National Environmental Health Science & Protection Accreditation Council (EHAC): Striving for Excellence in Environmental Health Education. Gary Silverman Bowling Green State University Bowling Green, OH USA & Escuela de Seguridad Laboral e Higiene Ambiental Instituto Tecnológico de Costa Rica
Purpose of Accreditation The goal of accreditation of environmental health science and protection programs is to enhance the education and training of students who intend to become environmental health science and protection practitioners/professionals.
History of Accreditation Begun in 1967 First program accreditation in 1967 Major guidelines revisions in 1986 and 1992 Need recognized for expanding beyond traditional academic programs
Outreach Beyond Accreditation Creation of Environmental Health Primer for Local Health Department Boards of Health (CDC( funds, distributed by NALBOH) Creation of Food Protection Video (CDC( funds, distributed by NALBOH) Creation of AEHAP broader mission
EHAC Objectives Promote critical thinking. Provide for development of skills, knowledge & attributes for graduates to function as members of a health team in the public or private sector. Inspire students to continue their education throughout life & to fully appreciate their professional obligations.
EHAC Objectives Promote a high quality education Assist universities & colleges developing or offering curriculum, advising them on content and faculty qualifications. Promote commonality in coverage of basic concepts. Promote undergraduate curricula of a quality and content compatible with admission prerequisites of graduate programs Evaluate academic programs using criteria established by the Council. Publish a list of the institutions with programs accredited by the Council.
Key Competencies Technical skills Communications skills (written) Communications skills (oral) Computer skills Identify reliable & relevant information Drawing appropriate conclusions Choosing & defending an appropriate course of action Knowledge of environmental health Life-long learning General attitude Environmental mentality Work habits Professional ethics Social skills Professional involvement Professional development
Behavior anchored rating scale for Computer Skills competency 5. Demonstrates wide range of computer applications, including trouble shooting and analysis. Develops advanced computer applications and assists others. 4. Able to effectively use the computer for routine work needs and special projects. 3. Uses computer effectively for routine work needs. 2. Can perform very basic computer skills but needs substantial training for routine work needs. 1. Has very few computer skills.
Composite Competency Results Graduates Supervisors Mean SD Mean SD Technical Skills 3.82.84 3.84.78 Communication Skills (Written) 4.14.70 3.99.75 Communications Skills (Oral) 4.31.69 4.16.70 Computer Skills 3.94.73 4.00.58 Identify Reliable and Relevant Information 4.31.74 4.28.72 Drawing Appropriate Conclusions 4.12.56 4.06.51 Choosing & Defending an Appropriate Course of Action 4.16.73 4.15.80 Knowledge of Environmental Health 3.95.76 3.99.74 Life Long Learning 4.14.71 4.08.72 General Attitude 4.33.79 4.24.88 Environmental Mentality 3.85.85 3.90.86 Work Habits 4.18.73 4.01.81 Professional Ethics 4.41.62 4.37.72 Social Skills 4.19.70 4.01.71 Professional Involvement 2.95 1.06 3.23.89 Professional Development 3.29.89 3.53.81
EHAC Basic Science Requirement Courses must be the same as those offered to basic science majors. Biological Sciences with laboratories (to include microbiology) - one year or equivalent. Chemistry with laboratories (general and organic) - one year or equivalent. Physics - one-half year or equivalent. Basic Science Electives - one and one-half years or equivalent
EHAC Specialty Areas Air Quality Control Environmental Chemistry Environmental Economics Environmental Epidemiology Environmental Health Management Environmental Health Planning Environmental Law & Policy Environmental Microbiology Epidemiology Food Protection Risk Assessment Risk Communication Global Environmental Health Hazardous Materials Housing Hydrogeology Industrial Hygiene Injury Prevention Institutional Health Noise Control Occupational Health & Safety Radiation Health Recreational Environmental Health Soils Solid Waste Management Statistical Methods Toxicology Vector Control Wastewater Water Quality Water Supply
EHAC Subject Area Requirements Separate Courses in: Epidemiology Statistical Methods Toxicology
EHAC Subject Area Requirements Basic Understanding of These Topics: Environmental Economics Environmental Health Management Environmental Law and Public Policy Development Risk Assessment Risk Communication
EHAC Subject Area Requirements Every student must complete in depth study in at least four of the listed technical areas and be exposed to a majority of the listed topics
Specialty Area Preparation Specialty Area Job Need (%) Program Prep. (%) Environmental Law & Policy 77 71 Risk Assessment 74 78 Risk Communication 73 69 Hazardous Materials 72 82 Occupational Health & Safety 65 79 Toxicology 64 73 Air Quality Control 63 81 Statistical Methods 61 70 Environmental Chemistry 60 66 Injury Prevention 60 60 Water Quality 60 82 Industrial Hygiene 57 82 Wastewater 56 81 Environ. Health Management 53 67
Specialty Area Preparation Specialty Area Job Need (%) Program Prep. (%) Epidemiology 51 84 Solid Waste Management 45 74 Environmental Microbiology 44 71 Noise Control 43 68 Soils 43 50 Environmental Epidemiology 42 69 Institutional Health 40 65 Environmental Health Planning 39 48 Water Supply 39 58 Vector Control 38 63 Radiation Health 34 56 Food Protection 33 75 Environmental Economics 32 32 Hydrogeology 30 37 Housing 28 34 Recreational Environ. Health 28 45 Global Environmental Health 26 59
Individual Preparation Relevance: Job required knowledge and graduate received preparation in specialty. Over-preparation: Job did NOT require knowledge but graduate received preparation. Deficiency: Job required knowledge and graduate did NOT receive preparation. Efficiency: Job did NOT require knowledge and graduate did NOT receive preparation.
Major Areas of Deficiency Specialty Relevance Deficiency Efficiency Soils 39 25 20 17 Law & policy Injury prevention Over- preparation Hydro- geology Environ. Economics 67 11 18 4 55 16 18 12 26 22 17 36 30 16 15 40
Major Areas of Deficiency Specialty Relevance Deficiency Efficiency 69 9 15 8 Planning 36 23 15 26 Over- preparation Risk Commun- ication Statistical methods Risk Assess- ment Radiation Health 61 19 12 8 74 11 11 4 33 34 11 22
Major Areas of Over-preparation Specialty Relevance Deficiency Efficiency Food 37 50 5 8 Global 30 42 4 24 Radiation 33 34 11 22 Over- preparation Epidemi- ology 59 34 3 4 Noise 46 33 10 11
Major Areas of Over-preparation Specialty Solid waste Relevance Deficiency Efficiency 55 33 6 6 Vectors 47 32 5 17 Over- preparation Institu- tional Environ. epidem. Water supply 45 31 6 18 51 30 3 15 55 29 4 12
EHAC Objectives Promote critical thinking. Provide for development of skills, knowledge & attributes for graduates to function as members of a health team in the public or private sector. Inspire students to continue their education throughout life & to fully appreciate their professional obligations.
Conclusions and Recommendations Academic programs graduate meet competency objectives Academic program graduates very broad academic backgrounds Professional responsibilities vary considerably among graduates Different organizations looking for different specific skill sets Success in attaining core competencies indicate opportunity for future success.
Improvements?