Where it all starts…
The field of Environmental Health has undergone a significant transformation, shifting from a mere focus on law enforcement to adopting a more scientific approach influenced by education. This shift has not only impacted the courses offered in higher education institutions, but it has also revolutionized the way professionals in the field develop their skills while on the job. But what is the goal of Environmental Health education? While the goal of Environmental Health (EH) education should not be limited to employability alone, it should create comprehensive professionals who can make extraordinary strides in the profession and a lasting social impact. This introduces the concept of Continuous Professional Development (CPD). Simply put, it can be seen as a deliberate personal pledge undertaken by professionals to enhance their knowledge, skills, and competencies throughout their professional journey to improve the quality of service. The prominent questions I want to raise regarding CPD programmes are as follows:
Facilitating Quality Training
The need for quality training in Environmental Health (EH) has been recognized as a significant challenge in both academia and industry (Gray, 2018; Lopez-Medina et al., 2019; Mbazima, Mbonane and Masekameni, 2021). It aligns with the sustainable development goals, which emphasize the importance of strengthening the training and retention of frontline health workers in developing countries. To meet these goals, training activities must be tailored to address societal needs and provide immediate relevance to adult students in the field of Environmental Health (Rao, Shahrawat and Bhatnagar, 2016; Lebelo and van Wyk, 2019; Shah, 2021). When applying the Andragogy theory, it becomes clear that adult learners benefit most when they can connect the concepts being taught to their own experiences. In the context of developmental programmes in Environmental Health, it is essential to illustrate how a Continuing Professional Development (CPD) programme can professionally and personally benefit practitioners. By incorporating practical examples and utilizing transformative learning models that encourage reflection based on practitioners’ backgrounds and experiences, CPD facilitators can create a more engaging and effective learning experience. During CPD events, I have observed that some participants struggle with reflective thinking. This may be attributed to the nature of the Environmental Health discipline, where practitioners have traditionally focused on practicality rather than introspection. However, striking a balance between pragmatism, theory, and reflection is crucial in Environmental Health. I passionately believe that an effective approach to CPD activities involves introducing contextual problems, explaining relevant theories, offering practical solutions, and reflecting on the entire process.
Teaching pedagogies, construction of knowledge and learning cycles.
Continuous Professional Development should be viewed as a systematic long-term learning process, in the sense that the procedures and activities implemented must be representative of the dynamic societies we serve. Thus, the CPD initiatives should be underpinned by sound learning pedagogies, which are defined as methods and practices of teaching. Mukhalalati and Taylor (2019) have mentioned a significant challenge that demands our attention, and these can be further advanced in the realm of Environmental Health education. The lecturers or educators often lack formal training in education, relying instead on their industry experience and research. This creates a gap where the full potential of educational design is not realized in CPD programmes. As a result, the application of learning theories becomes weak, hindering the participants’ optimal learning experience.
To bridge this gap, we must focus on the construction of knowledge and the implementation of learning cycles. As Mukhalalati and Taylor advocate, knowledge is best constructed through interactions with the real environment. By engaging students in practical, hands-on experiences, we allow them to develop key competencies through repetition and practice. This approach is inspired by the pioneering work of David Kolb, who crafted the four stages of the learning cycle. He emphasizes that learning is a continuous process that involves concrete experiences (hands-on activities), reflection (critically analyse and evaluate experiences), conceptualization (connecting observations and existing theories or frameworks), and experimentation (application of newly acquired knowledge and insights) (Illeris, 2018; Morris, 2020). All educational practices are reinforced by learning theories which are foundational in the acquisition of knowledge and skills. It is pivotal for instructors to understand and select the relevant instructional strategies, assessment and learning objectives (Aliakbari et al., 2015; Kay and Kibble, 2016; Mukhalalati and Taylor, 2019). The diverse behaviours and capabilities of participants should also be considered when designing CPD content and learning outcomes. This tailored approach, as highlighted by Aliakbari et al., Kay and Kibble, and Mukhalalati and Taylor, enhances student learning experiences in the health sciences, ensuring that knowledge acquisition and skill development are optimized.
Adapting CPD programmes
It is essential to consistently review and adapt the professional development programmes for EHPs in South Africa with input from the National Department of Health and EHPs. The proliferation of short-term learning programmes offered by private institutions poses a threat to the profession’s relevance, as industries are increasingly favouring a cheaper workforce possessing quick qualifications neglecting the value of a degree or diploma. In the face of this challenge, we must act. We must consistently review and adapt the training of EHPs through impactful CPD programmes to ensure they stay ahead of the curve. However, it is important to reiterate that these CPD programmes must be democratised, meaning they must be accessible and affordable to those in need. There are many approaches to CPD rendering (training, mentoring, community of practice, transformative, collaborative information sharing etc.) as noted by Mwila and Kennedy together with their co-workers.
Adapting to the Fourth Industrial Revolution (4IR)
In the era of the Fourth Industrial Revolution (4IR), it is vital to adapt our approach to CPD events, considering factors such as data connectivity and simulation challenges. While online learning and assessment are increasingly favoured in higher education, particularly for their flexibility and accessibility, it is important to acknowledge the budgetary and infrastructural constraints that may hinder their widespread implementation in developing countries (Kebritchi, Lipschuetz and Santiague, 2017). Virtual simulations and hybrid events can partially bridge the gaps, but there are certain elements that online platforms cannot fully replicate, especially when it comes to practical demonstrations.
Designing meaningful CPD programmes is a constant challenge, given the evolving demands and expectations placed on graduates and professionals. However, I am committed to addressing these challenges by adjusting teaching styles to cater to a diverse audience with varying learning and training needs. At CHEMS-Hub, we have developed professional development workshops rooted in the Training and Community of Practice CPD models. These approaches focus on skill provision and fostering collaboration through knowledge sharing among peers. By continually adapting and innovating in our approach to CPD, we can ensure that the training provided in Environmental Health meets the highest standards and equips professionals with the necessary skills to navigate the ever-changing landscape of the Environmental Health field.
So, what is next?
Join us in embracing the power of Continuous Professional Development (CPD) that works for us to revolutionize Environmental Health. Engage with CPD programmes that go beyond compliance and see them as transformative tools for personal and professional growth. CHEMS-Hub has developed workshops and courses which aim to support EHPs and colleagues in the sub-fields of Environmental Health by fostering collaboration, sharing experiences, and developing innovative solutions to public health issues. Through a combination of interactive sessions, case studies, expert guest speakers, online assessments, and reflections, participants will continue to reimage and gain a comprehensive understanding of the key principles in Environmental Health interventions and management. Key discussion themes are meticulously crafted annually based on research to provide a roadmap for launching public health interventions, as well as the skills and confidence to monitor progress sustainably. Our selected facilitators guide participants through programmes and provide practical tools for implementing positive change in their institutions and communities. The Environmental Health profession is ours, and a cornerstone of life, hence a need to cherish and nourish it.
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