Citation

Watterson A. Safety Sci. 1995; 20(2-3): 253-258.

Copyright

(Copyright © 1995, Elsevier Publishing)

DOI

unavailable

PMID

unavailable

Abstract

Aims: (1) to examine areas of controversy which arise in the occupational health course curriculum, and (2) to identify best practices in addressing and resolving those controversies.Methods: A literature review reveals that occupational health practice and policy contain many controversies. The BSc and MSc occupational health course curricula at the Nottingham Trent University contain toxicology, epidemiology, occupational hygiene, and occupational health policy. These subjects raise questions which may be controversial and have been so identified by students --through the collection, interpretation, dissemination and presentation of data; different methodologies; funding of particular types of occupational health research; use of data in setting standards, and making policy. Case studies on coal mining, coal gas industry and formaldehyde are used on the courses to examine the controversial topics raised by students.Results: Evaluations reveal that controversy should be openly acknowledged in the teaching of occupational health. Those providing courses need to be aware of the tensions and problems which may arise when controversy emerges on courses. Methods are available for raising the subject and dealing with it as a positive pedagogic tool. This entails the use of case studies which examine several different perspectives and approaches to the controversy linked to comparative and historical studies.Conclusions: The teaching of occupational health to clinical and non-clinical students, from a range of backgrounds, is not a value-free activity. Controversial questions central to key topics in occupational health relating to science and technology as well as policy will always emerge. These should be openly recognised and discussed on courses through, for instance, case study material which identifies and analyses a range of approaches to the subject.