About this paper

Appears in:
Pages: 3559-3565
Publication year: 2016
ISBN: 978-84-617-5895-1
ISSN: 2340-1095
doi: 10.21125/iceri.2016.1844

Conference name: 9th annual International Conference of Education, Research and Innovation
Dates: 14-16 November, 2016
Location: Seville, Spain

HARMONISING THE TRAINING OF STUDENTS WITHIN THE EU TO IMPLEMENT INTERVENTION PROGRAMMES TO PROTECT THE PUBLIC IN THE AFTERMATH OF A HAZMAT INCIDENT

A. Peña-Fernández1, L.J. Dunford1, P.I. Haris1, M.C. Lobo-Bedmar2, M.A. Peña3

1De Montfort University, Faculty of Health and Life Sciences (UNITED KINGDOM)
2Departamento de Investigación Agroambiental. IMIDRA. Finca el Encín, Crta. Madrid-Barcelona Km, 38.2, 28800 Alcalá de Henares, Madrid, Spain. (SPAIN)
3Universidad de Alcalá, Departamento de Ciencias Biomédicas (SPAIN)
The increasing frequency of incidents involving hazardous materials (HazMat) encompassing a wide range of chemical and biological environmental contaminants shows a need to teach environmental toxicology, public health and emergency preparedness to future health care professionals to protect the public. Serious HazMat incidents present an enormous challenge in the health care sector and may involve national and international health service collaboration requiring specific training. The development of educational programmes for health care professionals to manage serious HazMat incidents is needed and this should be harmonised within the EU. Moreover, the pharmaceutical and chemical industries in conjunction with the public health sector are demanding professionals with specific knowledge to respond to HazMat events and deal with environments seriously impacted by chemical or biological incidents that can threaten human health. Future professionals will need specific knowledge to implement different intervention strategies for health protection. Our teaching innovation group is developing a series of novel teaching sessions including short courses, lectures, workshops and tutorials, to train undergraduate and postgraduate health science students in these topics in two EU Universities: University of Alcalá (UAH, Spain) and De Montfort University (DMU, UK). We are using guidelines from organisations such as The Environmental Protection Agency and Centres for Disease Control and Prevention in the US, the UK National Health Service, as well experience from the field gained from the recent Ebola outbreak in West Africa. Additionally, a combination of different pedagogic approaches are being used, e.g. “peer teaching” (Benè and Bergus, 2014) or Problem-Based Learning (PBL) to create a variety of teaching materials and sessions. These pedagogic approaches were adapted for a diverse student cohort with limited knowledge of environmental toxicology, emergency preparedness and risk assessment. Specifically, we created a specialised short training course in environmental toxicology for pharmacists at UAH (Peña-Fernández et al., 2015), which was improved for the 2015/16 academic session using students’ feedback from the previous course. This was also delivered to undergraduate (BMedSci. Medical Sciences) and postgraduate (MSc. Advanced Biomedical Science) students at DMU. The main objective of these teaching sessions was to provide the students with basic knowledge to implement an intervention programme to protect the public in the aftermath of a HazMat incident or a pandemic outbreak. All the teaching sessions and materials were highly interactive, requiring a high level of participation and preparation from the students due to their short duration. Despite their short duration we observed high levels of student engagement/satisfaction (e.g. nearly 100% from pharmacists attending the training course at UAH this year). The novel teaching sessions created at both universities could effectively provide students with public health knowledge and tools to develop a response and preparedness intervention against chemical or biological events. This communication will describe the different teaching activities and students’ feedback/opinions collected at both participating universities for 2015/16. We consider that this training programme could be used to develop appropriate training to health care professionals in the EU.
@InProceedings{PENAFERNANDEZ2016HAR,
author = {Pe{\~n}a-Fern{\'{a}}ndez, A. and Dunford, L.J. and Haris, P.I. and Lobo-Bedmar, M.C. and Pe{\~n}a, M.A.},
title = {HARMONISING THE TRAINING OF STUDENTS WITHIN THE EU TO IMPLEMENT INTERVENTION PROGRAMMES TO PROTECT THE PUBLIC IN THE AFTERMATH OF A HAZMAT INCIDENT},
series = {9th annual International Conference of Education, Research and Innovation},
booktitle = {ICERI2016 Proceedings},
isbn = {978-84-617-5895-1},
issn = {2340-1095},
doi = {10.21125/iceri.2016.1844},
url = {http://dx.doi.org/10.21125/iceri.2016.1844},
publisher = {IATED},
location = {Seville, Spain},
month = {14-16 November, 2016},
year = {2016},
pages = {3559-3565}}
TY - CONF
AU - A. Peña-Fernández AU - L.J. Dunford AU - P.I. Haris AU - M.C. Lobo-Bedmar AU - M.A. Peña
TI - HARMONISING THE TRAINING OF STUDENTS WITHIN THE EU TO IMPLEMENT INTERVENTION PROGRAMMES TO PROTECT THE PUBLIC IN THE AFTERMATH OF A HAZMAT INCIDENT
SN - 978-84-617-5895-1/2340-1095
DO - 10.21125/iceri.2016.1844
PY - 2016
Y1 - 14-16 November, 2016
CI - Seville, Spain
JO - 9th annual International Conference of Education, Research and Innovation
JA - ICERI2016 Proceedings
SP - 3559
EP - 3565
ER -
A. Peña-Fernández, L.J. Dunford, P.I. Haris, M.C. Lobo-Bedmar, M.A. Peña (2016) HARMONISING THE TRAINING OF STUDENTS WITHIN THE EU TO IMPLEMENT INTERVENTION PROGRAMMES TO PROTECT THE PUBLIC IN THE AFTERMATH OF A HAZMAT INCIDENT, ICERI2016 Proceedings, pp. 3559-3565.
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