A case study detailing key considerations for implementing a telehealth approach to office ergonomics

Analyzing the territorial dimensions of work through a comparative study of waste recovery facilities in France and Brazil

BACKGROUND

Waste production and management from residents and collection for sorting are systems heavily dependent on territorial dimensions. Ergonomic research needs to better integrate such territorial determinants to improve work conditions and design sustainable work systems.

OBJECTIVE

Through studies in France and Brazil, this paper analyzes the territorial relations that raise work systems' sustainability challenges for materials recovery facilities (MRFs) and waste management in both countries and examines the links between work activity and territory in MRFs.

METHODS

Both studies were based on the principles of activity-oriented ergonomics and used analyses of work activity and sociotechnical systems. The French study focused on interventions conducted over a 42-month period in five MRFs. The Brazilian study was based on a 20-month longitudinal qualitative and quantitative study.

RESULTS

In this paper, we argue that territory is a key determining factor in waste production and work. Notably, the consumption patterns of residents and the economic flows within a geographic space determine the waste composition; and the territorially specified public policies, which define technical and social dimensions of waste collection and sorting. However, the territorial dimensions of waste are poorly considered in facility design. Workers' health and sorting system performance are thus affected and negatively compromising plant performance.

CONCLUSION

The territory appears as a blind spot in the design of work systems. One of the challenges is to create interfaces and devices that could help to integrate better human activity and waste territorialized anchorage, in a multilevel organization, from local communities to the global recycling chains.

Efficacy of an ergonomics intervention for remote college students

BACKGROUND: The COVID-19 pandemic caused a rapid adaptation of online education, requiring university students to complete their schoolwork remotely. There is a gap in the evidence-based literature regarding these novel home workstations and the potential to help students understand ergonomics and adjust their workstations. OBJECTIVES: We aimed to determine if a remote ergonomics intervention would encourage students to make improvements to their workstation and increase their knowledge of ergonomics. METHODS: Participants completed an ergonomics quiz, workstation evaluation, activity time log, and photographs of their workstation. There were three randomly assigned groups, the control group of 26 participants and the first and second intervention groups with 25 participants each. The first and second intervention groups received information sheets regarding proper workstations. The second intervention group was also required to participate in an ergonomics workshop. Six weeks after receiving the interventions, the control group and two intervention groups completed the materials once again. Eight participants from the control group, 12 from the information intervention group, and 14 from the participatory intervention group completed the study. RESULTS: One-way ANOVA tests between the three groups suggest there was no significant difference in ergonomic knowledge or changes made to workstations. However, the remote participatory ergonomics group increased their level of knowledge about ergonomics. CONCLUSIONS: An ergonomics intervention did not impact one group to change their workstation more than others in six weeks. Future studies on this topic should be conducted over a longer amount of time and with more participants to allow for more opportunities for behavior and workstation changes.

Perceptions of School-Based Telehealth in a Rural State: Moving Forward After COVID-19

The purpose of this study was to discern the barriers faced by school-based clinicians, chiefly occupational therapists (OTs) and speech-language pathologists (SLPs) who provided telehealth in a primarily rural state during an unexpected declaration of a state of emergency in response to the COVID-19 pandemic. Survey results found the major barriers to implementation of telehealth services to be lack of practitioner training, a lack of access to technology for students, and concerns that the quality of intervention might not be equivalent to in-person service delivery. This article discusses both the benefits and barriers to providing telehealth services in school-based practice and offers considerations for future studies on this topic.

Asking the Right Questions-Human Factors Considerations for Telemedicine Design

Purpose of Review

The goal of this paper was to provide a narrative review of human factors considerations for telemedicine. It also sought to provide readers a foundation of human factors thinking and methods that could be employed within their own practice.

Recent Findings

There are only a handful of articles that discuss the importance of user-centered design and human factors principles in relation to telemedicine systems.

Summary

Most articles come to the conclusion that design flaws could have been avoided by involving stakeholders in the design and implementation of telemedicine. However, many of them lack the guidance for those who find themselves having to choose, implement, or use unwieldy systems. With this in mind, this paper provides a series of human factors principles, real-world questions, methods, and resources for those who may find themselves considering, implementing, sustaining, or using telemedicine in their own healthcare settings.

Perspectives on the use of a telehealth service-delivery model as a component of school-based occupational therapy practice: Designing a user-experience

BACKGROUND

Telehealth is an accepted service-delivery model in a variety of health professions, including occupational therapy. Telehealth holds potential for school-based occupational therapy evaluation, intervention, consultation, monitoring, and supervision. As the use of telehealth becomes prevalent, it will be important to describe the benefits and barriers to potential types of occupational therapy evaluation, intervention, consultation, monitoring, and supervision delivered via a telehealth service-delivery model. Querying stakeholder perceptions of telehealth may help guide additional precipitating factors that have not yet been explored.

OBJECTIVE

This study gathers information regarding perceptions, perceived barriers, and benefits of the use of telehealth in school-based occupational therapy practice.

METHODS

School-based occupational therapy practitioners (OTP), district administrators, and related technology staff were invited to complete a survey intended to explore attitudes about the use of telehealth.

RESULTS

28.57% of respondents stated that their districts were likely to adopt the use of telehealth. Participants noted perceived barriers and benefits to the use of telehealth.

CONCLUSIONS

This study provides preliminary feedback regarding school-based OTP and administrator perceptions of telehealth as a component of school-based OT practice.