Graduate education in occupational hygiene: a rational framework.

Occupational hygiene has been an important part of occupational health since it first emerged after World War II as the science and art that deals with the anticipation, recognition, evaluation and control of human exposures to hazards in the working environment. A need exists for well-qualified professionals who can not only respond to hazards that are currently known and understood, but also to ones that are not yet known or understood. For this, graduate-level academic programs in occupational hygiene must go beyond the training of skills and imparting of facts. Rather they must provide the education that enables the development of critical faculties, allowing future self-learning and the study of new scenarios not yet anticipated. Ideally, occupational hygiene should be taught firstly in the interdisciplinary context of the whole of occupational health (including occupational medicine, occupational health nursing, occupational safety and ergonomics) and secondly in relation to the wider field of public health (including epidemiology and biostatistics). In addition, modern occupational hygiene education also needs to embrace the management and social sciences. The Education and Research Centers (ERCs) sponsored in the United States by the National Institute of Occupational Health (NIOSH) have refined this approach and provided a useful model for all occupational hygiene education, identifying the need for both masters and doctoral-level endeavor. Other countries might usefully consider integrating existing academic programs in order to emulate the NIOSH approach, perhaps through internal and external partnerships. In terms of content, such education needs to be carried out within a framework that places human exposure to hazardous agents at the center of the anticipation-recognition-evaluation-control rationale. Such a framework also places occupational hygiene in the context of the other occupational and environmental health disciplines. Finally it has to be acknowledged that occupational hygiene is (indeed always was) a changing field. Academic programs need to be responsive to such changes, and the range of responses must include not only curricular modifications but also changes in the way that the education itself is delivered. The internet provides interesting new opportunities for distance learning that appear to have the potential not only to be efficient and convenient in terms of time and resources but also to be valid in terms of meeting the desired educational objectives.