3052.0: Monday, November 13, 2000 - 12:54 PM

Abstract #6653

Development of Questionnaire Items on Biomechanical and Psychosocial Risk Factors of Upper-Extremity Musculoskeletal Disorders Among Musicians

Jenny In-Chae Ro, MS, Laura Punnett, ScD, and Robert A. Karasek, PhD. Department of Work Environment, University of Massachusetts Lowell, Kitson 200, One University Avenue, Lowell, MA 01854, (401)861-6338, jero@aol.com

Instrumental musicians constitute a largely under-recognized occupational group at risk for work-related upper-extremity musculoskeletal disorders (UEMSDs), although epidemiologic data are sparse to date. In preparation for a study of UEMSDs among musicians, a focus group was held at the Longe School of Music, Cambridge, MA, in order to develop and pilot-test questionnaire items on biomechanical and psychosocial risk factors. The participants consisted of nine conservatory students and two professional musicians, from 18 to 29 years of age. Proposed questionnaire items for discussion were primarily selected from previously validated instruments, such as that used in the Swedish REBUS study, an ergonomic exposure scoring checklist developed for studies of industrial and construction workers (physical exposures), and the Karasek-Theorell Job Content Questionnaire (psychosocial exposures). Some new items were developed to cover a range of musician-specific issues, such as physical features of the instrument, performance anxiety, practice styles, and economic insecurity. Questionnaire items measuring exposures thought to be relevant in the study musician injuries were presented in sequence, after which participants were asked to 1) answer the questions, and 2) provide feedback about the questions in terms of the ease with which they were answered, their meaning to and interpretation by respondents, and their utility in measuring that which was intended to be measured. Results will be presented in terms of the important domains and specific exposures identified by the participants. Questionnaire items (including scales or response categories) selected as useful and meaningful, and re-worded as necessary upon group recommendations, will be presented.

Learning Objectives: "At the conclusion of the session, the participant (learner) in this session will be able to 1. evaluate the relative strengths and weaknesses of a focus group-based questionnaire construction process; 2. assess a method of incorporating focus group recommendations and interests in the development and modification of wording and response scales of questionnaire items

Presenting author's disclosure statement:
Organization/institution whose products or services will be discussed: None
I do not have any significant financial interest/arrangement or affiliation with any organization/institution whose products or services are being discussed in this session.

The 128th Annual Meeting of APHA