Ergonomics Course Research Articles

Research on the Construction of a Comprehensive Teaching Case Library for Ergonomics under the OBE Concept

In recent years, case-based teaching has become a hot spot in higher education reform, and the construction of case libraries has received increasing attention. The development of teaching case libraries not only promotes changes in talent training models but also enhances teaching effectiveness. Taking the ergonomics course as an example, this paper explores the construction of a comprehensive teaching case library for ergonomics under the outcome-based education concept, providing a reference for future ergonomics teaching case library development.

Using Problem-Based Learning (PBL) in an Undergraduate Ergonomics Course

Ergonomics courses typically cover a range of topics related to the design and organization of workplaces to optimize human performance and well-being while minimizing injury risk and discomfort. This study introduces the PBL application steps to attract attention to the importance of noise not only in workplaces but also in daily life. The driving question is determined as “How can we assess and minimize the perceived daily noise exposure of people to sustain hearing health?”. Then, the students are asked to evaluate the PBL activities at the end of the term. Among the students who completed all activities, 60% strongly agreed, 32% agreed that PBL contributed to the understanding of the subject, and only 8% stated that PBL didn’t make a significant contribution when learning the topic of concern. The PBL framework developed for “noise” has the potential to be enhanced and adapted for other topics in this course.

Musculoskeletal Disorders and Stress among Moroccan Dentists: A Cross Sectional Study

Background and aim: Dentists' treatment tasks require repetitive actions, uncomfortable postures, and intense effort, all of which can lead to health disorders. The aim of the study was to describe the prevalence of musculoskeletal disorders among Moroccan dentists and the factors associated with these diseases. Material and methods: To conduct a descriptive cross-sectional survey, an anonymous questionnaire on occupational health problems was distributed to a representative sample of 310 Moroccan dentists. Sample size calculation and sampling were performed using Epi info software. Data were analyzed using the SPSS (Statistical Package for the Social Sciences) software. The associations among the frequency of variables were evaluated by the chi-square test (P < 0.05).Results: Out of 310 questionnaires distributed, we received 286 responses, for a response rate of 95.33%. A total of 286 dentists were included in our survey. The mean age of the participants was 41.19 (±7.63) years. The results showed that 62.9% of the surveyed dentists complained of musculoskeletal disorders. Moreover, 79.4% of practitioners had high stress levels. Concerning sports activity, 55.9% of the practitioners practiced a sport activity.Conclusions: For Moroccan dentists, the occurrence of musculoskeletal pain is a critical problem. Considering the scale of the problem, it is necessary to implement education in ergonomics among dentists and dental students, and to promote the holistic health of dental professionals. As musculoskeletal pain is a critical issue for Moroccan dentists, it's judicious to consider ergonomics courses at the beginning of dental education programs, then every year until graduation, and to provide professional dentists with continuous training all along their careers.

Perception and Knowledge of Dental Ergonomics among Romanian Dental Students

Musculoskeletal disorders (MSDs) are among leading factors for early retirement of dental practitioners while the application of ergonomic principles is often overlooked during dental education. The article aims to assess the need for dental ergonomics modules as an integrated part of the dental school curriculum and to quantify the significance and role of ergonomics in reducing musculoskeletal stress generated while undergoing dental training. The study design consisted of a three-part original close-ended multiple-choice questionnaire carried out among 75 sixth year students from "Victor Babeş" University of Medicine and Pharmacy, Timişoara, Romania. Questions focused on the basic knowledge of theoretical ergonomics, the ISO 11226 standard and means of improvement in undergraduate ergonomics training. Most students had an average level of knowledge regarding dental ergonomic principles. Data analysis showed that 62.16% agree that the information received in the second-year dental ergonomics course was helpful in regard to time organization. A high percentage (86%) also understood the correct positioning of the patient while performing dental procedures. Although implementation of ergonomic principles in the early dental training years has a high influence in the prevention of MSDs, students do not fully understand the impact this subject has on their future careers.

Course Design and Learning Outcomes of a Practical Online Ergonomics Course for Surgical Residents

Course content was designed and the learning outcomes assessed for an online ergonomics course for surgical residents. This course could fulfill an optional Surgical Council on Resident Education (SCORE) curriculum on Surgical Ergonomics. The online course included five 5-minute modules within the residents' learning system, each ending with an ungraded knowledge question, and a final 5-question multiple-choice retention quiz that allowed infinite attempts. The course was designed by ergonomists and surgeons at a quaternary academic hospital system. Participants were given two weeks to complete the modules. An electronic survey with questions assessing ergonomics knowledge and understanding on a 5-point Likert scale (strongly disagree - strongly agree) was distributed both before and after the course. The post-course survey included three additional questions to elicit feedback regarding learning experience and course design. Descriptive statistics and nonparametric paired comparisons were used to evaluate learning outcomes. General surgery residency program at an academic medical center in the U.S. Twenty-two general surgery post graduate year 1 residents (PGY1s) were recruited to participate and completed the pre-course survey. Eight out of the 22 participants (36%) completed the online course and quiz; seven (32%) completed the course, quiz, and the post-course survey. Participants had high pre-course awareness of the importance of surgical ergonomics, benefits of work-related musculoskeletal disorder (WMSD) prevention, as well as awkward intraoperative postures being an WMSD risk factor. Participants' confidence increased significantly from pre- to post-course in ability to assess risk (p = 0.021), but not in ability or willingness to mitigate risky surgical postures. Participants who completed the quiz answered a median of 4 (IQR: [4, 5]) questions correctly. All participants indicated that they would recommend this course to other residents. These short practical ergonomics online learning modules increased surgical residents' confidence in assessing surgical WMSD risks.

A novel distance learning ergonomics checklist and risk evaluation methodology: A case of Covid-19 pandemic.

Many governments decided to cancel face‐to‐face teaching and learning activities in schools and universities. They replaced them with online teaching and distance learning activities to prevent the spread of Coronavirus disease 2019 (COVID‐19). Due to this sudden change, students experienced some anthropometric, environmental, and psychosocial difficulties at home during the distance learning process. This study focuses on determining the importance of anthropometric, environmental, and psychosocial factors in the distance learning process during the COVID‐19 pandemic. This study presents main factors and their subfactors affecting ergonomic conditions of university students during distance learning. A novel distance learning ergonomics checklist is proposed based on the Occupational Safety and Health Administration checklists. The data are collected via a questionnaire filled by 100 university students who attend the Ergonomics course online. Then, the integrated methodology includes Voting Analytic Hierarchy Process integrated Pythagorean Fuzzy Technique for Order Preference by Similarity to An Ideal Solution method is adopted to prioritize the factors determined. Thirty‐nine different subfactors are evaluated under five titles, and the most important factors are determined using the proposed methodology. With the results achieved, it is seen that the suggested checklist and proposed methodology can be used by public and private education organizations as a guide for improving their distance learning strategies.

Desain RPS Mata Kuliah Perancangan Sistem Kerja& Ergonomi Berbasis Nilai-Nilai Dasar CHAMPION

This study aims to obtain concrete examplesdesign of Semester Learning Plans (RPS) Work System Design & Ergonomics (PSKE) courses based on CHAMPION core values include; Charity, Humanity, Altruism, Managing-capacity, Persistence, Integrity, Open-minded, and Noveltyfrom Industrial Engineering Study Program, Musi Charitas Catholic University with the KKNI program. The basis of harmonization and internalization of the core values of CHAMPION in RPS will give a distinctive characteristic to other universities. Harmonization of RPS is very possible to produce a working system design of the teaching and learning process that is reviewed systemically, holistically, interdisciplinary and participatory so that it has an impact on effective, comfortable, safety, healthy and efficient (ENASE) so that productivity can be optimized. Based on the results of the RPS design study PSKE course, learning outcomes include; the impact attitudes and values of 29.58%, general skills of 14.79%, special skills of 33.80%, and mastery of knowledge of 21.83%. Three interesting learning methods are obtained, namely; student-centered learning is 39.47%, interaction/group discussion is 32.89%, and project-based is 27.63%. Interesting learning experiences, namely; assignments by 29%, compilation of papers by 27%, practice by 20%, surveys or visits by 16%, and comparative studies of 8%. Selected assessment criteria/rubrics, namely; assignment test as learning, project, portfolio of 35.9%, written test of 30.9%, performance test of 16.9%, observation test of 7%, and participation test of 2.8%.

Occurrence and impact of back pain on the quality of life of healthcare workers.

Back pain affects specific occupational groups, among which healthcare workers are the most predisposed. Therefore, the aim of this study was to determine the interdependences between subjective disability and their correlation with pain intensity and quality of life assessment among professionally active medical workers, taking into account working, socio-demographic and health conditions. The cross-sectional study enrolled 110 professionally active medical workers (nurses, midwives, paramedics and physiotherapists). The study was conducted by a diagnostic survey method using 4 questionnaires: Visual Analogue Scale (VAS), Oswestry Disability Index (ODI), World Health Organization Quality of Life BREF (WHOQoL-BREF), and the authors' questionnaire. Back pain was reported by 103 respondents (94%) with the lumbar area indicated the most frequently (72.81%). Severe pain every day was reported by 49.51% of respondents and was associated with longer working time. ODI questionnaire confirmed III and IV degrees of disability in paramedics and nurses, who additionally obtained the lowest results in the quality of life assessment. Correlations between age and VAS were demonstrated (p=0.002), and between VAS and ODI pain (p<0.0001) and ODI disability (p<0.0001). Back pain associated with professional activities is the consequence of overload. Health care workers should be included in a preventive programme and attend systematic ergonomics courses. Health care facilities should be retrofitted with equipment enabling work in accordance with the principles of ergonomics. The ODI questionnaire, together with the VAS method and scales for testing the quality of life, are useful tools in the clinical assessment of individuals with back pain.

Internalization of the champion core values in work system design and ergonomics learning

This study aims to obtain the concrete example design of the learning outcomes based on internalization of synergy between the CHAMPION core values of Universitas Katolik Musi Charitas with KKNI of Ergonomics and Works System Design courses in Industrial Engineering Department. The CHAMPION core values are Charity, Humanity, Altruism, Managing-capacity, Persistence, Integrity, Open-minded, and Novelty. Internalization of CHAMPION core values in semester learning plans for ergonomics courses will provide distinctive features that differentiate them from other universities. The application of ergonomics that is synergized with the CHAMPION core values is very possible to produce the work system design of teaching and learning process that are reviewed systemic, holistic, interdisciplinary and participatory so that it has an impact on effective, confortable, safe, healty, efficient. Based on the research results, impact on learning outcomes; attitudes and values is 29,58%, general skills is14,79%, special skills is 33,80%, dan knowledge mastery is 21,83%. Three great interesting learning methods are; student centered learning is 39,47%, interaction / group discussion is 32,89%, and project based is 27,63%. Learning experience; task is 29%, compile papers is 27%, doing practice is 20%, survey or visit is 16%, and comparative study is 8%. Assesment criteria / rubric; assignment test as courses, projects, portfolios is 35,9%, written test is 30,9%, performance test is 16,9%, observation test is 7%, and participation test is 2,8%. Based on the data above designed a Semester Learning Plan for Work System Design and Ergonomics courses based on CHAMPION core values.

ERGONOMICS EDUCATION IN ORTHOPEDIC SURGERY

The motivation of research was poor quality of working conditions in orthopedic practice which results from lack of use of ergonomics principles by medical staff. Hence, the research objective was to indicate the most important determinants for creating high-quality working conditions in operating room, particularly when performing orthopedic procedures. As methodology, the observations, video-registrations and interviews with orthopedic professionals were conducted. Based on the research material, the ergonomic and workflow assessments were examined. The research outcomes confirmed a problem of low quality working conditions during orthopedic surgeries resulted from insufficient knowledge and awareness of orthopedists regarding ergonomics. There was diagnosed a need for creation of a specialized guide for orthopedists and medical decision makers of how to improve working conditions in operating room on the background of the human and technical perspectives. As a result there was proposed the comprehensive online course on ergonomics for orthopedists and all medical staff who are interested in and are responsible for safety and comfortable conditions at their workplace. Hence the future scope is formulated as the monitoring and evaluation of working conditions after implementing ergonomics course within medical staff.

Editor Notes: Issue 29.1

Editor Notes: Issue 29.1

Integrating Evaluation and Needs Assessment: A Case Study of an Ergonomics Program

This case study focuses on the relationship between evaluation and needs assessment and how both processes were integrated in one project. The project involved evaluating a 10-year-old ergonomics course. The course was one component of a broader organizational change initiative, aimed to reduce or eliminate on-the-job injuries. The success of the change initiative depended on applying knowledge from the course as well as other workplace variables, such as management commitment, plant communications, and the relationship between management and union labor. Robert Stake's (1967) countenance framework was modified to consider both instructional and performance issues in the research design. Data collection included observing the course, conducting focus groups with past course attendees who were ergonomic committee members, interviewing ergonomic teams in manufacturing plants, and reviewing course materials and other related documents. The findings illustrate the overlap between the needs assessment and evaluation processes. The discussion addresses how these labels can limit perception of the system of interest, the importance of adapting the research design to take advantage of naturally occurring organizational events, the value of integrating both needs assessment and evaluation perspectives, and the importance of differentiating evaluation and needs assessment recommendations.

A survey of anthropometry and physical accommodation in ergonomics curricula

The size and shape of users are an important consideration for many products and environments. Designers and engineers in many disciplines must often accommodate these attributes to meet objectives such as fit and safety. When practitioners have academic training in addressing these issues, it is typically through courses in Human Factors/Ergonomics (HF/E). This paper investigates education related to physical accommodation and offers suggestions for improvement. A survey was conducted wherein 21 instructors at 18 universities in the United States provided syllabi for 29 courses, which were analysed to determine topics related to anthropometry and resources used for the courses. The results show that within the US, anthropometry is covered in the majority of courses discussing physical ergonomics, but important related concepts were often omitted (e.g. digital human modelling, multivariate accommodation and variability across global populations). Curricula could be improved by incorporating more accurate anthropometry, multivariate problems and interactive online tools.Practitioner Summary: This paper describes a study investigating collegiate ergonomics courses within the US in the area of physical accommodation. Course schedules and texts were studied for their treatment of several topics related to accommodating the spatial requirements (anthropometry) of users. Recommendations are made for improving course curricula.

Connecting Students to the Community through Ergonomics Projects

April Heiselt, Mississippi State UniversityAt Mississippi State University, students participated in a service-learning project as part of the Industrial Ergonomics course in the department of Industrial and Systems Engineering. The project was completed with community partner, N &amp; W Farms. N &amp; W Farms is a sweet potato farm and distributor with operations including cleaning, sorting, packaging, and shipping sweet potatoes. These operations allowed students to apply their ergonomics and design skills learned in the course as well as acquire a better understanding for how engineering can be applied to benefit the community. This paper will showcase the tools used by the students for the project, a summary of how students applied those tools, and how successful students were when using these tools to find solutions to ergonomic and operations problems at N &amp; W Farms.

Ergonomics Service Learning Project: Implementing an Alternative Educational Method in an Industrial Engineering Undergraduate Ergonomics Course

AbstractThe Accreditation Board for Engineering and Technology (ABET) and the Engineer of 2020, an engineering education initiative, have recommended that engineering students be provided with opportunities to participate in real‐world projects to supply them with the skills they will need in the workplace. Service learning is a pedagogical approach where students apply skills they learn in a classroom to a real‐world problem identified by a community organization. In 2009, a service learning project was introduced in an undergraduate Ergonomics Industrial Engineering course composed of engineering and nonengineering students at Montana State University (MSU). Its integration and development in the existing course required creating a detailed project description and finding a partner organization. Students worked with clients or staff at the partner organization to develop ergonomic solutions for workplace health and safety issues and manufacturing productivity. At the end‐of‐semester presentations, the community partners, instructor, and other students assessed each solution's effectiveness. These assessments found that students, compared to the partner's feedback, undervalued their prototypes with regard to how they improved worker and process efficiency, and they overvalued their solution's creativity, cost, and implementation feasibility. In addition, the service learning course's technical and professional skills ranked above the average ABET course outcomes of MSU's Industrial Engineering fall courses. This demonstrates how the service learning project and the intended goals from ABET and Engineer 2020 come together—service learning exposes students to real‐world situations that better prepare and inform them of the skills that will be needed after graduation.

Engaging Engineering Students With Transportation Safety

In this paper, we will introduce a newly created education module in transportation safety. The module is aimed at undergraduate engineering students, whose exposure to this topic is extremely limited, if they are exposed at all. Topics in the module include driver speed compliance, distracted driving, pedestrian safety, and vulnerable road users (VRUs) with an emphasis on young drivers. The module incorporates a number of items, including lecture material (both instructor and student versions), in-class activity, and laboratory exercises. The learning module is intended to supplement existing courses in engineering curricula. The goal of this learning module is to provide industrial engineering students with current research and knowledge in transportation safety. The module was recently piloted in an undergraduate Industrial Ergonomics courses. Results regarding the effectiveness of the module, as well as results on the student attainment of educational objectives, will be discussed.

A Service Learning Case Study for the Ergonomics Classroom

Applications of human factors and ergonomics in the design process have great potential in a service learning setting. During the 2009 and 2010 fall semesters, a national competition for designing work aids for disabled persons was integrated as a service learning term project in a senior level undergraduate course entitled “Human Factors and Ergonomics I.” This project provided students with hands-on experience in applying both engineering skills (based upon the ABET a-k outcomes) and ergonomics principles to designing for special populations. Throughout the semester students worked one-on-one with an assigned disabled client and the client’s vocational aide in applying concepts learned during the course. The project’s objective was to develop an assistive device that would empower their client with disabilities to overcome barriers to employment. This included enabling their clients to perform their jobs with greater ease and efficiency and in some cases with complete independence. In order to encourage a more widespread adoption of service learning within human factors and ergonomics education, this paper describes one application of a service learning project that can be applied across a variety of human factors and ergonomics courses.

A New Approach to Laboratory-Based Learning in an Introductory Ergonomics Course

Laboratory-based learning plays an important role in the introductory Ergonomics course at the University of Oklahoma. Qualitative analyses of technical reports over several semesters revealed repeated problems. Students were unfamiliar with academic publications, did not know how to report results, and had difficulty interpreting results. In addition to these problems, other difficulties arose. Students felt overwhelmed. Some developed a dislike for the field of human factors. Several cited the labs as the source of their dissatisfaction. To address these problems, we adopted a new approach to conducting the laboratory portion of the course. We sought to increase student engagement, support learning through scaffolding, increase the rate and quantity of feedback, and provide team-development opportunities. Students' performance in data analysis and technical writing improved over the previous year and throughout the semester. Satisfaction with the course as a whole and the laboratory section in particular improved. We are pleased with the results and plan to continue refining the course design. We hope that this article will inspire discussion of effective techniques in ergonomics laboratory instruction.

Managing Ergonomics Course Projects in Operational Facilities So That Everyone Benefits

Managing Ergonomics Course Projects in Operational Facilities So That Everyone Benefits

Managing Ergonomics Course Projects in Operational Facilities So That Everyone Benefits

This paper presents methods of managing ergonomics course projects at operational facilities at the senior-level of an industrial engineering curriculum. Incorporating external projects into the course provides the students with an opportunity to apply the material that they have learned in class, as well as experience the issues related to applying the concepts in the “real world.” This paper discusses the benefits and challenges of conducting external projects. In particular, the methods of selecting projects, assigning groups, documenting progress, presenting results and assigning grades are discussed. Effectively managed projects can be a very beneficial learning experience for the student, as well as provide visibility for the university, department and discipline. In addition, experience has shown that the implementation of the recommendations made by the students can provide significant improvements for the participating companies.