Lessons Learned from ToxMSDT: A Pilot Innovative Toxicology Research Education Pipeline Program Targeting Underrepresented Undergraduate Students to the Field of Toxicology (original) (raw)
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The Toxicology Education Summit: Building the Future of Toxicology Through Education
Toxicological Sciences, 2012
Toxicology and careers in toxicology, as well as many other scientific disciplines, are undergoing rapid and dramatic changes as new discoveries, technologies, and hazards advance at a blinding rate. There are new and ever increasing demands on toxicologists to keep pace with expanding global economies, highly fluid policy debates, and increasingly complex global threats to public health. These demands must be met with new paradigms for multidisciplinary, technologically complex, and collaborative approaches that require advanced and continuing education in toxicology and associated disciplines. This requires paradigm shifts in educational programs that support recruitment, development, and training of the modern toxicologist, as well as continued education and retraining of the midcareer professional to keep pace and sustain careers in industry, government, and academia. The Society of Toxicology convened the Toxicology Educational Summit to discuss the state of toxicology education and to strategically address educational needs and the sustained advancement of toxicology as a profession. The Summit focused on core issues of: building for the future of toxicology through educational programs; defining education and training needs; developing the ''Total Toxicologist''; continued training and retraining toxicologists to sustain their careers; and, finally, supporting toxicology education and professional development. This report summarizes the outcomes of the Summit, presents examples of successful programs that advance toxicology education, and concludes with strategies that will insure the future of toxicology through advanced educational initiatives.
Green Chemistry Letters and Reviews, 2019
An undergraduate course in contemporary toxicology was developed by the Chemistry Department at Grand Valley State University (GVSU) with assistance and participation from the Dow Chemical Company Toxicology and Environment Research and Consulting department (DOW-TERC). It was designed as an overview of xenobiotic effects on human health and environment and focuses on new predictive approaches used early in sustainable product development. Planned as a hybrid, administrated by GVSU, with lectures by both GVSU and DOW-TERC scientists, the course included classical elements of dose/response, absorption, distribution, metabolism, excretion, and newer advances in predictive toxicology, bioprofiling, databases, and product stewardship. Student performance assessments on a series of scaffolded case study, journaling, and exams, indicated their emerging ability to think critically and to apply their growing toxicology knowledge in solving problems. Opinion surveys indicate students' positive responsiveness to the multi-instructor format. This course can serve as a model for programs at other institutions.
Toxicology Letters, 2000
Toxicology, as a multidisciplinary field, provides career opportunities for graduates with medical (human or veterinarian), pharmacological, pharmaceutical, biological, microbiological, molecular biological, chemical, biochemical, genetic or other backgrounds. However, in today's environment specialists with a university degree in toxicology or a postgraduate training in toxicology have a clear advantage. Postgraduate diplomas are now available in most industrial countries. In addition, to be successful, modern toxicologists in the private sector also need a good understanding of how to turn a scientific project into a successful product, an expertise generally acquired by on-the-job training. Last, but not least, the rapid progress in essentially all toxicology-relevant sciences makes continuous training mandatory.
Journal of Medical Toxicology, 2015
The international boundaries to medical education are becoming less marked as new technologies such as multiuser videoconferencing are developed and become more accessible to help bridge the communication gaps. The Global Educational Toxicology Uniting Project (GETUP) is aimed at connecting clinicians in countries with established clinical toxicology services to clinicians in countries without clinical toxicologists around the globe. Centers that manage or consult on toxicology cases were registered through the American College of Medical Toxicology website via Survey Monkey®. Data was analyzed retrospectively from February 2014 to January 2015. Google hangouts® was used as the main conferencing software, but some sites preferred the use of Skype®. Registration data included contact details and toxicology background and qualifications. Thirty sites in 19 different countries in Australasia, Europe, Africa, and America were registered. Twenty-eight (93 %) sites were located in a major urban center, one (3.5 %) site in a major rural center and one (3.5 %) a private practice. Expectations of GETUP included sharing toxicology cases and education (30, 100 % of sites), assistance with toxicology management guidelines (2, 7 %), assistance with providing a toxicology teaching curriculum in languages other than English (2, 7 %), and managing toxicology presentations in resourcepoor settings, international collaboration, and toxicovigilance (2 sites, 7 %). Twenty-two conferences were performed during the first 12 months with a mean of 3 cases per conference. GETUP has connected countries and clinical units with and without toxicology services and will provide a platform to improve international collaboration in clinical toxicology.
Teaching Online Data Systems to Graduate Students of Toxicology
Journal of Chemical Education, 1995
Students in the interdisciplinary graduate program in Toxicology a t Oregon State University (OSU) need to be able to access timely, accurate toxicology data, and in 1986, we created a n Online Toxicology Data Systems class to meet this challenge. The course is designed to integrate the online training into the Toxicology program and to prepare the students to he end-users. Toxicology Program The Toxicology program offers a n intensive course of study that leads to a MS or PhD degree in toxicology. Program applicants must have a Bachelor's Degree in chemistry, biochemistry, biology, pharmacy, or other closely related field. I n addition, students with MS degrees i n chemistry, pharmacology, toxicology, and related fields are accepted, as are students with DVM or MD degrees. The Toxicology program cumculum is designed to strengthen the student's training in the basic sciences and, a t the same time, provide a solid toxicology background. Graduate faculty for the program are drawn from the departments of Food Science and Technology, Biochemistry and Biophysics, Fisheries and Wildlife, Animal Science, Civil Engineering, and Agricultural Chemistry, as well a s the colleges of Pharmacy and Veterinary Medicine. Other faculty members have aff~liations with the Oregon Health
Clinical Toxicology, 2017
Objective: The Global Educational Toxicology Uniting Project (GETUP), supported by the American College of Medical Toxicology, links countries with and without toxicology services via distance education with the aim to improve education. Due to the lack of toxicology services in some countries there is a knowledge gap in the management of poisonings. We describe our experience with the worldwide delivery of an online introductory toxicology curriculum to emergency doctors and other health professionals treating poisoned patients. Methods: We delivered a 15-module introductory Internet-based toxicology curriculum to emergency doctors and health professionals, conducted from August to December 2016. This Internet-based curriculum was adapted from one used to teach emergency residents toxicology in the United States. Modules covered themes such as pharmaceutical (n ¼ 8), toxidromes (n ¼ 2) and agrochemicals (n ¼ 5) poisoning. Participants completed pre-test and post-test multiple choice questions (MCQs) before and after completing the online module, respectively, throughout the course. We collected information on participant demographics, education and training, and perception of relevance of the curriculum. Participants gave feedback on the course and how it affected their practice. Results: One hundred and thirty-six health professionals from 33 countries participated in the course: 98 emergency doctors/medical officers, 25 physicians, eight pharmacists/poisons information specialists, two toxicologists, two medical students and one nurse. Median age of participants was 34 years. Median number of years postgraduate was seven. Ninety (65%) had access to either a poisons information centre over the phone or toxicologist and 48 (35%) did not. All participants expected the course to help improve their knowledge. Overall median pre-module MCQ scores were 56% (95%CI: 38, 75%) compared to post-module MCQ scores median 89% (95% CI: 67, 100%) (p < .0001). Conclusions: Our participants demonstrated an increase in medical knowledge based on performance on MCQs. An online toxicology curriculum is an effective way to deliver education to health professionals treating poisoned patients and can help to bridge the knowledge gap and change practice in developed and developing countries.