‹date/time›=
‹footer›
‹#›
------=_NextPart_01C8328D.31B74110
Content-Location: file:///C:/AD279A71/CoreLesson21_files/pres.xml
Content-Transfer-Encoding: quoted-printable
Content-Type: text/xml; charset="utf-8"
1
![](3D"slide0001_image002.gif")
TEACH-VIP
T rainin=
g,
E ducating,
A dvancing
C ollaboration in
H ealth on
V iolence and
I njury
P revention
=
Core curriculum
Lesson 21
=
The
materials in this lesson are based on an injury prevention and control curriculum originally =
developed by the World Health =
Organization and a global network =
of injury experts.
2
<=
/div>
![](3D"slide0017_image003.gif")
The role of the world wide web in the field of injury
prevention, Intern=
et
resources on injuries
Lesson 21.
(Optional)
minut=
es
Secti=
on
VIII. Foundations and contr=
ol
and safety promotion
3
<=
/div>
Main objectives for this lesson:
To highlight the importance of using the Internet =
as a
powerful resource tool for information, research, advocacy and policy development.<=
/span>
Core competencies that students should attai=
n by
the end of the session:
1. To be aware of the resources available on the
Internet that support violence and injury prevention.
2. To understand the strengths and limitations of
Internet resources
3. To explore the use of the Internet as a tool for
safety promotion and education.
4
<=
/div>
![](3D"slide0016_image004.gif")
Internet resources on
injuries
TEACH-VIP
5
<=
/div>
The internet as a learning tool
<=
span
style=3D'font-family:Arial'>• Learning tool of the
present
<=
span
style=3D'font-family:Arial;visibility:hidden'>•
<=
span
style=3D'font-family:Arial'>• Possibility to obtain
information directly
<=
span
style=3D'font-family:Arial'>• More interactive
education
<=
span
style=3D'font-family:Arial;visibility:hidden'>•
<=
span
style=3D'font-family:Arial'>• Possibility of sharin=
g with
others no matter how far
<=
span
style=3D'font-family:Arial;visibility:hidden'>•
<=
span
style=3D'font-family:Arial'>• Keeping yourself up t=
o date
in your discipline
6
<=
/div>
=
=
•<=
/span>Academic sources
- PubMed
(http://www.ncbi.nlm.nih.gov/PubMed/)
- Acces=
s to
printed bibliography
- Online
access
•<=
/span>Topic oriented journals
•Global Search engines for specific topics (http://www.google.com.au)
<=
/span>
•<=
/span>Web directories
•<=
/span>Topic oriented web sites (http://www.injuryprevention.org/)
•<=
/span>Databases
•<=
/span>University resources
•Specific programs, educational & community=
information
•<=
/span>Useful interventions
Uses of the Internet
7
<=
/div>
![](3D"slide0004_image005.gif")
<=
span
style=3D'font-family:Arial'>• Immediate access
<=
span
style=3D'font-family:Arial'>• Data from any part of the world=
3;
<=
span
style=3D'font-family:Arial'>• Interactive sites
<=
span
style=3D'font-family:Arial'>• Links to major databases
<=
span
style=3D'font-family:Arial'>• Access to:
=
Statistical
information
=
Research
programs
=
Educational
interventions
=
Community
programs
=
Commercial
sites
=
Political
and legal issues
=
Post
questions on list servers (e.g. ISCAIP)
Using the web for injury prevention
Advantages
8
<=
/div>
![](3D"slide0005_image006.gif")
<=
span
style=3D'font-family:Arial'>• Unstructured by design
=
<=
span
style=3D'font-family:Arial;visibility:hidden'>•
<=
span
style=3D'font-family:Arial'>• Difficult to differentiate between
“good”
and “bad” sources of data
<=
span
style=3D'font-family:Arial;visibility:hidden'>•
<=
span
style=3D'font-family:Arial'>• Anyone can post data
<=
span
style=3D'font-family:Arial;visibility:hidden'>•
<=
span
style=3D'font-family:Arial'>• Can be limited by design
<=
span
style=3D'font-family:Arial;visibility:hidden'>•
<=
span
style=3D'font-family:Arial'>• Potentially slow
<=
span
style=3D'font-family:Arial;visibility:hidden'>•
<=
span
style=3D'font-family:Arial'>• Limited access (technology)=
Disadvantages
Using the web for injury prevention
9
<=
/div>
Many examples
![](3D"slide0011_image008.jpg")
http://www.who.int/violence_injury_prevention/en/
http://www.who.int/violence_injury_prevention/resourc=
es/sites/en/
http://www.cdc.gov/ncipc/ (National C=
entre
for Injury Prevention and Control, USA)
10
<=
/div>
=
=
Web Resour=
ces by
Geographic area
International =
or
regional
Africa
Americas
=
Asia
Europe
Oceania=
Availability of resources
(e.g=
. http://www.who.int/violence_injury_prevention/resourc=
es/sites/en/,
http://w3.whosea.org/ )
11
<=
/div>
=
=
Web Resources by Topic&=
#13;
<=
/div>
Alcohol
Fire
Firearms
Drowning
Occupational
Poisoning
Rural
Suicide
Transportation
Violence
Availability of resources
12
<=
/div>
Availability of resources
=
=
Web Resour=
ces by
Activity
International
organizations
=
(e.g. http://www.who.int, http://www.ecosa.org)
=
Normative
institutions
=
Legal
standards
Community
intervention organizations
Victim’s
associations
NGOs
Academic
institutions
Specialized c=
entres
=
(e.g. http://www.general.monash.edu.au=
/MUARC, http://www.nisu.flinders.edu.au/)
Advocacy
organizations
13
<=
/div>
<=
span
style=3D'font-family:Arial;font-size:83%'>• Without information on injuries it=
is
difficult to understand them
<=
span
style=3D'font-family:Arial;font-size:83%'>• It is harder to prevent and to cha=
nge if
we don’t know what to do
<=
span
style=3D'font-family:Arial;font-size:83%'>• Sharing the power of information i=
s the
fastest to change
A final message
‹header›
‹date/time›=
=
Click to edit Master text styles
Second level
Third level
Fourth level
Fifth level
‹footer›
‹#›
=
General lesson
description:
Increasingly,
many resources and data on injury prevention are available in the internet. The internet can aid
researchers or people who work
on injury prevention in a number of ways.
The
internet can be used as a learning and research tool. It allows researchers and interested people to obtain information
directly from many original sources, it can
allow for interactive distance education experiences, it fosters the exchange and sharing of
information regardless of geographical
distance and it can aid the injury prevention specialist to keep herself or himself up to date within=
the
discipline. E-mail is a key mechanism to share information a=
nd
experiences once those with a com=
mon
interest are located – the internet can help locate such colleagues.
There
are several uses and resources related to injury prevention that can help collect or organize info=
rmation.
There are academic sources such
as PubMed (access to thousands of abstracts and journals with publications), access to online
publications or aid for access to printed material. Through the use of search engines on=
e can
obtain information on
specific topics. Other strategies include the use of web directories or injury prevention portals, topic-=
oriented
journals, topic oriented web sites
and databases on injuries. Many agencies, such as Health Departments and Road Authorities =
have
information on injury issues, policy
documents, programs and project outlines, evaluation of interventions and contact details=
for
staff available on their web sites.
Information o=
n injury
prevention activities, specific educational and community interventions and information about
evaluations of inter=
ventions
are available.
The
advantages are many: It allows immediate access to information, can access data or resources from=
any
part of the world at any time (providing
connectivity is reliable) and allows for didactic and interactive <=
span
lang=3DEN-GB style=3D'font-family:Arial'>educational experiences. It can a=
lso
provide access to actual data, statistical information, research programmes, educational
interventions, commu=
nity
interventions, commercial sites and political and legal information on a particular issue=
.
The internet is not a planned structure and has no quality control =
on
what is posted. Sear=
ching
for information and evaluating its worth can sometimes be time consuming <=
/span>and difficult.
One of the central problems is in learning how to locate relevant a=
nd
useful information a=
mong the
millions and millions of pages.
The large volume of material can be overwhelming so that learning to
develop search metho=
ds and
to locate and evaluate potentially worthwhile and trustworthy sites is a <=
/span>central part of learning to use t=
he
internet.
Many web sites contain detailed information and reflect strongly he=
ld
views for which ther=
e may be
no scientific justification or which may be misleading or incorrect. It can sometimes be difficult to differentiate between
reliable and unreliable sources or to understand the particular bias of those provid=
ing
information – for example those selling a safety device have a natural interes=
t in
making the problem the device is intended to help appear as large as possible and in making the devi=
ce
appear to be as effe=
ctive as
possible.
Some information is not posted or located as easily as others. Academic, scientific and peer-reviewed literature may =
be
easier to find that descriptions of programs, policy documents and project evaluations. Well establ=
ished
areas of work, such as road traffic work in high income countries will be better represented that emerg=
ing
problems and areas o=
f work -
for example there is much more material on smoke alarms and burn injury in Europe than on house fi=
res and
burns from clothing in south Asia. Access to the internet can be limited by technology, suc=
h as
the lack of computers or phone lines, or by the speed at which material can be
downloaded. Many web sites a=
re
intended for use by
high-speed connections and will be very slow when these are not available =
(although text only downloads may=
be
possible).
The availability of computers, lines and line speed are likely to be
significant issues in particular
areas (such as rural areas) and countries.
There
are many examples of web sites about injury prevention. The one shown here which is part of the W=
orld
Health Organization is one example
of many which provide information about injury prevention but also contain multiple links to ot=
her
injury prevention sites around the world.
These resources, injury directory or po=
rtal
is organized by geographic area as shown.
It
is also organized by topic area thus orienting the user to specific areas of interest.
Other ways for looking=
at
injury related information include:
Looking at multilateral or =
national
organizations which are normative institutions or provide legal and technical standards, looking at <=
/span>community organizations which add=
ress
local problems, at victim’s organizations, non-governmental organizations, academic institution=
s, specialized centres and advocacy
organizations. All of these institutions can provide the user with a more comprehensive=
and
accurate view of an =
issue
related to injuries.
A
very good source of information available is to use web sites to join information lists so that the Tab=
le of
Contents of Journals (such as "Injury
Prevention", www.injuryprevention.com ), or information on new Reports, or Press Releases will be
emailed to you when they are published.
It is also the means by which groups or individuals working on specific issues can be located=
and
discussions started (for example through the Road Traffic Injury Research Network and the Internatio=
nal Society for Child and Adolescent =
Injury
Prevention). Finally,
without adequate information on the state-of-the-art in injury prevention, control and safety pr=
omotion
it is difficult to effectively understand an injury problem. Without information, implementing change to prevent injuries is very
difficult. This information is part of the power to change, sharing this information with=
other
colleagues, discipli=
nes and
sectors within society is the fastest way to implement measures aimed at doing injury pr=
evention
and control.
' + ENDSHOW_MESG + '
![](3D"notes_flag.gif")
No=
tes![](3D"buttons.gif")
![](3D"master03_image001.jpg"){kind=link}
![](3D"slide0011_image007.jpg"){kind=link}