Framework for developing an exposure science curriculum as part of the European Exposure Science Strategy 2020-2030

Alison Connolly; Paul T J Scheepers; Marie A Coggins; Theo Vermeire; Martie van Tongeren; Gerhard Heinemeyer; James W Bridges; Susanne Bredendiek-Kämper; Yuri Bruinen de Bruin; Anne Clayson; Johannes Gerding; Josephine McCourt; Jan Urbanus; Susana Viegas; Natalie von Goetz; Maryam Zare-Jeddi; Peter Fantke

doi:10.1016/j.envint.2022.107477

Framework for developing an exposure science curriculum as part of the European Exposure Science Strategy 2020-2030

Environ Int. 2022 Oct:168:107477. doi: 10.1016/j.envint.2022.107477. Epub 2022 Aug 17.

Authors

Alison Connolly¹, Paul T J Scheepers², Marie A Coggins³, Theo Vermeire⁴, Martie van Tongeren⁵, Gerhard Heinemeyer⁶, James W Bridges⁷, Susanne Bredendiek-Kämper⁸, Yuri Bruinen de Bruin⁹, Anne Clayson⁵, Johannes Gerding¹⁰, Josephine McCourt¹¹, Jan Urbanus¹², Susana Viegas¹³, Natalie von Goetz¹⁴, Maryam Zare-Jeddi⁴, Peter Fantke¹⁵

Affiliations

¹ Centre for Climate and Air Pollution Studies, Physics, School of Natural Science and the Ryan Institute, University of Galway, University Road, Galway H91 CF50, Ireland. Electronic address: alison.connolly@nuigalway.ie.
² Radboud Institute for Biological and Environmental Sciences, Radboud University, Nijmegen, Netherlands.
³ Centre for Climate and Air Pollution Studies, Physics, School of Natural Science and the Ryan Institute, University of Galway, University Road, Galway H91 CF50, Ireland.
⁴ National Institute for Public Health and the Environment (RIVM), Netherlands(2).
⁵ Centre for Occupational and Environmental Health, School of Health Sciences, Faculty of Biology, Medicine and Health, University of Manchester, Manchester, United Kingdom.
⁶ German Federal Institute for Risk Assessment, Berlin, Germany(2).
⁷ Emeritus Professor of Toxicology and Environmental Health University of Surrey, Guildford GU27YH, United Kingdom; Director Research for Sustainability Ltd, Guildford, GU33AE, UK.
⁸ Federal Institute for Occupational Safety and Health, Dortmund, Germany.
⁹ European Commission, Joint Research Centre, Directorate for Space, Security and Migration, Geel, Belgium.
¹⁰ German Social Accident Insurance, Institution for the Health and Welfare Services (BGW), Cologne, Germany.
¹¹ European Commission, Directorate-General for Health and Food Safety, Directorate F, Health and Food Audits and Analysis, Grange, Ireland.
¹² Shell Health Risk Science Team, Belgian Shell N.V., B-1000 Brussels, Belgium.
¹³ NOVA National School of Public Health, Public Health Research Centre, Universidade NOVA de Lisboa, Lisbon, Portugal; Comprehensive Health Research Center (CHRC), Lisbon, Portugal; H&TRC-Health & Technology Research Center, ESTeSL-Escola Superior de Tecnologia da Saúde, Instituto Politécnico de Lisboa, Lisboa, Portugal.
¹⁴ Federal Office of Public Health, Bern, Switzerland; Swiss Federal Institute of Technology, Zurich, Switzerland.
¹⁵ Quantitative Sustainability Assessment, Department of Environmental and Resource Engineering, Technical University of Denmark, 2800, Kgs. Lyngby, Denmark. Electronic address: pefan@dtu.dk.

PMID: 35998412
DOI: 10.1016/j.envint.2022.107477

Abstract

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.

Keywords: Competence development; Education and training; Exposure assessment; ISES Europe; Learning outcomes.