Biomedical subjects

S Bisio

Publications and source records attributed to S Bisio.

23 records · Page 2Linked to original sources

PubMedDate not supplied

[Study of a matrix for the evaluation and prediction of occupational benzene exposure].

Aim of the study was to assess the occupational exposure to benzene by mean of a job-exposure matrix, which classified job titles according to the level of exposure to benzene. This study consisted of 3 parts: (i) the analysis of the literature which takes into account the biological and environmental monitoring studies of workers exposed to benzene, (ii) the statistical analysis (cluster join-analysis) of biological monitoring data leading to the development of the job-exposure matrix, (iii) the validation of the matrix. The job-exposure matrix allows the estimate of the exposure to benzene according to job and is suggested as a tool to be used when environmental monitoring data are not available.

Air Pollutants, Occupational↗

PubMedDate not supplied

[Role of the occupational physician in risk communication].

Risk can be defined as the probability of suffering a loss or an effect because of some event. Communication can be defined as an exchange of information. Risk communication can be defined as the exchange of information among interested parties about the nature, magnitude, significance, or control of a risk. Although effective risk communication is difficult for several reasons, depending on the source, channel and receiver, communication plays a key role in occupational and environmental medicine. Risk communication is a "two-way process" involving an interactive exchange between occupational physician and workers. How risk estimates are communicated depends on who is talking, who is listening and what is being said. One of the most important findings to emerge from risk communication research is that occupational (and environmental medicine) physicians are among the most trusted and credible sources of information on occupational (and environmental) health issues. Trust and credibility are key issues in risk communication. The ability to establish useful and constructive channels of communication depends on whether the physician is perceived as trustworthy. Empathy-caring, competence-expertise, honesty-openess and dedication-commitment are considered as the most important factors in determining trust and credibility. Effective risk communication is a complex art and skill that requires substantial knowledge, training and practice: communication structure is important, as much as content.

Communication↗

PubMedDate not supplied

[The educational process of the "competent physician": quality exigencies].

The spread of Quality concepts and process control in industries and services has meant that the educational field has become increasingly affected by the concepts of activities optimization and quality assurance. Teaching is comparable to any other service supplied in terms of program quality, quality control, quality assurance, and quality management. Teaching is a service that can be supplied through a number of phases: planning, execution and evaluation or control. This paper aims to describe an application of the Quality concept according to ISO 9000 rules in order to assure quality of teaching and training of the occupational physician. The occupational physician is requested to act according to particular competencies. This implies the need to meet specific requirements (competence-based educational goals). To assure the achievement of these goals, the implementation of a teaching Quality system must include: targeting the learning objectives (knowledge, skills and attitudes the specialist should have); planning the evaluation system (ability of the course to assure the objectives are achieved); evaluating the curriculum (relating the acquired competencies to the needs). From the integration between Quality concepts and education, new rules are arising to comply with the quality needs in teaching, where the quality of the teaching program is considered as the suitability of the program to satisfy the occupational physician competency needs.

Clinical Competence↗

PubMedDate not supplied

[Use of the Total Quality strategy in the educational process of the occupational medicine specialist].

The formative process of the Occupational physician: a Total Quality approach. There is a growing interest in applying the concepts of Total Quality Management to the fields of health care and medical education. This paper analyses the field of occupational medicine education to explore the relationships of teaching and delivering a product or a service. Issues such as defining teaching customers, addressing customer's needs, teaching processes, assessing and improving quality teaching are described. The occupational physician is requested to act according to particular competencies. This implies the need to meet specific requirements. To assure the achievement of these goals, the implementation of a teaching process must include: (i) targeting the learning objectives (knowledge, skills and attitudes the specialist should have), (ii) planning the evaluation system (ability of the course to assure the objective achievement), (iii) evaluating the curriculum (compliance of the acquired competencies to the needs).

Clinical Competence↗

PubMedDate not supplied

[An anamnestic-observational estimation of the postural-energy-motor commitment of occupational activities via a questionnaire].

A simple questionnaire for the quali-quantitative clinical assessment of the physical requirements in habitual occupational activities has been fixed. The assessment goes through the classification of qualitative, dimensional, temporal parameters referred by the patient as characteristic of the occupational activity. As a result the risk factors related to postures and movements are highlighted, and an esteem of the energy expenditure is obtained from a predictive equation which has been formulated on the basis of some important references. The energy expenditure of three homogeneous occupational phases was estimated through the equation, and then measured during a simulation of the same activities performed in a laboratory by 7 subjects. The estimated and the measured values were compared also with the esteems obtained from validated predictive equations (Garg et al, 1978). The predictivity of our equation was measured. As an on-site assessment, detailed written reports of 18 occupational phases were submitted to 6 differently trained observers and were analyzed through the questionnaire; the variability inter-observer was studied.

Energy Metabolism↗