Effects of a participatory ergonomics intervention computer
workshop for university students: A pilot intervention to prevent disability in
tomorrow's workers
Affiliations: Liberty Mutual Research Center for Safety and Health,
Hopkinton, MA, USA | University of Texas School of Public Health, Houston,
TX, USA | Cornell Weill Medical School, Ithaca, NY, USA | Harvard College, Harvard University, Cambridge, MA,
USA | Division of Rheumatology, Immunology, and Allergy,
Brigham and Women's Hospital and Harvard Medical School; Department of
Environmental Health, Harvard School of Public Health, Cambridge, MA, USA
Note: [] Address for correspondence: Michelle M. Robertson, Liberty
Mutual Research Center for Safety and Health, 71 Frankland Rd., Hopkinton, MA
01748, USA. Tel.: +1 508 435 9061; E-mail: michelle.robertson@libertymutual.com
Abstract: A participatory approach was used to create a computer ergonomics
workshop for college students, incorporating an instructional systems design
process and adult learning inquiry perspectives. The primary objective of this
participatory ergonomic pilot intervention was to involve students throughout
the training design process in solving computer workstation ergonomic problems
and adopting healthy computing behaviors. Students' level of participation
included becoming part of the training design team, a co-facilitator, or a
student trainee. A second objective was to examine the translation of an
industrial office ergonomics training program into a college computer
ergonomics training program. The long term goal was to reduce upper extremity
symptoms and disability. The program was piloted at one private university. The
three student trainees significantly increased their knowledge of computer
ergonomics from 69% post-training. Trainees were also successful in conducting
computer ergonomic evaluations of students' computing work areas. They achieved
100% proposing solutions in five ergonomic workstation assessments in the
field. This approach was successful in creating a sense of ownership among the
student developers and facilitators as reflected in their self-reports during a
post-intervention debriefing. The results of this pilot study justify formal
controlled trials of this intervention in university students, who will become
tomorrow's workers.
