BACKGROUND: Occupational dermatoses and allergies are frequent and often affect individuals with atopic dermatitis. Our aim was to inform adolescents about potentially dangerous occupations, risk groups and preventive measures before they started apprenticeships in order to minimize the risk of occupational allergies or skin diseases. METHODS: 1015 high-school students were instructed by two dermatologists/ allergists (Heidelberg) and a teacher (Potsdam) in a 90-minute instructional unit. This included the exemplification of occupational skin hazards and allergies, the identification of at-risk persons, and application of preventive measures. A questionnaire was filled in by the students prior to and at least two weeks after the training. RESULTS: In both regions, the students showed an increase in knowledge after the training, which was statistically significant higher in the Heidelberg region (6.6 points on average vs.4.4 points). 76% of students termed the subject matter as "important", and 67% rated the teaching unit as "very good" or "good". CONCLUSIONS: We demonstrate that students who have not yet chosen a career are highly interested in this subject, that the developed instructional unit is widely accepted, and that it leads to an increase in knowledge. Therefore we suggest nation-wide implementation of this primary prevention measure in high-schools.
BACKGROUND:Occupational dermatoses and allergies are frequent and often affect individuals with atopic dermatitis. Our aim was to inform adolescents about potentially dangerous occupations, risk groups and preventive measures before they started apprenticeships in order to minimize the risk of occupational allergies or skin diseases. METHODS: 1015 high-school students were instructed by two dermatologists/ allergists (Heidelberg) and a teacher (Potsdam) in a 90-minute instructional unit. This included the exemplification of occupational skin hazards and allergies, the identification of at-risk persons, and application of preventive measures. A questionnaire was filled in by the students prior to and at least two weeks after the training. RESULTS: In both regions, the students showed an increase in knowledge after the training, which was statistically significant higher in the Heidelberg region (6.6 points on average vs.4.4 points). 76% of students termed the subject matter as "important", and 67% rated the teaching unit as "very good" or "good". CONCLUSIONS: We demonstrate that students who have not yet chosen a career are highly interested in this subject, that the developed instructional unit is widely accepted, and that it leads to an increase in knowledge. Therefore we suggest nation-wide implementation of this primary prevention measure in high-schools.