Application of Social Media in Chemical Safety Training: A Case Study of Training GHS Standards to Students and Laboratory Staff at a University

Abstract

Insufficient knowledge of chemical hazards can cause unsafe behaviors, diseases, and accidents in the laboratory, hence educational interventions are significant. Due to its unique qualities, distance learning via educational applications has grown dramatically. This study aimed to determine the efficacy of a safety training intervention via social media applications on the safety knowledge of staff and students at Shahid Beheshti University of Medical Sciences. A total of 166 staff and students at the laboratories of schools and research centers affiliated with Shahid Beheshti University of Medical Sciences were randomized to an experimental group and a control group. A training package was prepared including text, GIF, and video messages on the Globally Harmonized System of classification and labeling of Chemicals (GHS), and the experimental group received a one month training via a common messenger platform in Iran (Telegram). Participants' chemical safety knowledge was assessed before and after the intervention. A validated questionnaire including 24 multiple-choice items in text format and 13 multiple-choice items in image format as well as demographic items was employed to collect data. Shapiro-Wilk, independent t test, and analysis of covariance were used to analyze the data. In the textual section of the questionnaire, the most frequently answered item concerned the "reason for choosing a respirator", and the least frequently answered ones were "meaning of warning" and "meaning of hazard". Environmental hazard and oxidation risk received the most frequent correct answers in the visual section. After the intervention, the control and experimental groups' knowledge scores were 64.7 ± 10.1 and 79.2 ± 8.4, respectively. According to the covariance test, the training intervention improved participants' knowledge significantly (p < 0.001). Training interventions through social media can improve GHS knowledge. Moreover, visual messages are easier to understand and transfer than textual ones.

An Assessment of Laboratory Safety Training in Undergraduate Education

“…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. ,,− …”