Development of Environmental Education Materials for Health

Professionals

Brian TenczaTeam Lead, EMESB Branch

DTEM

Toxicological Profiles

• ToxFAQs• Public Health Statements• CD-ROMS• Source/Support Document • Internationally recognized

Improving Health Professional Education

Literature-based content

Evaluated instructional design

Proven knowledge impacts

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

Scripted Slide and Webcasts Presentations

Grand Rounds Community

Presentations Emergency

Response Education

Professional CE credits

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.

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.

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.

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

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.”

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Today

Design Document

Some of Our New Products

Pediatric Environmental Health Toolkit

Online training Anticipatory environmental

health guidance Animated case examples American Academy of

Pediatrics endorsed Partners

Using Social Media for Environmental Public Health

Literacy and Leadership

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