NIOSH Pesticide PPE Best Training Techniques Workshop
Part 1: Integrating “Clicker” Technology and a Motivational Message into Pesticide Applicator Training to Improve Adoption of Recommended Safety Practices
Using Clickers to Motivate Your Audience: From Engagement to Adoption
Amy E. Brown, Coordinator
Maryland & Delaware Pesticide Safety Education Programs
What Are Clickers?
• Audiences Response Systems
– Objective: to facilitate interactivity between a presenter and the audience
– Components:
• Clicker (response device)
• Receiver attached to computer
– Infra‐red
– Radio frequency
What’s so special about clickers?
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1. Data display on screen
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2. Data can be saved
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Showing Collected Data on the Screen Is Powerful!
• Shows people they are not the only ones who think or act the way they do
• Can provide subtle peer pressure to do better
Why use clicker questions in a learning enhancement environment?
• The technique is interactive in itself, but if it doesn’t lead to discussion or more interaction, it’s of limited value
– to the instructor
– to participants
Benefits of Using Clickers: Research Results
• Improve learning by enhancing interaction
• Encourage deeper thought, reinforces and connects concepts • Improve attitude toward subject material • Provide immediate feedback to instructor to focus the presentation on the real needs of the specific audience
Anonymity
• A huge plus in adult education
How Can Clickers Be Used?
• Preparing for exams
• Teaching concepts in depth
• Investigating audience members’ reasoning
• Urging audience to do their best by forming teams
• Evaluating results
• Track results by sectors
Certification Training Questions
In constructing your presentation, which of the following techniques would you use?
1. A series of 10 right/wrong questions
2. A few (2 – 4) multiple choice questions
3. A series of 10 questions combining T/F, right/wrong, multiple choice, etc.
0%
A series of 10 ri...
A series of 10 qu...
A few (2 – 4) mul...
How would you get more in‐depth information after asking a clicker question?
1. Call on someone in the class to explain their answer
0%
2. Ask for a volunteer to explain
0%
3. Other solution
0%
Adding humorous answer choices… 1. …helps people learn because they pay more attention.
2. ..increases the likelihood of getting “true” answers.
0%
3. …is especially helpful if the audience is reticent.
4. All of the above
5. None of the above
…helps peo...
All of the...
..increase...
None of th...
…is especi...
Use Humor Sparingly and Thoughtfully
• Including humorous choices within your clicker answers can undercut your teaching
– Undermines the importance of the subject matter
– will skew your results
Learning Enhancement Questions & the “Jerk Factor”
• Try hard to minimize the opportunity
• Jerks – distract the audience from the message
– can lower the potential for true learning
• Constructing good questions helps avoid jerks
What can you do when you get unexpected responses?
• Take the opportunity for a teachable moment!
• This may mean you teach yourself something
– Is there something about the situation you were not aware of?
– Did you inadvertently structure the question or answers poorly? Useful Clicker Questions
Examples from real life
The signal word provides information about…
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1. Acute toxicity
2. Chronic toxicity
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3. Both acute and chronic toxicity
Do you ever use products that require chemical‐resistant coveralls?
1. Yes
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2. No
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Do you know whether you the Worker Protection Standard (WPS) information on the pesticide label applies to YOU?
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1. Yes, I do know
2. No, I don’t know
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3. I’ve never heard of the WPS
Are you familiar with the PPE chart shown on the previous slide?
1. No – I haven’t seen the chart
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3. Yes – I’ve seen it but have never used it to choose PPE
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2. Yes – I’ve seen it and have used it to choose PPE What’s wrong with this construction?
How often do you wear gloves when handling pesticides?
1.
2.
3.
4.
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Always
Most of the time
Sometimes
Rarely
Never
Improved construction
When the product label requires gloves, how often do you wear them?
1. Always
2. Sometimes
3. Never
Example of Clicker‐Enhanced Training
• Collaborators:
– Amy Brown, Univ, of Maryland
– Dean Herzfeld, U. Minnesota Extension
– Amy Mayer, U. Minnesota
• Funding:
– National Assoc. of State Deptartments of Agriculture Research Foundation (NASDA – RF)
– Minnesota Extension Pesticide Safety Education
Impacts of Training Techniques on Adoption of Recommended Pesticide Handling Behaviors
• Paired results from Ag Health Study with traditional recommended safety practices message • Early results comparing planned adoption of recommended practices seemed better than traditional safety presentations
• Designed research project to investigate effectiveness of the paired method using clickers
Agricultural Health Study (AHS)
• Objective: Identify exposures in the
agricultural environment that contribute to
diseases
• Long-term prospective cohort study
• 90,000 subjects in Iowa and North Carolina
– 57,000 private and commercial applicators
– 32,000 spouses of private applicators
AHS Findings: Overall Health
• Overall, study participants are healthier
than general population
• Some diseases more likely to occur with
certain pesticides, methods of application,
or other pesticide-related factors
AHS Results: Protective Factors
• Using personal protective equipment
(PPE) reduced the risk of developing one
disease for which there is cause-effect
association for pesticides
Study Questions
1. Does pairing AHS research results with traditional safety message improve adoption of recommended personal safety practices?
2. How well does self‐reported projected adoption of recommended practices reflect self‐reported actual adoption of recommended practices?
Study Overview
• Conducted as part of a series of recertification sessions for commercial applicators in southern MN, Jan 2012
• Presentation
– 2X with AHS data
– 2X without AHS data
• Clicker questions on use of safety precautions (PPE, etc.)
– 6 pre‐presentation (baseline use of recommended practices)
– 6 post‐presentation (planned adoption of recommended practices)
• Follow‐up survey to be conducted at end of season (actual self‐reported adoption of recommended practices)
Study Presentation Outline
With AHS
Without AHS
•
•
•
•
•
•
•
•
Introduction – 2 slides
Pre‐presentation clicker questions – 6 slides
Potential effects – 5 slides
Exposure – 5 slides
Potential consequences / AHS – 13 slides
Risk minimization – 7 slides
Post‐presentation clicker questions – 6 slides
Unrelated presentation – residues in food
Impacts of Safety Outreach Presentations: Preliminary Results
• Both presentations (with and without AHS results) appear to have been effective as measured by planned adoption of best practices
– Wearing chemical‐protective gloves while applying
– Wearing chemical‐protective gloves while adjusting equipment in the field
– Using extra PPE while mixing/loading
– Showering as soon as possible after handling
– Washing contaminated PPE separately from household laundry
Questions?