TY - JOUR
T1 - Framework for developing an exposure science curriculum as part of the European Exposure Science Strategy 2020–2030
AU - Connolly, Alison
AU - Scheepers, Paul T.J.
AU - Coggins, Marie A.
AU - Vermeire, Theo
AU - van Tongeren, Martie
AU - Heinemeyer, Gerhard
AU - Bridges, James W.
AU - Bredendiek-Kämper, Susanne
AU - de Bruin, Yuri Bruinen
AU - Clayson, Anne
AU - Gerding, Johannes
AU - McCourt, Josephine
AU - Urbanus, Jan
AU - Viegas, Susana
AU - von Goetz, Natalie
AU - Zare-Jeddi, Maryam
AU - Fantke, Peter
N1 - Funding Information:
We thank all members of the ISES Europe Working Group on Education, Training and Communication for their input. This work was financially supported by the Mistra SafeChem project funded by the Swedish Foundation for Strategic Environmental Research (grant no. DIA 2018/11 ).
Publisher Copyright:
© 2022
PY - 2022/10
Y1 - 2022/10
N2 - Background: Evaluating and managing exposures to chemical, physical and biological stressors, which frequently interplay with psychological stressors as well as social and behavioural aspects, is crucial for protecting human and environmental health and transitioning towards a sustainable future. Advances in our understanding of exposure rely on input from well-trained exposure scientists. However, no education programmes in Europe are currently explicitly dedicated to cover the broader range of exposure science approaches, applications, stressors and receptors. Objective: To address this challenge, a curriculum is needed that yields credible, well-defined career pathways in exposure science. Methods: Needs and conditions for advancing exposure science education in Europe were identified. As a starting point for a way forward, harmonised learning outcomes for exposure science were defined at each level of the European Qualifications Framework. The course programme coordinators were recruited for three varying courses, with respect to the course level and the proportion of the curriculum dedicated to exposure science. These courses were assessed via our systematic course review procedure. Finally, strategic objectives and actions are proposed to build exposure science education programmes. Results: The ISES Europe ‘Education, Training and Communication’ expert working group developed a framework for creating a viable exposure science curriculum. Harmonised learning outcomes were structured under eight learning levels, categorised by knowledge, skills and competence. Illustrative case studies demonstrated how education providers integrated these learning outcomes for their educational context and aligned the overall exposure science curriculum. Conclusions: The international recognition and adoption of exposure science education will enable advances in addressing global exposure science challenges for various stressors, from behavioural aspects from individual to population scale, and effective communication between exposure scientists and relevant stakeholders and policy makers, as part of the European Exposure Science Strategy 2020–2030.
AB - Background: Evaluating and managing exposures to chemical, physical and biological stressors, which frequently interplay with psychological stressors as well as social and behavioural aspects, is crucial for protecting human and environmental health and transitioning towards a sustainable future. Advances in our understanding of exposure rely on input from well-trained exposure scientists. However, no education programmes in Europe are currently explicitly dedicated to cover the broader range of exposure science approaches, applications, stressors and receptors. Objective: To address this challenge, a curriculum is needed that yields credible, well-defined career pathways in exposure science. Methods: Needs and conditions for advancing exposure science education in Europe were identified. As a starting point for a way forward, harmonised learning outcomes for exposure science were defined at each level of the European Qualifications Framework. The course programme coordinators were recruited for three varying courses, with respect to the course level and the proportion of the curriculum dedicated to exposure science. These courses were assessed via our systematic course review procedure. Finally, strategic objectives and actions are proposed to build exposure science education programmes. Results: The ISES Europe ‘Education, Training and Communication’ expert working group developed a framework for creating a viable exposure science curriculum. Harmonised learning outcomes were structured under eight learning levels, categorised by knowledge, skills and competence. Illustrative case studies demonstrated how education providers integrated these learning outcomes for their educational context and aligned the overall exposure science curriculum. Conclusions: The international recognition and adoption of exposure science education will enable advances in addressing global exposure science challenges for various stressors, from behavioural aspects from individual to population scale, and effective communication between exposure scientists and relevant stakeholders and policy makers, as part of the European Exposure Science Strategy 2020–2030.
KW - Competence development
KW - Education and training
KW - Exposure assessment
KW - ISES Europe
KW - Learning outcomes
UR - http://www.scopus.com/inward/record.url?scp=85136094296&partnerID=8YFLogxK
U2 - 10.1016/j.envint.2022.107477
DO - 10.1016/j.envint.2022.107477
M3 - Article
C2 - 35998412
AN - SCOPUS:85136094296
SN - 0160-4120
VL - 168
JO - Environment International
JF - Environment International
M1 - 107477
ER -
