tween practitioners and researchers. The committee believes that this more integrative process will result in more effective prevention interventions.
Core curricula for injury practitioners have to be developed through a consensus and peer review process. One model is the EMS curriculum development process conducted by NHTSA. Training curricula should include information on working with culturally diverse populations. Professionals working in the field, whether focused on childhood injury, teen violence, driver safety, domestic violence, or injury problems of the elderly, must be able to address these concerns in the context of varied socioeconomic levels and cultures.
The ICRCs and ERCs, located throughout the United States, are excellent resources and potential sites for training programs. However, current funding for such centers is limited and would have to be increased in order to expand their mandate. Consideration should be given by multiple federal agencies to the expansion of training opportunities for state and local injury prevention professionals.
The committee recommends the expansion of training opportunities for injury prevention practitioners by the relevant state and federal agencies (e.g., NCIPC, NHTSA, MCHB, and NIOSH) in partnership with key stakeholders such as STIPDA. Training should emphasize program development, implementation, and evaluation as well as participation in program research.
Comprehensive curricula materials should be developed to allow the subject of injury prevention and treatment to be integrated into the curricula of medical and nursing schools and schools of public health. The Educating Professionals in Injury Control series funded by the Pew Charitable Trust may serve as a model; however, it requires updating and expansion for the multiple causes of injury (EDC, 1990). With its modular format, the series has a flexible design that allows different disciplines to adapt the materials (including lectures, slides, and case studies) for their own use. Despite a positive evaluation by faculty users on the modules relating to firearms, fire and burns, falls in the elderly, and general injury prevention principles, modules for other causes of injury have not yet been developed.
Materials have been developed to assist pediatricians and others in injury prevention counseling. The American Academy of Pediatrics (AAP) provides a set of standard, developmentally appropriate protocols in its Injury Prevention Program (TIPP) for pediatricians who are counseling patients up to age 12 on injury and violence prevention. The AAP has also developed the Steps to Prevent Firearm Injury (STOP) program which provides a training tape for pedia-