Cover Image
close this bookTeacher's Guide on Basic Environmental Health (WHO, 1999, 327 p.)
View the document(introduction...)
View the documentAcknowledgements
close this folderPart One: Teaching environmental health
View the document(introduction...)
close this folderIntroduction
View the documentPurpose of the Teacher’s Guide
View the documentHow the guide is structured
View the documentHow to use the guide
close this folderTeaching approach
View the documentParticipatory education
close this folderOrganizing a course or workshop
close this folderCurriculum development
View the document(introduction...)
View the document1. Goals and objectives
View the document2. Required background
View the document3. Subject matter/teaching methods
close this folder4. Selected teaching methods
View the document(introduction...)
View the document4.1 Small group exercises
View the document4.2 Role-play
View the document4.3 Discussion starters (triggers)1
View the document4.4 Lectures
View the document4.5 Discussion
View the document4.6 Planning deck
View the document4.7 Prioritizing/planning
View the document4.8 Student presentations
View the document4.9 Learning activities outside the classroom
View the document4.10 Distance learning
View the document4.11 Computer-assisted learning
close this folder5. Audiovisual materials
View the document(introduction...)
View the document5.1 The overhead projector (OHP) and transparencies
View the document5.2 Slides
View the document5.3 Flip charts (or blackboards)
View the document6. Reading list, resources
View the document7. Timetabling
View the document8. Evaluation
View the document9. Follow-up
close this folderTeaching facilities, equipment, materials
View the document1. Facilities
View the document2. Equipment and materials
View the documentPreparation for teaching the course or workshop
close this folderPart Two: Sample learning activities
View the document(introduction...)
close this folderChapter 1: Overview
View the document1.1. Environmental health hazards in your country
View the document1.2. Problem solving exercise: The impact of schistosomiasis haematobium on women in Cameroon1
View the document1.3. Student presentations
close this folderChapter 2: Nature of environmental health hazards
View the document2.1. Overview of environmental health hazards
View the document2.2. Question “can”*
View the document2.3. What’s in this stuff?
View the document2.4. Problem-solving exercise: Environmental estrogens
close this folderChapter 3: Risk assessment
close this folder3.1. Participatory field visits
View the document(introduction...)
close this folder3.1.1. Sample field visits
View the documentA. Water purification and recirculation plant
View the documentB. Informal food traders
View the documentC. Sewage treatment plant
View the documentD. Solid waste facility: Bale and rail
View the document3.2. The relationship between dose and health outcome: Dose-response versus dose-effect
close this folderChapter 4: Risk management
View the document4.1. Problem-solving exercise: Emergency response to a PCB fire
View the document4.2. Problem-solving exercise: Mercury poisoning in the Amazon
close this folder4.3. The role of community involvement
View the document(introduction...)
View the document4.3.1. Worksheet questionnaire: Introduction to risk communication
View the document4.3.2. Community involvement scenario
close this folderChapter 5: Air
View the document5.1. Problem-solving exercise: Epidemic asthma
View the document5.2. Problem-solving exercise: AECI/MACASSAR sulfur fire
close this folderChapter 6: Water and sanitation
View the document6.1. Problem-solving exercise: Water for Tonoumassť, a village in Togo
View the document6.2. Role-play: Waterborne outbreak in a Romanian town
View the document6.3. Problem-solving exercise: Water availability and trachoma1
close this folderChapter 7: Food and agriculture
View the document7.1. Typical cases of foodborne diseases
View the document7.2. Problem-solving exercise: Pesticide poisoning - an outbreak among antimalarial workers1
View the document7.3. Problem-solving exercise: Toxic encephalopathy from a seafood toxin
View the document7.4. Problem-solving exercise: Hazard assessment in food production2
close this folderChapter 8: Human settlements and urbanization
View the document8.1. Round robin on human settlements and urbanization
View the document8.2 Worksheet questionnaire: Health effects of motor vehicle air pollution
View the document8.3. Problem solving exercise: Building a healthy city - the case of Managua, Nicaragua
close this folderChapter 9: Health and energy use
View the document9.1. Introductory exercise: Health and energy
View the document9.2. Problem-solving exercise: Nuclear energy - a safe alternative?
close this folderChapter 10: Industrial pollution and chemical safety
View the document10.1. Problem-solving exercise: Occupational exposure to inorganic lead
View the document10.2. Discussion starter on occupational hazards1
View the document10.3. Lecture/demonstration on personal protective equipment and methods for atmospheric monitoring
close this folderChapter 11: Transboundary and global health concerns
View the document11.1. Question “can” (sample terms and concepts)1
close this folderChapter 12: Action to protect health and the environment
View the document12.1 Problem-solving exercise: Ethical analysis for decision-making in environmental health
View the document12.2. Action planning exercise
View the document12.3. Promoting activities to identify, control and prevent environmental health problems: Identifying obstacles and resources
close this folderAnnexes
View the document1. Pre-workshop questionnaire
View the document2. Selected bibliography
View the document3. Teaching methods chart
View the document4. Student’s version: Problem-solving exercise: The impact of chistosomiasis haematobium on women in Cameroon1
View the document5. Student’s version: Problem-solving exercise: Environmental estrogens
View the document6. Dose-response/dose-effect curves: Transparencies
View the document7. Student’s version: Problem-solving exercise: Emergency response to a PCB fire
View the document8. Student’s version: Problem-solving exercise: Mercury poisoning in the Amazon
View the document9. Student’s version: Introduction to risk communication
View the document10. Sample risk communication scenario
View the document11. Student’s version: Worksheet for community involvement scenario
View the document12. Student’s version: Problem-solving exercise: Epidemic asthma2
View the document13. Student’s version: Problem-solving exercise: AECI/MACASSAR sulfur fire
View the document14. Student’s version: Problem-solving exercise: Water for Tonoumassť, a village in Togo
View the document15. Student’s version: Problem-solving exercise: Water availability and Trachoma1
View the document16. Student’s version: Typical cases of foodborne diseases
View the document17. Student’s version: Problem-solving exercise: Pesticide poisoning - an outbreak among antimalarial workers
View the document18. Student’s version: Problem-solving exercise: Toxic encephalopathy from a seafood
View the document19. Student’s version: Problem-solving exercise: Hazard assessment in food production
View the document20. Motor vehicle air pollution health effects worksheet
View the document21. Student’s version: Building a healthy city - the case of Managua, Nicaragua
View the document22. Student’s version: Problem-solving exercise: Nuclear energy - a safe alternative?
View the document23. Student’s version: Problem-solving exercise: Occupational exposure to inorganic lead
View the document24. Student’s version: Ethical analysis for decision-making in environmental health
View the document25. Sample evaluation questionnaire

12.2. Action planning exercise

Time: 1-1½ hours

Objectives:

At the end of the exercise students will be able to:

1. Develop short-term and long-term action plans aimed at reducing the negative impact of environmental factors on health and well-being. Actions may include awareness-raising, investigation/research, and specific projects in areas related to health, environment and development.

Procedures:

1. Brainstorm a list of potential activities to reduce environmental health problems and promote health and well-being. These may include literature searches for supporting data/information (particularly local initiatives or prevention efforts in countries with similar problems), interviews with health professionals and policy-makers, involvement in ongoing activities of local groups and organizations, development of further studies and development of educational programmes.

2. (Optional) Incorporate discussion of obstacles and resources for action planning, as shown in Exercise 12.3.

3. Ask participants to work independently or in groups to prioritize target groups for activities (based on risk, need, interest, etc.), and contents of activities. Indicate whether any preliminary investigations or studies must be conducted.

4. Once priority areas have been established, instruct participants to use worksheets to independently plan follow-up activities that they will undertake at the end of the course or after the workshop. Establish a target date by which all follow-up activities should be completed. Participants should designate their target population, rationale for their selection, objectives and estimated timeline for implementation.

5. (Optional) Make a copy of the plans that participants hope to undertake. These can serve as a useful evaluation tool to assess participants’ increase in knowledge and analysis, and to measure the overall effectiveness of the course or workshop. Inform participants if you intend to retain copies of their plans for evaluation and follow-up.

6. When plans are complete, ask each participant to briefly present his or her future programme. Post these on flip chart paper with the following suggested headings: name, region, target audience, topic, specific plans. Record each participant’s proposal. Highlight opportunities for collaboration and sharing of materials.

Materials:

Worksheets for distribution in class, flip chart.

Individual action planning worksheet

(Note to instructor: This worksheet can be adapted in various ways according to the type of activity and the time available. For example, if time is limited, participants can be asked simply to identify their area of focus, target group, objectives and the first step in their implementation plan.)

Instructions:

Develop a plan of action which you will undertake to identify, control and prevent environmental health problems.

Topic or area of focus

Prioritize one area for action planning, such as:

- education and training (e.g. planning a workshop, course, seminar, or study group;

- research (e.g. carrying out a literature search, interviews);

- investigating existing or missing legislation, policies, procedures;

- organizational development (e.g. establishing departments, committees, interdisciplinary working groups);

- participation in ongoing activities of local groups and organizations.

Goals

1. What are your short-term goals in the area you selected? For example, what can be done now to raise awareness and strengthen education, training and research on environmental health with the current levels of expertise and resources?

2. What are your longer-term goals? (These may require additional planning or research.) For example, what can be done to better utilize environmental risk data in advocacy for improved health policies and legislation; and how can you educate health professionals, policy-makers and the general public on their role in identifying, preventing and controlling environmental health problems?

Action steps

What action steps would you recommend in support of the activities selected?

1. What is your target population and why have you selected it? (For example, is selection based on exposure to risk, lack of prior attention to this kind of problem, interest in the issue, ability to finance or some other reason?)

2. What are your specific plans?

3. Outline the steps needed to implement your plan of action.

4. What human and financial resources are needed and how do you propose to obtain them?

5. With whom do you plan to collaborate?

6. What is your timeline? For example, what do you hope to accomplish in the next month, 6 months, 1 year, 5 years?

7. What obstacles are you likely to encounter in trying to implement this activity and how do you propose to overcome them?

8. Which of the above steps can realistically be achieved in the next 3-6 months?