Key points are not available for this paper at this time.
Abstract Introduction Working conditions in LMICs can include both very basic and high-tech conditions, much work is informal, agriculture is a large sector, and risks can be high. Preventive solutions must be robust, affordable, sustainable, and preferably locally produced. Legislation is often absent or insufficient, and poorly implemented. Scarce occupational safety and health (OSH) experts are mostly working for large companies. OSH education in LMICs differs from education in high-income countries and has a high priority. Materials and Methods Basic conditions must be clear. Which target groups must be educated? Workers, managers, students, OSH professionals, primary care, selected medical specialists? What is the starting level of knowledge, skills, and attitudes? Are face-to-face meetings possible? How much time do people have for a workshop or course? Results Learning objectives are the basis. The content should be relevant and reliable. What is the focus - on practice-oriented skills or policy development? Is the educational format a learning-by-doing project or a blended learning module? The evaluation must be decided. International collaboration flourishes by open access, downloadable, relevant, and reliable learning materials. New tools are online seminars and MOOCs, the e-library of e-lessons and e-modules (from LDOH Foundation), a new book and materials for agriculture. New translation tools arrived. We need core curriculum materials for occupational physicians and nurses, like exist for hygienists. Conclusions Transplanting education from rich countries to LMICs is not a good idea. Is a new international platform for OSH education for LMICs better? What about education for Basic Occupational Health Services based upon country-specific tasks?
Dijk et al. (Mon,) studied this question.