Back to Annual Meeting Page		American Public Health Association 133rd Annual Meeting & Exposition December 10-14, 2005 Philadelphia, PA

Abstract #104977

Michael J. Burke, PhD¹, Sue Ann Sarpy, PhD², Kristin Smith-Crowe, PhD³, Suzanne Chan¹, Rommel Salvador¹, and Gazi Islam¹. (1) School of Business, Tulane University, 640 Goldring/Woldenberg Hall, New Orleans, LA 70118, 504-862-3328, mburke1@tulane.edu, (2) Dept. Env. Health Sciences, South Central Center for Public Health Preparedness, School of Public Health and Tropical Medicine, Tulane University, 1430 Tulane Avenue, SL29, New Orleans, LA 70112, (3) David Eccles School of Business, University of Utah, 1645 East Campus Center Drive, Salt Lake City, UT 84112

Recently, several narrative reviews have concluded that most training interventions have produced positive effects on safety knowledge, adoption of safe work behaviors and practices, and safety and health outcomes. However, these qualitative reviews are speculative as to specific factors that enhance the relative effectiveness of safety and health training interventions in reducing or preventing worker injury or illness. Notably, a fundamental question remains unaddressed within the scientific literature: “What is the relative effectiveness of different methods of safety and health training?” Using all literatures available since 1971, the present meta-analysis is the first across-occupation study to quantitatively test theoretical expectations concerning the relative effectiveness of different methods of worker safety and health training aimed at improving safety-related knowledge, behaviors, and outcomes. Intervention methods were distinguished based on learner participation in training: least engaging (e.g., lecture), moderately engaging (e.g., programmed instruction), and most engaging (e.g., behavioral modeling training). Results from 95 studies including 147 effects demonstrated that as training becomes more engaging (i.e., requiring active participation from the trainee), workers demonstrate greater knowledge acquisition and reductions in accidents, illnesses, and injuries. All methods of training produced meaningful behavioral performance improvements. These findings challenge the current emphasis on passive training techniques and lend support to research and practitioners who advocate for learner-centered, participatory approaches for worker safety and health training. Further, this study advances conceptualizations and communications of the effectiveness of safety and health training interventions and contributes to furthering the science and practice of worker safety and health.

Learning Objectives:

• 1. Describe the different types of methods used to deliver occupational health and safety training including theoretical and practical rationale for their development.
• 2. Describe the results of a meta-analysis that examines the relative effectiveness of each method in modifying safety-related knowledge, behavior, and outcomes.
• 3. Discuss the implications of these results for designing and implementing occupational health and safety training.

Presenting author's disclosure statement:

I wish to disclose that I have NO financial interests or other relationship with the manufactures of commercial products, suppliers of commercial services or commercial supporters.