E-Learning Assisted HAZWOPER Training for Medicolegal Death Investigators

描述(由申请人提供)：即使死者涉及或接近危险材料紧急事件现场，也必须依法适当地进行人类死亡调查。该项目旨在为在危险材料环境中调查死亡事件的验尸官和法医工作人员开展工人健康和安全培训。这一创新培训将通过电子学习应用程序和针对死亡调查人员工作任务的动手实践来实施。联邦法律，由OSHA危险废物操作和紧急反应(HAZWOPER)规则实施，在29 CFR 1910.120，对危险材料反应和废物地点的工人提出了某些要求和限制。与其他更一般的HAZWOPER培训不同，这项特别的培训将专注于死亡调查人员的相关工作任务，提供实用培训，并为验尸官和法医提供经济实惠的管理。在该项目的第一阶段，对危险材料紧急情况下的死亡调查人员的工作任务以及这些工人可能接触化学、辐射和病原体的其他情况进行了危险评估。这导致了死亡调查人员应具备的能力清单，以在危险材料响应期间或在受污染的环境中安全操作。制定了详细的培训大纲，以解决这些能力的学习问题。通常，HAZWOPER培训在口头演示和实践练习相结合的情况下更有效，以提炼和强化所展示的技能。该项目的第一阶段包括研究、发展和评价利用电子教学手段教授拟议课程的口头(讲课)部分的各种方式组合的有效性。基于网络的培训部分包括书面材料、静态照片、素描、测验、自动反馈、基于场景的模拟和测试。网上资源库为学生提供持续的电子学习途径，以供日后参考。该项目的第二阶段是将第一阶段开发的认知技能电子学习努力与使用训练假人、个人防护设备、危险材料监测设备和典型的危险材料应对措施的净化设备的实际精神运动训练结合起来。合并后的课程使受过培训的人员获得符合29个CFR 1910.120标准的熟练程度认证。第二阶段还将包括为课程的实践部分制定“培训者培训”课程，以便以具有成本效益的方式扩大实践培训的地域范围。这将有助于征聘和准备当地培训人员，以提供实践经验。第二阶段的另一个目标是为危险材料现场工人的雇主(验尸官和法医)开发一个在线电子学习网站，重点是遵守HAZWOPER的行政方面。

DESCRIPTION (provided by applicant): Human death investigations must by law be properly implemented even when the decedent is involved in or near to the scene of a hazardous materials emergency. This project intends to develop worker health and safety training for those staff of coroners and medical examiners who investigate deaths in hazardous materials environments. This innovative training will be implemented by e-learning applications and by hands-on practice that is specific to the job tasks of death investigators. Federal law, implemented by the OSHA Hazardous Waste Operations and Emergency Response (HAZWOPER) rule at 29 CFR 1910.120, places certain requirements and restrictions on workers at hazardous materials response and waste sites. Unlike other more general HAZWOPER training, this particular effort will focus on the relevant job tasks of death investigators, provide practical training, and be economical to administer for coroners and medical examiners. During Phase I of this project a hazard assessment was conducted with respect to the job tasks of death investigators at hazardous materials emergencies and other situations involving potential exposure of these workers to chemical, radiological and etiological agents. This has led to a list of competencies that death investigators should possess to safely operate during a hazardous materials response or in a contaminated environment. A training syllabus was developed, in detail, to address the learning of these competencies. Typically, HAZWOPER training is more effective when verbal presentations are combined with hands on practice to refine and reinforce the presented skills. Phase I of this project included researching developing and evaluating the effectiveness of various combinations of ways of conducting the verbal (lecture) portion of the proposed course using e-teaching means. The web-based portion of the training includes a mix of written material, still photographs, sketches, quizzes, and automated feedback, scenario-based simulations, and tests. An on-line resource library provides continued e-learning access to the students for later reference. Phase II of the project is combining the e-learning effort for cognitive skills developed in Phase I with hands-on psychomotor training using training manikins, personal protective equipment, hazardous materials monitoring devices and decontamination equipment typical of a hazardous materials response. The combined course leads to a certification of proficiency for trained individuals in compliance with 29 CFR 1910.120 criteria. Phase II will also include the development of 'train-the-trainer' curricula for the hands-on portion of the course, in order to facilitate expansion of he geographic reach of the hands-on training in a cost effective manner. This would assist in the recruitment and preparation of local trainers to provide the hands-on experience. An additional Phase II goal is to develop an online e-learning site for employers (coroners and medical examiners) of hazardous materials site workers focusing on the administrative aspects of HAZWOPER compliance.