Development of Environmental Education Materials for Health Professionals

1. Development of Environmental Education Materials for Health Professionals Brian Tencza Team Lead, EMESB Branch

3. DTEM

4. Toxicological Profiles • ToxFAQs • Public Health Statements • CD-ROMS • Source/Support Document • Internationally recognized

5. Improving Health Professional Education • Literature-based content • Evaluated instructional design • Proven knowledge impacts

7. Thirty-eight Topics for our Products See Handout 5 Note: Some topics are being revised. Substance Specific Arsenic Asbestos Benzene Beryllium Cadmium Carbon Tetrachloride Chlordane Cholinesterase Inhibitors Chromium Cobalt (in development) Cyanide Dioxins Ethylene/Propylene Glycol Gasoline Jet Fuel Lead Mercury Methanol Methylene Chloride Nitrate/Nitrite Pentachlorophenol Polychlorinated Biphenyls Polycyclic Aromatic Hydrocarbons Radiation Exposure From Iodine 131 Radon Stoddard Solvent Tetrachloroethylene Toluene 1,1,1-Trichloroethane Trichloroethylene (TCE) Uranium (in development) Vinyl Chloride Other topics Environmental Triggers of Asthma Ionizing Radiation Pediatric Environmental Health Reproductive/Developmental Hazards (in development) Disease Clusters: An Overview Taking an Exposure History

8. Scripted Slide and Webcasts Presentations • Grand Rounds • Community Presentations • Emergency Response Education • Professional CE credits

10. Why Use Instructional Design? Instructional design gives the tools needed to take accurate content and develop educational materials that are effectively and efficiently mastered by learners. Content and any related assessment is directly related to identified skill or knowledge gaps.

11. Why Use Instructional Design? Content, media, and methods are selected based on a thorough analysis of the situation and learners. The media and method chosen fit both the content and needs of the target populations.

12. Why Use Instructional Design? The “need to know” is clearly presented and the “nice to know” is kept to a minimum. Subject matter experts (SMEs) need a systematic method to keep content focused on what the learners need to know at the end of a learning experience. Materials are formatively evaluated by using them with the target population and then revising them based on subjective feedback, post-test results, and expert observation of the process.

13. Nine Events of Instruction Example of a teaching sequence for the objective, Create an equilateral triangle: Gain attention - show variety of computer generated triangles Identify objective - pose question: "What is an equilateral triangle?" Recall prior learning - review definitions of triangles Present stimulus - give definition of equilateral triangle Guide learning- show example of how to create equilateral Elicit performance - ask students to create 5 different examples Provide feedback - check all examples as correct/incorrect Assess performance- provide scores and remediation Enhance retention/transfer - show pictures of objects and ask students to identify equilaterals

14. The “Need to Know” Include what your learners need to be able to know and do at the end of the instruction. Don’t include the “nice to know.”

15. Castor beans have been found in Egyptian tombs dating back to 4000BC, and used for centuries in oil lamps and for jewelry.

16. Today

17. Design Document

18. Some of Our New Products

19. Pediatric Environmental Health Toolkit • Online training • Anticipatory environmental health guidance • Animated case examples • American Academy of Pediatrics endorsed • Partners

20. Using Social Media for Environmental Public Health Literacy and Leadership

23. Social Media Components • Meet youth through social media • Engage through a safe online forum • Uses mobile technology (e.g., Twitter) to reinforce education • Create leadership and social actions