Citation

Swuste P, Galera A, Van Wassenhove W, Carretero-Gómez J, Arezes P, Kivistö-Rahnasto J, Forteza F, Motet G, Reyniers K, Bergmans A, Wenham D, Van Den Broeke C. Safety Sci. 2021; 141: e105338.

Copyright

(Copyright © 2021, Elsevier Publishing)

DOI

10.1016/j.ssci.2021.105338

PMID

unavailable

Abstract

Professionalization of safety is gaining some interest in international safety literature, including (post)graduate training and education of safety experts. Different from research, there are hardly any publications and discussions on the quality of (post) graduate safety education in the academic safety literature. This article starts with a short historical picture of safety education. After this picture, a description of the ten (post) graduate safety courses involved is presented with a special reference to the assessment of the quality of these courses. It shows that an internal evaluation of quality, like reactions from trainees, and results from examinations, and tests are presently the main quality indicators.

DISCUSSIONs on how quality assessment can be performed has led to an overview of literature on educational objectives and educational models, and possible options for this assessment. The article concludes that the transfer of safety knowledge and skills to companies and organizations is a highly desirable elaboration of the quality concept. But it is also clear that traditional safety indicators can provide no, or only unreliable, information about the degree of this transfer. An overview of possible minor and major accident scenarios of the company or organisation concerned might be a better option, combined with the activities of the trainee to influence and prevent activation of these scenarios.

Language: en

Keywords

Postgraduate courses; Quality assessment; Safety education