Use of NCIT Distance learning in OH teaching and education : C anadian experience

1. 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

2. Printing and new technologies

3. From the pen to the computer • An evolution to improve the diffusion of knowledge!

4. The routes to India Christopher Colombus 1492 Vasco de Gama 1499

5. A world to rediscover • New words • Globalisation • Cyberspace • Cyberlearning • Cyberentreprise

6. Customer’s service: the new route to India • Luggage lost during a flight from Montréal Toronto ? India

7. 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 experiencein Occupational Health • To assess the place of the NCIT in the future needs of training in Occupational Health

8. Influences of the socio-economic changes onthe practice of Occupational Health

9. The occupational physician: a witness of the working conditions throughout the centuries

10. The industrial revolution : the working conditions in the textile factories and mines

11. Industrial revolution : the beginning of mass production

12. Industrialisation and environment

13. New health problems • Psychoneurosis • Occupational cramps • Craft palsies • Occupational palsies • Professional spasms • Telegrapher’s cramp

14. The glorious years • The Americans with Disabilities Act ( ADA) • The Occupational Safety and Health Act ( OSHA )

15. New realities of Occupational Health Practice • NCIT revolution • Global economy • Increasing mobility of the industrial production • Outsourcing of Occupational health services • Emergence of new Occupational health issues • The changing of the workforce

16. Distance education training:a new teaching approach • From the traditional to the virtual class

17. Distance education learning • Modalities • Self-learning • Modification of the professor-student link • Rigorous planning • Use of an information and communication system

18. Modification of the teacher’s role

19. Distance education learning: Canadian experiences

20. Canadian experiences • The development of occupational health • Distance education training • Summer school • Interuniversity collaboration U. LAVAL Summer school U. LILLE U. HAMILTON

21. McGill University • Experimentation of a distance education program • Self-learning • Practicum (workshop) • Study guides Study Guide Occupational Health Distance education program

22. McGill University • Internet arrival • Migration of the course content to a base computer training Study Guide Occupational Health Distance education program

23. Canadian experiences in French speaking African countries

24. Distance education in Africa

25. Distance education in Africa Kinshasa Annaba

26. Training to research in occupational health in French African speaking countries FORST Programme

27. FORST

28. Objectives • Experiment and establish a distance education training program in occupationalhealth • Develop an innovative training approach base on Internet use • Establish a solid basis for sustainable collaboration in Ooccupational health

29. Structure Management Committee • Teaching committee • (representative from each participating University) • Regional coordinator (Benin University ) • Teaching coordinator (McGill U.) Supervise the adaptation of the course content Collaboration to the choice of teachers Support the student learning and the realisation of research project

30. FORST

31. Course content preparation Adaptation of the McGill course content • McGill • Physical agents • Industrial Hygiene • Epidémioly • Ergonomic • Practice occupational Health • Chemical and biological agents • U. Hassan II Casablanca • Occupational safety practice • intensive workshop • 1998 • U. de Lille II • Professional disease • Toxicology • 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

32. FORST

33. FORST: a class in action

34. FORST Handloom weaving Artisanal dyeing Granite quarry

35. Results • Difficulties • Organisation:setting up the infrastructure • Technology : • Computer and Internet use • Distance education modalities • Modification of the professor-student link • Learning by objectives • Respect of deadlines • Lack of scientific articles in French.

36. FORST and communication vehicles • Difficulties with the postal system • Experimentationof NCIT A difficult beginning

37. FORST • The NCITs : The most important : a person to person communication !

38. 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

39. Occupational health in the 21st century Learning needs

40. 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

41. The 2010 pyramid of age Benin France

42. Percentage of the working force among people aged between 55 et 64 year old (OCED)

43. 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

44. OECD Strategy to improve employment for the over 50s • Lifelong learning • Working promotion • Effective re-employment services and support • Improve health and security at work • Reinforce the measures to reduce discrimination at work

45. Impacts of a virtual working set-up • Modification of the organization at work • Increasing part-time work • Increasing insecurity at work • Job transfer

46. Future learning needs in Occupational Health • Mental health • Work organisation • Risk communication • Management • Diversity of the workforce • Assessment • Preventive approaches • Multidisciplinary work

47. 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

48. New framework training • Need for new skills

49. 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.

50. Conclusion Through the centuries Occupational health has been always modulated by the socio-economic challenges.