Understanding safety climate in small automobile collision repair shops

A National Survey of Health and Safety Knowledge and Beliefs Among Technical Vocational Faculty in Autobody Collision Repair Technology

OBJECTIVES

Career technical education (CTE) programs prepare new generations of technicians in a variety of trades. Even though occupational safety and health (OSH) ought to be included as an essential part of CTE curricula it is frequently absent or inadequately taught.

METHODS

OSH knowledge and beliefs were assessed in a national sample of 125 secondary and post-secondary faculty in autobody collision repair technology.

RESULTS

Over 50% of faculty thought at least 75% of OSH knowledge was learned at school, and 9% felt that safety was primarily learned on the job. Knowledge scores ranged from 22% to 78%. Overall knowledge scores were significantly lower high school than post-secondary instructors (42% vs 50%, P ≤ 0.001) and in two categories: hazard recognition (44% vs 54%, P ≤ 0.05) and hazard control and shop equipment (30% vs 37%, P ≤ 0.05).

CONCLUSIONS

There are substantial gaps in OSH knowledge among secondary and post-secondary CTE instructors. CTE programs should address these gaps by providing trade-specific safety and health education to their instructors upon hiring.

Outcomes of a Safety and Health Educational Intervention in Auto Body and Machine Tool Technologies Vocational College Programs: The Technical Education Curricula for Health and Safety (TECHS) Study

Technical Education Curricula for Health and Safety (TECHS) is a research collaboration between safety and health professionals and vocational instructors in three Minnesota colleges. Curriculum materials, including full and refresher modules with of classroom presentations, lab activities, homework, and quizzes, were developed for auto body collision technology (ABCT) and machine tool technology (MTT) programs. Curricula were implemented during the 2015-2018 academic years. Graduates' safety-related knowledge, skills, work practices, and workplace safety climate were assessed 1 year postgraduation using an electronic survey. Responses were received from 71 ABCT and 115 MTT graduates. Classroom presentations were used consistently throughout the study. Instructors cited a lack of time as the main barrier to using other materials (lab activities, homework, and quizzes). Graduates with TECHS instruction had significantly greater safety-related knowledge overall (both trades) as well as in two topic areas: eye and respiratory protection (ABCT) and hearing protection and machine guarding (MTT). Our data confirm that nearly all graduates consistently engage in practices such as use of safety glasses, hearing protection, and respirators, use of machine guards, material handling strategies. At 1 year postgraduation, MTT graduates' work practices related to machine guarding improved significantly. Graduates with TECHS instruction had improved in about half of the work practices, but statistical significance was not achieved. Graduates' self-reported work practices were not significantly correlated with their knowledge or skills. Work practices variability was best explained by graduates' attitudes toward safety rules and their rating of the workplace safety climate. TECHS findings confirm that classroom instruction alone has little impact on graduates' work practices. We propose institutions formalize their commitment to safety and health education by ear-marking teaching time for this subject and providing assistance to instructors to facilitate curricula integration. Instructors would benefit from learning more about trade-specific safety and health, and adult education teaching methods. Additional research is needed to understand how students' attitudes toward safety change during vocational college attendance and the first year of employment in the trade, explore implementation supports and barriers at institutional and instructor levels, and assess educational effectiveness beyond the end of the academic program. The entire curricula are available on the study website www.votechsafety.net.

Determinants of Airborne Solvent Exposure in the Collision Repair Industry

Objectives

To assess the determinants of airborne solvent exposures in contemporary vehicle collision repair workplaces.

Methods

Personal, full-shift airborne solvent exposures (n = 97) were assessed in 85 vehicle collision repair workers from 18 workshops. Peak exposures were assessed using a small number of video exposure monitoring measurements.

Results

Solvent exposures were highest in spray painters (geometric mean = 2.7 ppm) followed by panel beaters (0.5 ppm), but were well below workplace exposure standards. The lowest exposure levels were observed for mixing room extraction located away from the mixing bench [exposure ratio (ER) = 0.51, 95% confidence interval (CI) = 0.30-0.87]. Time spent mixing paint was associated with higher exposures (ER for every 10-min increase = 1.14, 95% CI = 1.05-1.24), as was time spent cleaning equipment with solvents (ER = 1.11, 95% CI = 0.88-1.39), spraying primer (ER = 1.10, 95% CI = 0.96-1.27), and spraying clear coat paint (ER = 1.07, 95% CI = 1.00-1.15). Overall, the combined non-spray painting tasks (mixing paint, degreasing, and cleaning equipment) were more strongly associated with exposure (ER = 1.10, 95% CI = 1.03-1.18) than the combined spray painting tasks (ER = 1.03, 95% CI = 1.00-1.05). Peak exposures ranged from 10 to 1100 ppm with the strongest and most frequent peaks occurring during paint mixing, decanting of solvents, cleaning of equipment, and painting in a cross-draft spray booth.

Conclusions

Airborne solvent exposures in the collision repair industry were associated with job title, the design and location of exhaust ventilation and emission sources, and time spent on specific tasks, with the highest average and peak exposures shown for non-spray painting tasks. These findings provide a contemporary basis for intervention programmes to reduce airborne solvent exposures in this industry.

Health and Safety Education in Auto Body Collision and Machine Tool Technology Programs in Vocational Colleges: Challenges and Opportunities

Collision repair, machining, and metal manufacturing are industries with a large percentage of small businesses whose owners face unique challenges implementing health and safety regulatory requirements. Previous research found that 72% of collision repair technicians and 47% of machinists attended some classes or graduated from vocational colleges. Although health and safety is a mandatory part of the curricula for post-secondary vocational education, little is known about what, how, and when health and safety is taught and if teaching is effective. Surveys and discussion groups were used to evaluate health and safety education in two vocational colleges in Minnesota. Six instructors and 76 students in collision repair, and 6 instructors and 130 students in machine tool technology programs participated. Instructors had no formal training in health and safety, few teaching materials, and lacked opportunities to learn about safety in their trade. Teaching was unscripted and heavily influenced by each instructor's™ industry experience, knowledge, perceptions and attitude towards safety, with little or no guidance from school administration, or safety professionals. Student survey results show that graduates have significant gaps in safety and health knowledge. Standardized trade-specific curricula and instructor training are needed to ensure students receive adequate health and safety education.

Findings From the National Machine Guarding Program: Safety Climate, Hazard Assessment, and Safety Leadership in Small Metal Fabrication Businesses

This manuscript assesses safety climate data from the National Machine Guarding Program (NMGP)—a nationwide intervention to improve machine safety.

Metabolic syndrome and occupation: Any association? Prevalence among auto technicians and school teachers in South West Nigeria

AIMS

To determine occupational association with metabolic syndrome among auto technicians and school teachers.

METHODS

One hundred and sixty six subjects were selected for this study. Clinical data was obtained while laboratory investigations including plasma glucose and lipid profile were performed. Statistical analysis was done with SPSS 20.0. P<0.05 was taken as statistically significant.

RESULTS

School teachers had significantly higher mean total cholesterol and LDL-cholesterol compared to auto technicians. Mean serum triglycerides was significantly higher among auto-technicians compared to school teachers in this study. The prevalence of some conventional cardiovascular risk factors was significantly higher among auto-technicians compared to school teachers: Impaired blood glucose (9.6% vs. 1.2%, p<0.05), hypertriglyceridaemia (18.1% vs. 7.2%, p<0.05) and low HDL-Cholesterol (47.0% vs. 37.3%, p<0.05) respectively. However elevated LDL-cholesterol (56.6% vs. 32.5%, p<0.05) was significantly more common among school teachers compared to auto-technicians. Based on the WHO and the Harmonized criteria, metabolic syndrome was more frequent among auto-technicians compared to school teachers. (8.4% vs. 1.2% and 19.3% vs. 7.2% respectively, p<0.05) CONCLUSION: The prevalence of metabolic syndrome appears to be significantly higher among auto technicians despite their high level of physical activity, exertion and education compared to teachers. This may be related to the increased occupational exposure to organic and inorganic materials from dust particles, oil and oil related matter and particulate matter among auto technicians. Prompt definitive evaluation of this concept and appropriate health education to encourage safety mechanism can reduce this burden of metabolic syndrome among auto technicians in Nigeria.