Rudolphi Josie M, Donham Kelley J
a Department of Occupational and Environmental Health , University of Iowa , Iowa City , Iowa , USA.
J Agromedicine. 2015;20(1):21-30. doi: 10.1080/1059924X.2014.976728.
ABSTRACT The University of Iowa began training health care professionals to care for farmers' occupational health needs since 1974. In order to geographically expand this training to practicing health and safety professionals, the "Building Capacity: A National Resource of Agricultural Medicine Professionals" program was developed and launched in 2006. The model began in 1987 as a program of Iowa's Center for Agricultural Safety and Health. In 2006, with funding from the National Institute for Occupational Safety and Health (NIOSH), Great Plains Center for Agricultural Health (GPCAH), the program was expanded beyond the Iowa borders. The principal component of the program, the 40-hour course, Agricultural Medicine: Occupational and Environmental Health for Rural Health Professionals-the Core Course (AMCC) is now being offered to health and safety professionals in nine states in the United States, in Australia, and a modified version presented in Turkey. An initial paper evaluated the first phase of the program, years 2007-2010. This paper compares the first phase (2007-2010) with the second phase (2011-2013), which has involved over 500 health and safety professionals. This paper also describes evaluation of the course and changes resulting from the evaluation. Finally, this paper describes best practices for operating this program and makes recommendations for future courses, as well as other trainings within the field.
摘要 自1974年以来，爱荷华大学就开始培训医疗保健专业人员，以满足农民的职业健康需求。为了将这种培训在地理上扩展到执业的健康与安全专业人员，2006年开发并启动了“能力建设：农业医学专业人员的国家资源”项目。该模式始于1987年，是爱荷华州农业安全与健康中心的一个项目。2006年，在美国国家职业安全与健康研究所（NIOSH）、大平原农业健康中心（GPCAH）的资助下，该项目扩展到了爱荷华州以外的地区。该项目的主要组成部分，即40小时的课程《农业医学：农村卫生专业人员的职业与环境卫生核心课程》（AMCC），目前正在美国的九个州、澳大利亚提供给健康与安全专业人员，并在土耳其提供了一个修改版。一篇初始论文评估了该项目2007年至2010年的第一阶段。本文将第一阶段（2007年至2010年）与第二阶段（2011年至2013年）进行了比较，第二阶段涉及500多名健康与安全专业人员。本文还描述了课程评估以及评估带来的变化。最后，本文描述了运营该项目的最佳实践，并对未来课程以及该领域的其他培训提出了建议。
