Occupational health crossing borders—Part 1: Concept, teaching methods, and user evaluation of the first international summer school in Munich, Germany

Radon, Katja; Ehrenstein, Véra; Bigaignon-Cantineau, Janine; Vellore, Arun Dev; Fingerhut, Marilyn A.; Nowak, Dennis

doi:10.1002/ajim.20734

Cited by 8 publications

(6 citation statements)

References 12 publications

(21 reference statements)

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“…Educational programs on occupational safety and health, which are absent in many LMICs, are, however, available through international organizations like e.g. the WHO, 20 the ILO, 21 the ISSA, 22 the ICOH 23 and the Pan American Health Organization. 24 Different kinds of online educational programs, some more fragmented than others, offer effective means for a wide coverage of occupational safety and health information and high-quality educational resources.…”

Section: International Occupational Safety and Health And Online Educationmentioning

confidence: 99%

“…37 The available research resources on distance education on occupational health and safety targeted at LMIC learners can, however, be supported by other reports on similar attempts at transfer of knowledge and experience. 38,47 Research on the impact of MOOCs on education in LMICs has so far been somewhat dubious, and has yielded rather contradictory results. 7,30,[35][36][37] Considering, however, the amount of knowledge which is being made freely available through the MOOC movement, and the number of participants of which the providers may boast, a fair portion if the challenges seem to relate to the appropriate management of the resources and potentials which the MOOC movement possesses.…”

Section: Unesco's Publication Making Sense Of Moocs -A Guide For Policy-makers In Developing Countriesmentioning

confidence: 99%

“…They have, however, not been able to attract anything near the number of participants which the MOOC movement has. 21,22 It is uncertain to which extent MOOCs actually manage to reach and influence LMIC MOOC learners, or, especially, even more marginalized segments of the LMIC population. It is also unclear how, and to which extent, technical, social, cultural and linguistic barriers affect MOOC learners in LMICs, and how these barriers may be overcome.…”

Section: Introductionmentioning

confidence: 99%

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Occupational health in developing countries – a massive open online course

Tronstad

2020

Archives of Environmental & Occupational Health

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Introduction: Occupational injuries and diseases are estimated to cause more than 2.78 million fatalities annually, of which most occur in low-or middle-income countries (LMICs). In addition, a tremendous amount of non-fatal occupational injuries and illnesses occur worldwide each day. Knowledge of occupational safety and health is often absent or insufficient in many LMIC settings. Education is an integral part of the development of occupational safety and health systems in LMICs. The use of online resources like e.g. Massive Open Online Courses (MOOCs) is one way of reaching many, where the resources are sparse. In 2015, the University in Bergen launched the MOOC Occupational Health in Developing Countries. The course was explicitly aimed at sharing knowledge and experience of occupational safety and health with learners based in LMICs. Objective: The objective of the study is to describe the participant profiles and the participation activities of Occupational Health in Developing Countries learners. Method: The study is based on a quantitative review of data provided by the FutureLearn MOOC platform. The research design is descriptive and analytic. The introduction and contextualization are based on a review of relevant literature. Results: Out of totally 5866 registrants, 72.4 % attended from a LMIC geo-location, and 71.9 % of the 768 course completers were LMIC residents. Most of the participants were young, well-educated and employed; mostly within the health and social sector. The gender distribution was almost equal, 4 except from a higher female non-completer proportion, especially among LMIC participants.The response rates were, however, relatively low. Conclusion: The MOOC succeeded in reaching its LMIC target group.

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Section: International Occupational Safety and Health And Online Educationmentioning

confidence: 99%

Section: Unesco's Publication Making Sense Of Moocs -A Guide For Policy-makers In Developing Countriesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Occupational health in developing countries – a massive open online course

Tronstad

2020

Archives of Environmental & Occupational Health

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“…“Teaching Interventions Crossing Borders,” at the Ludwig Maximillian University of Munich, Germany [67].…”

Section: New Global Courses On Occupational and Environmental Healthmentioning

confidence: 99%

Education and Training: Key Factors in Global Occupational and Environmental Health

Lucchini

McDiarmid

Laan

et al. 2018

Annals of Global Health

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Introduction:Education and training in Occupational and Environmental Health (OEH) play an important role in building global capacity and contribute to safer working conditions. The shortage of occupational health professionals, the lack of knowledge and a high number of occupational accidents and diseases stress the demand for providing further education and training in OEH. This need is especially urgent in low and middle-income countries. Three international courses on OEH provide valuable insights on how to develop successful trainings in the field and how to contribute to the creation of healthy and safe workplaces.Methodology and Results:The courses “Global Occupational and Environmental Determinants of Diseases: a multidisciplinary and multicultural approach for prevention” (University of Brescia, Italy), “Advanced International Training Course in OEH” (Chulabhorn Research Institute, Bangkok, Thailand) and “Teaching interventions crossing borders” (Ludwig-Maximillians-Universität, Munich, Germany) offer a unique networking opportunity for health professionals from low-, middle- and high-income countries. Three main characteristics of learning were identified as successful for adult learning in OEH: Interdisciplinary learning allows exchanging skills and knowledge and therefore closes gaps between the several disciplines within OEH. Experiential learning enables participants to reflect on their personal experiences, e.g. through workplace visits. Finally, active learning empowers the learner to take the leading role in the learning process using e.g. problem- or project-based learning approaches.Conclusion:Training and education in OEH should become a higher priority by including it in the standard public health and medical curricula. For this, train the trainer approaches are essential in many countries. Any OEH training should follow the interdisciplinary, experiential and interactive learning approach and should be accessible to participants from all regions.

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“…The overall objective of the program was to contribute to a better level of understanding of different OHS and the impact of globalization on OH. The overall concept and teaching methods as well as the lessons learned for this year's summer school are described elsewhere [Radon et al, 2009]. The aim of this report is to compare the different OHS in 18 countries at different stages of development.…”

Section: Introductionmentioning

confidence: 99%

Occupational health crossing borders part 2: Comparison of 18 occupational health systems across the globe

Radon

Ehrenstein

Nowak

et al. 2009

American J Industrial Med

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Occupational health crossing borders—Part 1: Concept, teaching methods, and user evaluation of the first international summer school in Munich, Germany

Abstract: An international summer school teaching basic aspects of different OHS systems is a useful tool for training and exchange at the global level.

Cited by 8 publications

References 12 publications

Occupational health in developing countries – a massive open online course

Occupational health in developing countries – a massive open online course

Education and Training: Key Factors in Global Occupational and Environmental Health

Occupational health crossing borders part 2: Comparison of 18 occupational health systems across the globe

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