diseases Diagnosis and Occupational History Taking

Sehsah,

El-Gilany,

El-Hadidy

2024

J Occup Environ Med

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Objectives This cross-sectional study assessed physicians' knowledge and attitudes toward occupational diseases, their practice of occupational history taking, and the associated factors and barriers. Methods From January 1st to June 30th, 2023, Egyptian physicians from different specialties (n = 278) completed a questionnaire including sociodemographic and occupational data, questions measuring knowledge, attitudes, practice, and barriers. Results The significant predictor of low knowledge was the non-use of a standard history form. The lack of undergraduate education/postgraduate training in occupational diseases was the predictor of unfavorable attitudes and poor practice. Unfavorable attitudes also predicted poor practice. The main barriers were insufficient knowledge and busy schedules. Conclusions Different specialties physicians are essential in recognizing occupational diseases. They need to be knowledgeable about occupational diseases within their specialties. Specialized undergraduate and postgraduate training in this topic can help achieve such needs.

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A model for teaching occupational medicine

Cited by 4 publications

References 8 publications

The Occupational Medicine Pipeline

The Occupational Medicine Pipeline

Incorporating the interaction between health and work into the undergraduate medical curriculum – a qualitative evaluation of a teaching pilot in English medical schools

Physicians' Knowledge, Attitudes, and Practice of Occupational Diseases Diagnosis and Occupational History Taking

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