Use of NCIT Distance learning in OH teaching and education : Canadian experience Dr Louis Patry MD...
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Use of NCITDistance learning in OH teaching and education :
Canadian experience
Dr Louis Patry MD FRCP (C)
Montréal Public Health Direction
McGill University Health Center
Printing and new technologies
From the pen to the computer
An evolution to improve the diffusion of knowledge!
The routes to India
Christopher Colombus 1492
Vasco de Gama 1499
A world to rediscover
New words Globalisation
Cyberspace
Cyberlearning
Cyberentreprise
Customer’s service: the new route to India
Luggage lost during a flight fromMontréal Toronto
India
?
Objectives of the presentation
To review the influences of the socio-economic changes on the practice of Occupational Health To describe the Canadian distance education and learning experience in Occupational Health To assess the place of the NCIT in the future needs of training in Occupational Health
Influences of the socio-economic changes on
the practice of Occupational Health
The occupational physician: a witness of the working conditions throughout the centuries
The industrial revolution : the working conditions in the textile
factories and mines
Industrial revolution : the beginning of mass production
Industrialisation and environment
New health problems
Psychoneurosis
Occupational crampsCraft palsiesOccupational palsiesProfessional spasmsTelegrapher’s cramp
The glorious years
The Americans with Disabilities Act
( ADA)
The Occupational Safety and Health Act ( OSHA )
New realities of Occupational Health Practice
NCIT revolutionGlobal economyIncreasing mobility of the industrial productionOutsourcing of Occupational health services Emergence of new Occupational health issuesThe changing of the workforce
Distance education training: a new teaching approach
From the traditional to the virtual class
Distance education learning
Modalities Self-learning
Modification of the professor-student link
Rigorous planning
Use of an information and communication system
Modification of the teacher’s role
Distance education learning: Canadian experiences
Canadian experiences
The development of occupational healthDistance education training
Summer schoolInteruniversity collaboration
U. LAVAL
U. HAMILTON U. LILLESummer school
McGill University
Experimentation of a distance education program
Self-learning Practicum (workshop)
Study guides
Study GuideOccupational
Health
Distance education program
McGill University
Internet arrival
Migration of the course content to a base computer training
Study GuideOccupational
Health
Distance education program
Canadian experiences in French speaking African
countries
Distance education in Africa
Distance education in Africa
Annaba
Kinshasa
Training to research in occupational health in French
African speaking countries
FORST Programme
FORST
Objectives
Experiment and establish a distance education training program in occupational health
Develop an innovative training approach base on Internet use
Establish a solid basis for sustainable collaboration in Ooccupational health
Teaching committee
(representative from each participating University)
•Regional coordinator (Benin University )
•Teaching coordinator (McGill U.)
Structure
Management Committee
Supervise the adaptation of
the course content
Collaboration to the choice of
teachers
Support the student learning and the
realisation of research project
FORST
Course content preparation
Adaptation of the McGill course content
McGill•Physical agents •Industrial Hygiene •Epidémioly •Ergonomic •Practice occupational Health •Chemical and biological agents
U. de Lille II•Professional disease•Toxicology
U. Hassan II Casablanca•Occupational safety practice •intensive workshop •1998
U. Cheikh Anta Diop, Dakar
•Intensive workshop 2000
6 participating countries, 12 registered students
Morocco , Senegal, Guinea , Côte-d’Ivoire, Benin, New Caledonia
One diploma
Master degree in Occupational health MSc
McGill University
FORST
FORST: a class in action
FORST
Artisanal dyeing
Handloom weaving
Granite quarry
Results
Difficulties
Organisation: setting up the infrastructure
Technology : Computer and Internet use
Distance education modalitiesModification of the professor-student linkLearning by objectivesRespect of deadlines Lack of scientific articles in French.
FORST and communication vehicles
Difficulties with the postal system
Experimentation of NCITA difficult beginning
FORST
The NCITs :
The most important : a person to person communication !
FORST: outcomes of the project
New certificate in occupational health based on the FORST model
Integration of the FORST learning approach in the training program in occupational health Improvement of the abilities of the student to assess occupational health issues
African network in occupational health
Occupational health in the 21st century
Learning needs
Occupational Health in the 21st century
Ethnic and demographic changes
Transfer of mass production to the developing countries
New structures of the Companies
Globalisation
Improvement of the technology
The 2010 pyramid of age
Benin
France
Percentage of the working force among people aged between 55 et 64 year old (OCED)
Proportion of people older than 65 years old among the general population
(G8 countries )
2005 : 20 -30 %
2030 : 35–50%
2050 : 40-70 %
The most concerned countries are: Japan, Italy , France and Germany
OECD Strategy to improve employment for the over 50s
Lifelong learning Working promotionEffective re-employment services and supportImprove health and security at work Reinforce the measures to reduce discrimination at work
Impacts of a virtual working set-up
Modification of the organization at work
Increasing part-time work
Increasing insecurity at work
Job transfer
Future learning needs in Occupational Health
Mental health Work organisationRisk communicationManagement Diversity of the workforce Assessment Preventive approachesMultidisciplinary work
Training in occupational health
Few graduated students
The attractive power of training in Occupational health is weak
Mean age of the candidates is high
Physicians become interested in occupational medicine some years after graduating from medical school
In Canada the specialty in Occupational medicine will become a sub specialty of Internal and Community medicine
New framework training
Need for new skills
The training in Occupational health must be reviewed ! (National Academy of Sciences)
Development of innovative approaches of training in Occupational Health
Promotion of distance education training based on the NCIT use
Reinforcement of collaboration between universities.
Conclusion
Through the centuries Occupational health has been always modulated by the socio-economic challenges.
A future reality: an occupational physician or a nurse at work