[Educational and training issues in occupational first aid: the requisites for the teachers of the workers responsible for first aid]

BACKGROUND

The inter-ministerial decree (D.I.) 388/03 (the Italian law on first aid in the workplace) attaches particular importance to the organization of first aid and to the content of the teaching and training of designated workers, specifying teaching objectives, programme and duration of courses. However it provides less details on the requirements and qualifications of the teachers and trainers.

OBJECTIVES

To discuss this topic in the light of the guidelines contained in the literature and the existing legislation.

METHODS

We used the specific references of literature and legislation concerning first aid training of designated workers.

RESULTS

The objectives and the content of the training courses call for a high level of professional competence and approach. Therefore, training of designated workers should be planned and carried out in accordance with the training standards used for the teaching and training of the so-called "lay rescuers".

CONCLUSIONS

The need to achieve high training standards for workers responsible for first aid at the workplace is to a large extent justified by the difficulty of the role of employees. This need follows the current tendency in regulations to guarantee adequate and up-dated training also for other agents operating within the system of workplace prevention. In this context the occupational physician plays a significant role in the training programmes for designated workers.

Is the new White Paper for higher education feasible?

In 2003, the government published a White Paper, ‘The Future of Higher Education’ (Deparment for Education and Skills, 2003), which set out a number of major reforms for the higher education sector. The recommendations are due to be implemented by 2006. This editorial addresses issues raised by recommendations relating to the improvement of teaching quality which specifically state: ‘New national professional standards for teaching in higher education will be established as the basis of accredited training for all staff, and all new teaching staff will receive accredited training by 2006’ and that ‘from 2006 all new teaching staff should obtain a teaching qualification that incorporates agreed professional standards’(Deparment for Education and Skills, 2003).

Rumo à regulamentação da utilização de animais no ensino e na pesquisa científica no Brasil

A comunidade científica brasileira clama por uma sistematização definitiva e por uma norma federal abrangente e realista, mais orientadora e reguladora, e menos sancionadora, onde a questão da pesquisa científica com animais possa ser mais bem contemplada. OBJETIVO: Descrever a situação em que se encontra a regulamentação para o uso de animais em treinamento e pesquisa científica, no Brasil. MÉTODOS: Foi identificada e discutida a legislação existente no Brasil e no Estado do Rio de Janeiro acerca da utilização de animais no treinamento e na pesquisa científica. RESULTADOS: Não existe norma geral sistematizadora atualizada referente à vivissecção e experimentação com animais, nem para fins didáticos, nem científicos. A única lei referente a esse tópico data de 1979 e não chegou a ser regulamentada. Leis mais recentes equiparam a prática de experimentos científicos aos atos de abuso e maus tratos de animais, na presença de tecnologia alternativa. No município do Rio de Janeiro, a prática de vivissecção e de experiências com animais em instituições veterinárias públicas municipais está proibida, desde 2001. Atualmente, existe um substitutivo em discussão, na Câmara Federal, resultado da avaliação de projetos de leis mais recentes, que representa um avanço inestimável, sem, contudo, corresponder a um corpo de princípios e diretrizes que possam nortear eficazmente a questão. CONCLUSÃO: Ainda não existe uma regulamentação para a utilização de animais no ensino e na pesquisa científica em nosso país. Torna-se imperativo adotar dispositivos lúcidos e realistas que garantam a continuação dessa utilização. A comunidade científica dispõe-se a contribuir explicitamente para esse objetivo.

OSHA--what is its role in dentistry and how do we provide training?

The mission of the Occupational Safety and Health Administration (OSHA) is to ensure the safety and health of America's workers. Although OSHA's focus is on safety, there is a natural overlap into the infection control arena. The work practice control, engineering control, and personal protective equipment regulations are examples of OSHA safety topics that have a direct impact on dental infection control. In a similar fashion, the regulations designed to protect the dental health care worker often translate into increased safety for the dental patient. To ensure their safety, OSHA requires workers to be appropriately trained. This article reviews the regulatory significance of OSHA, compares OSHA with other regulatory and advisory agencies, and discusses OSHA's training requirements. Principles for conducting training in the dental health care setting along with suggestions for assessing training also are presented.

OSHA safety requirements and the general duty clause

Dental offices and clinics are subject to the same general safety requirements as other workplaces. Current guidelines, inspections, education, and training focus on infectious disease as the major workplace hazard for dental health care personnel (DHCP). However, the Occupational Safety and Health Administration has cited an increasing variety and number of general safety hazards during inspections of dental offices. A review of the general safety requirements for personal protective equipment and fire safety as they relate to DHCP follows. The authors discuss the responsibility of both employers and employees to perform workplace hazard evaluation and to implement education, engineering controls, and work practice controls to minimize their exposure to recognized and emerging workplace hazards.

Psychology or semiotics: persons or subjects?

Cultural studies and especially semiological theory has recently sought to re-conceptualise classical problems considered in academic psychology such as perception, identity, and "subjectivity". It is argued that these theorizations are reductionist and/or theoretically incoherent without an adequate epistemology. Yet they have become for many students of the human sciences the conventional modes of analyzing such questions as personal identity.

Self-reported job responsibilities of public school adapted physical educators

The purpose was to survey adapted physical educators, teaching in the public schools, concerning the nature of their work and the percentage of time spent weekly in 14 specific job roles or responsibilities. Of 102 respondents solicited from national conferences, 66 teachers representing 20 states provided usable data. Most respondents worked in urban settings (77%), served an average of 8 schools per week, had an average caseload of 76 students, and saw each student an average of two times a week. Percentages of time spent each week were greatest in direct instruction (43%), traveling (9%), planning instruction (9%), and assessing students (7%). Findings were similar to those reported previously and discussed in relation to job competencies taught in university classes designed to prepare specialists in adapted physical education.

The best approach to safety is to fix schools and support children and staff

It is possible to create schools that are humane, caring places where discipline issues are minimized.

[Pathology in so-called Problem Oriented Learning (POL)]

Within the evolutionary progress in biomedical research and clinical medicine the medical education plays a derminting role. Problem based learning (PBL) or problem oriented learning (POL), respectively, are main though not quite new topics in the international discussion about modern teaching in medicine. After shortly reviewing the principles of PBL the problems of this concept in general and in the special situation of the Medical Schools of German Universities bound to legal rules and with high numbers of students are discussed with special regard to Pathology representing a substantially central teaching discipline. At the Medical School of the University of Munich since 1997 the so-called Münchner Modell (Munich Model) has been successfully established representing a hybrid curriculum with integration of PBL courses and traditional forms of teaching. The experience with special regard to the participation of Pathology is discussed.

IN CONCLUSION

Modern scientific medicine requires an adequate teaching and learning culture. PBL is one main concept possibly to be integrated. In the future Pathology will continuously play a central role in medical teaching because of its imminent potential. Permanent reflecting the usefulness of modern teaching proposals and critical engagement are prerequisites.