Occupational Hygiene Training Research Articles

On the Issue of Organizing Hygienic Education of the Population in the Russian Federation: Historical Aspects

Introduction: Hygienic education and training of the population are the mechanisms of interaction with the population of the Russian Federation recognized by the scientific community, contributing to the improvement of the culture of health in the society, the level of which has an impact on the sanitary and epidemiological situation and demographic indicators of the country. One of the most important components of hygiene training nowadays is the procedure of occupational hygiene training and certification aimed at constant improvement of the level and quality of knowledge in the field of hygiene and epidemiology among employees of epidemiologically significant facilities. Objective: To consider prerequisites for the development of the system of hygienic training in the Russian Federation and to substantiate the importance of maintaining occupational hygiene training and certification in view of the experience gained. Materials and methods: We have searched Scopus, Web of Science, CyberLeninka, RSCI, and eLIBRARY.RU for recent papers with the non-zero Hirsch index (h-index) and/or the Russian Science Citation Index (RSCI) using the following keywords: health education, hygienic education, and hygienic upbringing. We then selected 45 materials published in 1997–2022 (60 % of them – over the past five years) and containing the above keywords in the title. Results: The article considers historical aspects of the development of such methods of disease prevention as health education accompanying the formation of the sanitary and epidemiological service in the country. It shows that the pivotal points contributing to further legislative regulation of occupational hygiene training and certification in Russia were such historical milestones as wartime and urbanization, which entailed so-called “public health crises”. It also substantiates the relevance of the currently existing system of occupational hygiene training and certification, describing its further development paths determined with account for digitalization of the information space in the Russian Federation, and of implementation of specific tasks aimed at improving the demographic situation in the country.

The system of professional hygienic training and certification in the Russian Federation: formation and ways of development

For the first time, the term «health information» was used in the countries of the Soviet Union (USSR). The term implied a preventive type of educational work. Aimed was to eliminate the ignorance of the population in hygiene and epidemiology in order to prevent the spread of infectious and non-communicable diseases and strengthen public health. In the future, in the USSR, and then in the Russian Federation, it was legislated that employees of epidemiologically significant facilities (previously — decreed contingents) undergo professional hygienic training and certification as one of the conditions for admission to professional activity. At present, there are various programs of hygienic training for officials of organizations that are enpaped in production, storage, transportation and sale of food, drinking water, education and training of children and adolescents, municipal and household services of the population. The above-mentioned programs are implemented within the framework of professional hygienic training and certification regulated by the Order of the Ministry of Health of the Russian Federation No. 229 dated June 29, 2000 «On professional hygienic training and certification of officials and employees of organizations», which indicates the relevance of this procedure in improving the level of hygienic culture of the population, preventing the spread of infectious and mass non-communicable diseases, the formation of behavioral skills aimed at strengthening human health, public health and improving living standards. This article is a reflection of the analysis of the prerequisites for the emergence and functioning of the existing system of occupational hygiene training and certification with the identification of its main advantages and disadvantages, and also suggests ways and means of improving it, including in the conditions of a pandemic of a new coronavirus infection caused by COVID-19.

Addressing the Needs for International Training, Qualifications, and Career Development in Occupational Hygiene

Thirteen member societies of the International Occupational Hygiene Association (IOHA), all 11 national certification bodies, and IOHA itself are now cooperating in a new international training and qualification system. The structure broadens access to occupational hygiene education and training worldwide and complements existing professional accreditation schemes. There are currently 46 Approved Training Providers in the scheme and up to the end of June 2013, approaching 200 courses had been delivered in more than 32 countries, with nearly 2400 examinations taken in 7 languages. This influx of students, particularly in developing countries, is helping to address the worldwide need to combat occupational illness and is creating the foundation for sustainable growth in provision of occupational hygiene globally. The scheme originated in 2006, when the authors were instrumental in bringing together a group of senior hygienists to review the needs of industry. The resulting position paper, reflecting the perspective of major multi-national companies, was subject to widespread consultation with a diverse group of stakeholders from across the world. This led to the formation of the Occupational Hygiene Training Association (OHTA), as a not-for-profit organization, to operate the system. It is accessible through the OHlearning website that provides free downloads of educational materials and details of training events. In this commentary, we outline the needs that brought this about, identify the key stakeholders involved, review what has been done so far, and discuss some plans for the future.

Occupational Hygiene Education and Status: Global Trends and A Global Future

Alice Hamilton is considered as the mother of ‘occupational hygiene’ (at least in the USA) since she introduced at Harvard University the bases of this science, which detects, evaluates and controls hazards arising in and from the workplace (Rose, 2003). After that time (the forties) the discipline, called Industrial Hygiene, evolved and developed very well up to the late nineties. What are the prospects as we settle into the 21st Century? Relevant milestones of the international development of the discipline are the founding in 1987 of the International Occupational Hygiene Association (IOHA) (http://www.ioha.net) and the support of the International Labor Organization (ILO) and of the World Health Organization (WHO) through publications promoting Occupational Hygiene (OH) (ILO, 1981; WHO, 1988). In 1992, the WHO published a booklet entitled ‘Occupational Hygiene in Europe—The Development of the Profession’ (WHO, 1992), which described the specificity of this discipline, its utility and the basic curriculum for its education and training. This was mainly based on American and British experience. In some countries (for instance in Switzerland), this publication boosted the development of OH, its official recognition and its teaching at a postgraduate level (University of Lausanne, Swiss Federal Institute of Technology, Zurich, 2006). A few years later, a survey of the certification schemes related to this field was carried out by Burdorf (1995) for the IOHA, which confirmed that the profession was well recognized and considered in different countries. In the USA, theUSNews&World Report predicted in 1991 that OH would become one of the ‘top 20 professions’ in this country (Burton, 2004). This prediction unfortunately has not been confirmed, and the present situation is not as promising, even in countries with a long-term tradition in this field. A comprehensive survey on the situation of OH and its education and training throughout the world has not been carried out, so it is not possible to give a clear and unbiased picture of this problem. However an informal collection of information from a network of teachers and colleagues in this field from several countries has been carried out as well as a survey including every member of the IOHA Board of Directors, completed by a literature search. OH education and training reflects the need and perception of our society for this field. This is why more emphasis has been given here to the recognition of OH in the world rather than to the specific educational and training programs offered in different countries. I aim here to present a synthesis of the information collected about the situation and the trends of OH in different countries throughout the world as well as to discuss a few ideas and perspectives for the future of this profession.

UNIVERSITY OF ARIZONA INTERNATIONAL TRAINING IN RESEARCH IN ENVIRONMENTAL AND OCCUPATIONAL HEALTH (ITREOH): CAPACITY BUILDING IN SOUTHERN AFRICA—INTERNATIONAL PROGRAM FOR MINING HEALTH AND SAFETY

ISEE-212 Introduction: Mining and mineral processing account for 80% of foreign exports in Zambia and 45% in Zimbabwe, and continues to be one of the most dangerous professions. Through a cooperative program involving the University of Arizona College of Public Health, the Department of Mining and Geological Engineering, University of Zambia, and University of Zimbabwe, we are training scientists from this region to evaluate and control adverse health effects due to mining and mineral processing, as well as carrying out research to support this mission. Methods: There are three main foci of the program: 1) train African scientists in occupational hygiene, mining engineering, and epidemiology at the masters’ level; 2) provide regional training in occupational health, mine safety, mining engineering, and community evaluation; 3) conduct in-country research including noise, dust and metals exposure, engineering controls and personal respirators, respiratory health. Short courses, each lasting one to two weeks, are offered in Zambia and Zimbabwe to mining engineers and individuals responsible for environmental and occupational health. Each course focuses on health assessment approaches and both occupational and public health interventions to limit morbidity and mortality from mining and related activities. Injury prevention and field research methods are emphasized and the uses of monitoring instruments are incorporated in the courses. Results: Initial masters level training conducted at the University of Arizona has been transferred to the University of the Witwatersrand in South Africa in order to improve cost and time efficiency. The blended (computer-based and face-to-face) learning has been very well received. Equipment left in Zambia and Zimbabwe has been subsequently used extensively to measure occupational exposures. The provision of computer networks has laid the foundation for an expansion of eLearning courses. In addition to masters level training, research projects sponsored under the program have assisted undergraduate students in mining and metallurgy to complete their degree requirements. Discussion: Given limited resources, our focus has been on training in occupational hygiene in order to measure and reduce workplace exposures. Research productivity has lagged behind the training effort. Our goal is to focus future research on workplace interventions, and to share the information collected with mining health and safety professionals in the region, through the use of additional training efforts and our computer network.

Education and Training in Occupational Hygiene in India

Education and Training in Occupational Hygiene in India

International trends in education and training in occupational hygiene

In many countries occupational hygiene has become an indispensable discipline in managing long-term risks to the health of workers. The international collaboration on education and training started with a workshop in Luxembourg in 1986 (sponsored by the EC and WHO). This meeting provided useful groundwork in defining the scope and function of training and education in occupational hygiene. Subsequent meetings in Geneva in 1989 and 1991 progressed many of the matters raised at the Luxembourg meeting. There is a fair agreement on the educational prerequisites for the professional occupational hygienist. Academic qualifications are regarded as essential since problem-solving, in contrast to rule-following, is best trained at academic level. For this reason a mandatory research project should be included in the curriculum. The general outline of an educational programme includes basic knowledge of physics, mathematics and chemistry, basic knowledge of supportive disciplines such as toxicology, epidemiology and biostatistics, risk analysis and engineering principles, and core and specialized topics in occupational hygiene such as measurement strategies, design techniques, health risk evaluation, principles of control inclusive ventilation, management and laws and legal requirements. Discussions pertains to the preferable educational routes, on the balance between methodology and professional practice, and the focus on prevention and engineering rather than exposure assessment. Currently, the International Occupational Hygiene Association has launched a programme for interchangeability and harmonization of the different certification schemes for professional occupational hygienists. International cooperation among educational resource centres should be strongly encouraged by exchange of students and faculty, as well as educational materials and information.

Review of Occupational Hygiene Training

Review of Occupational Hygiene Training

Education and training in occupational hygiene in Europe: an example of Anglo-Hellenic co-operation.

The paper reports a programme of international co-operation in occupational hygiene education and training. Through a number of initiatives the European Commission encourages exchanges within higher education and between higher education and industry across member states. The present programme was initiated through involvement with one of these schemes, namely ERASMUS. Although occupational health and safety is a very small part of higher education, as a subject it does pose a number of interesting problems for the European Community. Furthermore, the European dimension of occupational health is something that those involved in the profession cannot afford to ignore. The implication of directives, the harmonization of standards, the comparability of regulation, control and professional practice are all issues that are raised in such a cross-European programme. The paper specifically reports the results of five comprehensive occupational hygiene surveys carried out with the co-operation of major Greek industries. Although the findings of the surveys are themselves interesting and are discussed in the text, the main aim of the paper is to place the findings within the context of the European development of higher education and training in occupational health and safety, and to comment on a number of issues that emerged during the work that are relevant to the wider European perspective.

Education and Training in Occupational Hygiene

Education and Training in Occupational Hygiene

Training in Occupational Hygiene

Training in Occupational Hygiene

Training in Occupational Hygiene

Training in Occupational Hygiene