This includes the following submissions: Process Improvement: Innovative Method of Training; A Tiered Approach to Laboratory Safety and Emergency Response Training: Providing Hands-On, C
Trang 1THE UNIV=RSITY CF
March 27,2018
On behalf of the University of Alab ama atBirmingham, Emergency Management, Office of Occupational Health & Safety, I am writing to give my enthusiastic endorsement to UAB's Reseárch Safety submission for the 2018 CSIIEMA Innovation Award This includes the
following submissions:
Process Improvement: Innovative Method of Training; A Tiered Approach to Laboratory
Safety and Emergency Response Training: Providing Hands-On, Cost Effective Training
to a Large Group of Students
This innovative method of training has greatly benefitted the University of Alabama at
Birmingham by developing a safety training program that is cost effective, easy to implement
across the educational spectrum, is practical enough to train thousands of students per year
and links theory and practice This helps to improve safety conditions in our laboratories and
other work places along with saving time and resources.
Thank you for this opportunity and we look forward to hearing from you very soon'
SincerelTa
DL),(
K/z.u^X_l
h.andy Pewitt, MPH Executive Director of Emergency Managetnent and Occupational Health & Safety
The Universify of Alabama at Birmingham
Safety
Occupational Health and Safety
445 Community Health Services Building
933 19th Street South 205.934.2487 Fax 2O5.934.7487
www healthsafe edu
Mailing Address:
cH19 445
1530 3RD AVE S
BIRMINGHAM AL 35294.2041
Trang 2t- THE UNIVERSITY CF
March 27,2018
To the 2018 CSHEMA Awards and Recognition Committee
Regarding presentation: A Tiered Approach to Laboratory Safety and Emergency Response
Training: Providing Hands-on, Cost Effective Training to a Large Group of Students
I am writing in support of the above presentation for a CSHEMA innovation award I believe that the group has put together a projection that enhances our safety culture here at UAB
They developed this approach in response to a request from one of the departments at UAB
after an incident in a lab showed that the lab teaching assistants were not adequately prepared
for such events This training was so well received that we extended an invitation to other
departments or were invited by other departments to provide the presentation campus wide I
believe that this approach can be used by other institutions to promote a safe and healthy environment for our undergraduate labs
By providing online training the hope is to address a larger number of students, especially
undergraduate students that were not being reached before By combining online PowerPoint
presentations and videos and quizzes the goal is to provide meaningful and applicable training
in a way that promotes greater retention of the subject matter The hands-on portion is
intended to reinforce the information provided by online and didactic tra¡ning sessions The hope is that the teaching assistants and graduate students will be better prepared to respond
appropriately and timely should, an incident occur in their labs
fety and ine UAB Occupational Health & Safety
University of Alabama at Birmingham
Occupational Health and Safety
445 Community Health Services Building
933 1gth Street South 205.934.2487 Fax 205.934.7487
www healthsafe edu
Mailing Address:
cH19 445
1530 3RD AVE S
BIRMINGHAM AL 35294-2041
Exelutlve DireL.tof of
Medical Director of Occu
Trang 3Knowledge that will change your world
2018 CSHEMA Innovation Award
Process Improvement: Innovative Method of Training or Educational Course
A Tiered Approach to Laboratory Safety and Emergency Response Training:
Providing Hands-on, Cost Effective Training to a Large Group of Students
Problem:
In the Fall Semester of 2016, an undergraduate student had a sulfuric acid splash
accident in a teaching lab The teaching assistants and students panicked and delayed decontamination response by seeking a faculty member to ask for permission to use the safety shower and identifr its location The delayed response caused the student to suffer
injury that may have been lessened or negated While this incident was fresh, we asked some hard questions:
How could this be prevented?
Why was existing training ineffective?
How can training and emergency plans be revised?
What is the best approach to train thousands of students on emergency response?
Solution: A Tiered Approach to Safety Training with a Hands'on component
Our goal was to develop a safety training program that is:
' Cost effective
Easy to implement across the educational spectrum
Links theory and practice through a hands-on component in emergency response
Is practical enough to train thousands ofstudents during a year
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Knowledge that will change your world
The tiered approach (trvo tiers) divides graduate students and teaching assistants (TAs)
into an advanced tier (Tier II) and undergraduate students into a basic tier (Tier I) of
training
Tier-II
TAs/Graduate Students
Enrolled into a two-part training:
l An online course based on the R.A.M.P (Recognize the Hazards, Assess
the Risk, Manage the hazards and Prepare for Emergencies) framework of
risk management The course consists of four standard modules, plus an
additional department specific safety module
2 A daylong hands-on safety workshop where students will practice on:
r Operating safety shower/eyewash
Using fire extinguishers Cleaning up spills Conducting risk assessment and choosing appropriate PPE
Emergency response/evacuation and shelter in place
Who is Responsible for Training?
t,
)
Itt *-./
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Knowledge that will change your world
The training is presented in the teaching labs so that TAs can get familiarized with their
specific lab and safety equipment location, exits, etc Each student receives a safety handbook "Everything to know about safety in labs" at the end of the session.
Tier-I
Undergraduate Students
Undergraduate students enrolled in teaching labs will be trained online
r Safety videos, a short course and a qniz before the first lab session
Every lab session will begin with a brief experiment specific safety talk by the
TAs and familiarization with the location and use of safety equipment
How does the training work?
Occupational Health & Safety (OH&S) has developed an online safety training based on the R.A.M.P concept that can be assigned to students as needed When OH&S schedules
the date of the hands-on training with each department (Chemistry, Physics, Biology,
Engineering etc.), the department provides a list of graduate students and TAs for that semester The students will receive an assignment for the online training through the Learning Management System (LMS) and will be notifìed about the hands-on training date by the department (training time-line for Chemistry is below) Online training is a
prerequisite for the hands-on workshop
OH&S prepares safety-training kits for different sessions involved in the hands-on training and facilitates the training
Undergraduate students are assigned to an online safety training involving modules, videos and quiz, as part of the course registration and completion of the training is a
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Knowledge that will change your world
prerequisite for attending the lab TAs review safety equipment, location and experiment
specific safety concerns with the undergraduate students at the beginning of every lab
Cost of Implementation for Chemistry Department
OH&S provided hands-on training to 128 TAs/Grads (Tier II) in the Chemistry
Department during the fall semester and they trained 1500 undergrads (Tier I) The cost
of training/student was $1.55 with staff salary and $0.43 without staff salary $able).
4
May-June
June
August Znd
week
August
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August 4rh
week
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120 sildents
Âugust 25ô, 10:O0 - 1O45 /lll: Fire Exringuisher training
PowerPoint (different types of lres md ottiaguishers and how o fEspond)
l0-1S vohnt€ers for handson
1 1-1 1.{5 t}t (ell 6 of leb sef:ty rtefrl
(Dh'ide i¡to 6 Foups of20 ercù)
Persoml hotective Equ¡pment (PPE) Exerrtse
o Prcscnt ¡ sce¡¡rio, ronduct a r¡sk ¡ssessmenl and pick thÊ right PPE and drrs up 11:45 - 12.30 Pll: luch brcek (dcpe¡tm€Dt prcYtded lunch ¡¡d l¡b sefety vidcol 1lLls -2.*5Pn fltMde ltrto ó 8tol¡p¡-th¡dcnt¡ 5ta''5 md lnsFucbrs rotatc)
Emelgency response
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o Eyewash
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o Firstaid
e Ïireexfngrrisher/firebl¡nket
c Glove remov¡l demonsE¡tion ¡¡d prrtite Responsetochenicalspill
c Small spill response
I Studenrpracticespillcleanup
o Lar6espill
Hotptogethelp:
' [mergencYPhonenumbers
' Evacu¡tign
Cont¡ct info for spill response team
o Spillonanindividual
' RÊsponse Proc€ss
Demotrstrâtion and practice ofsafety shower
Chemical Fume Hoods
o Howtoworkinafumehood
Emergency Evæuatiot: Ev¡cu¡tion and shelter ia placc
e ldentify the rouæ and grthering poilts Hazardous Chemicai Wasæ flandling Satellite Âeumulation ,trea mffiæ
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Knowledge that will change your world
Qr¡rdty Cort
5 S48 TA'sTrained
1 sso
I 5S StrdenuTrained byTA's
$+s
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Touluith ¡aleri$ $t,¡¡Z $1.55
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Applicability at Other Institutions
Any institution could easily implement this training method to provide effective
hands-on, face-to-face safety training to a large number of students at once in a very cost
effective way Our training approach allows students to not only receive classroom
instructions but to also experience practical applications in a controlled environment Hands-on training helps students achieve a higher level of knowledge and skill Learning
by doing ensures students will remember their safety training and use those skills in an
emergency