A Virtual Reality Assessment of Teamwork in Laboratory Safety

Abstract

A variety of strategies have been introduced to tackle the issue of laboratory safety in academic settings. These strategies include innovative educational tools as students transition from the classroom into the laboratory, the introduction of policies designed to protect the researchers in the laboratory environment, and the creation of teams of peers at the departmental level that focus on creating a culture of safety. We recently developed, as a training exercise, virtual reality (VR) modules that replicate the visual and auditory complexities of authentic research laboratories (J. Chem. Educ. 2022Educ. , 99, 1982Educ. −1989. We have now used the VR environments to compare the relative abilities of individuals and of teams to identify laboratory hazards by quantifying several variables: time spent in the virtual environment, percentage of total hazards identified, percentage of hazards correctly characterized, number of attempts to identify hazards, and number of requests for assistance. In addition, an online survey was used to assess the perceptions of individual and team performances by the participants. Quantitative measures demonstrated the superior performances of teams versus that of individuals. Intriguingly, the smaller coefficient of variance associated with these metrics for teams (versus individuals) implies a group dynamic that suppresses outliers. Finally, results from the online survey reveal that the team format is perceived to be more effective than individuals in identifying hazards. However, team leaders were more subdued in their enthusiasm for the group format than were the members of their teams, which appears to be associated with subtle group dynamics.

An Assessment of Laboratory Safety Training in Undergraduate Education

“…Of the 74 students registered for CHEM 701 in the fall of 2023, 53 students completed the voluntary survey. The 72% response rate is similar to that of a voluntary virtual reality study previously conducted in this course …”

“…RAMP organizes the steps of risk assessment that incorporate the development of protocols for waste management, handling of chemical spills, , use of compressed gas, and creation of standard operating procedures . Social media tools, videos, and virtual reality modules have also been developed to promote laboratory skills and general safety. − It is also recognized that establishing a positive culture of safety is essential to promote safer behavior in a laboratory environment. − Improving safety culture requires a multifaceted effort that needs to be integrated into the academic and research experience. This includes the discussion of research safety prior to seminars and meetings (safety moments), the development of laboratory safety courses, behavioral conditioning for laboratory researchers, and the creation of student/researcher-led joint safety teams. ,,− …”

Beyond Intentions: Understanding the Gap between Safety Education and Student Behaviors

“…Previously, the safety education literature explored teaching strategies for safety in the lab. Many activity-based approaches have been reported, which include safety games, − puzzles, skits, cartoons, videos, graphic novels, virtual reality, digital badging, case studies, , storyboards, interactive online quizzes, skill-building modules, and courses − on chemical safety. While many articles on safety activities present lab and chemical safety to students in a fun way, far fewer articles have focused on exploring factors that affect safety culture.…”

Investigating the Impact of RAMP-Based Safety Instruction on Student Learning in an Organic Chemistry Lab Course

“…2,9−11 In the teaching laboratory, some instructors have begun to tackle this problem through the introduction of safety moments, which is a nonformal type of chemical safety education often involving discussions and presentations. 6 In addition, many activity-based approaches have been reported, which include safety games, 12−14 puzzles, 15 skits, 16 cartoons, 17 videos, 18 graphic novels, 19 virtual reality, 20 digital badging, 21 case studies, 22,23 storyboards, 24 interactive online quizzes, 25 skill-building modules, 26 equip students to respond to unexpected accidents. 36,37 Outside of the laboratory, a few workgroups focused on safety instruction have begun to address training young scientists.…”

“…In order to produce safety-minded scientists, it is important to train students throughout their careers in all aspects of laboratory safety. ,− In the teaching laboratory, some instructors have begun to tackle this problem through the introduction of safety moments, which is a nonformal type of chemical safety education often involving discussions and presentations . In addition, many activity-based approaches have been reported, which include safety games, − puzzles, skits, cartoons, videos, graphic novels, virtual reality, digital badging, case studies, , storyboards, interactive online quizzes, skill-building modules, and courses − on chemical safety. More recently, the use of virtual reality applications has been explored for laboratory safety training to equip students to respond to unexpected accidents. , Outside of the laboratory, a few workgroups focused on safety instruction have begun to address training young scientists .…”