P1 Finster Teaching risk assessment and managment to ...structures!!!VSEPR ......

Teaching Risk Assessment and Management to Undergraduate Students

Fall 2015 Na>onal ACS Mee>ng

August 18, 2015 Boston, MA

David C. Finster, Wi1enberg University


The 2015 ACS CPT Guidelines for Bachelor’s Degree programs state:

“Classroom and laboratory discussions need to stress safe pracDces and should acDvely engage students in the evalua&on and assessment of safety risks associated with laboratory experiences. Safety understanding and skills must be developed and assessed throughout the curriculum.”

(a process based on a knowledge base)

“…recognize chemical and physical hazards in laboratories, assess the risks from these hazards, know how to minimize the risks, and prepare for emergencies.”

“RAMP”

Being able to do this with a reasonable level of facility and autonomy upon graduaDon is the goal.

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Context: Of course we now have an elaborate descripDon of the target learning goal: “idenDfy and evaluate hazards; establish the controls needed to miDgate them” So, it’s all downhill from here, right?

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Safety protocol Ac>on Complica>ons

Recognize hazards Use available data

Assess risk from hazards Assess risk from hazard based on: severity of hazard risk of exposure

Minimize risk PPE Engineering controls AdministraDve controls Change the hazard (!) Green(er) chemistry – safer for: Lab folks

Environment

Prepare for emergencies Consider possible negaDve events Immediate responses

Equipment Training Other resources


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Recognize hazards Use available data Loca>ng relevant data Understanding/Interpre>ng data Reading MSDS/SDS informa>on The jargon (state) of the field GHS vs. NFPA OEL data Acute toxicity data for animals Animal ! human extrapola>on OSHA regula>ons


Minimize risk PPE Engineering controls AdministraDve controls Change the hazard (!) Green(er) chemistry – safer for: Lab folks Environment

Prepare for emergencies Consider possible negaDve events Immediate responses Equipment

Training Other resources


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Interpre>ng data GHS “warning” vs. “danger” (vs. none) How to use quan>ta>ve data? Judgment calls


Environment




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Minimize risk PPE Engineering controls AdministraDve controls Change the hazard (!) Green(er) chemistry – safer for: Lab folks Environment

What’s available? Use properly? What’s available? Use properly? What’s mandated? (Local vs. OSHA.) Followed? Is this considered?




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Environment

Prepare for emergencies

Consider possible negaDve events Immediate responses


An>cipate possible events Do you understand the chemistry? Can you an>cipate what can go wrong? What is the order of event responses?

Ac>ons? Who calls for help? What’s available? Where is it? Can you use it properly and in a >mely fashion? Who else to call? Who calls?


So, there is really a great deal to know for an adequate risk assessment/management process.

When and how to teach this is a challenge. And… What hazards need consideraDon?

Hazards: Fire Corrosivity Toxicity / health hazards ReacDvity Risks… parDcular to the experiment the lab (and the experimenter!) (see below…)

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Context: What can be taught at various levels (based on “current chemical knowledge”)? The advantage of layering the informa?on:

eg: 1) New students

Lewis structures ! VSEPR ! electronegaDvity/polarity ! VBT

2) Sophomores/juniors

MOT

3) Juniors/seniors

MulDple flavors of MOT First you crawl, then you walk, then you run.

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Desire for “layered approach” to teach to:

First-‐year students Intermediate students Advanced / research students (Graduate students / post docs / faculty)

More of the challenge:

Can we teach enough in four years?

(Yes, mostly, if we choose to. At what expense…?)

Teach = inform, discover, pracDce, think

The need for repeDDon

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From: IdenDfying and EvaluaDng Hazards in Research Laboratories Frontline laboratory workers should remember the four steps of learning: 1. Unconscious incompetence: You don’t know what you don’t know. 2. Conscious incompetence: You realize you don’t have adequate knowledge. 3. Conscious competence: You are able to funcDon safely and effecDvely. 4. Unconscious competence: You are very knowledgeable and experienced

regarding the subject at hand. [The Four Stages of Competence, hlp://www.gordontraining.com/free-‐workplace-‐arDcles/learning-‐a-‐new-‐skill-‐is-‐easier-‐said-‐than-‐done/]

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Challenges: Unconscious incompetence The individual does not understand or know how to do something and does not necessarily recognize the deficit. They may deny the usefulness of the skill. The individual must recognize their own incompetence, and the value of the new skill, before moving on to the next stage. The length of Dme an individual spends in this stage depends on the strength of the sDmulus to learn. Conscious incompetence Though the individual does not understand or know how to do something, he or she does recognize the deficit, as well as the value of a new skill in addressing the deficit. The making of mistakes can be integral to the learning process at this stage. Conscious competence The individual understands or knows how to do something. However, demonstraDng the skill or knowledge requires concentraDon. It may be broken down into steps, and there is heavy conscious involvement in execuDng the new skill. Unconscious competence The individual has had so much pracDce with a skill that it has become "second nature" and can be performed easily. As a result, the skill can be performed while execuDng another task. The individual may be able to teach it to others, depending upon how and when it was learned. 13


1) Basic concepts of: Fire Corrosivity Health hazards ReacDvity

2) Training “hands on” protocols Chemical equipment Handling chemicals Learning to use safety equipment

3) Advanced topics… Cryogens Low-‐ and high-‐pressure systems Electrical hazards Gas cylinders Peroxides and other reacDve chemicals IncompaDbles … and more…

Even very modest introduc?ons to these topics gets the students to (2) Conscious incompetence: You realize you don’t have adequate knowledge.

This is a huge step beyond (1) Unconscious incompetence: You don’t know what you don’t know

4) And… insDlling the “culture of safety” progressively

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More from: … Where processes with higher hazard potenDal are to be reviewed, there is an increased need for persons with process experience to parDcipate in the hazard review. AddiDonal points to consider: • Don’t expect perfecDon the first Dme a hazard evaluaDon technique is used, but expect improvement. This is a learning process.

(Layering will help this. Expect “mistakes” at Conscious incompetence.) • Use walk-‐throughs of the space where the research will be done, mock-‐ups, and observaDons of similar processes to help idenDfy hazards. Do not just conduct the review on paper.

(Need “hands on” experiences.)

• Discuss previous accidents and near-‐misses. (Use of incident analysis; many resources available but sDll no centralized “Lesson Learned” database. ")

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The goal: To design “age(level)-‐appropriate” strategies for introducing risk assessment and management along the curriculum.

Introductory courses Intermediate courses Advanced courses / research

How do we convince faculty to address and assess this? How do we get students to care about safety? (StarDng at Unconscious Incompetence.) How do we design systems that take the students from “highly guided” risk assessment/management strategies (for new students) to “autonomous” strategies (for recent graduates)? !  Build the best system(s) we can for use in graduate school and the chemical

industry (IEHRL) and then create intellectually simpler (palatable) versions for use at various levels of the college experience.

☺ (?)

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P1 Finster Teaching risk assessment and managment to ...structures!!!VSEPR ......

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