Di Ricci F., Chiesi A., Bisio C., Panari C., Pelosi A., “Effectiveness of occupational health and safety training: A systematic review with meta-analysis”, in Journal of Workplace Learning, Vol. 28 Iss: 6, pp.355 – 377, Emerald Group Publishing Limited, 2016
This meta-analysis aims to verify the efficacy of occupational health and safety (OHS) training in terms of knowledge, attitude and beliefs, behavior and health.
The authors included studies published in English (2007–2014) selected from ten databases. Eligibility criteria were studies concerned with the effectiveness of OHS training for primary prevention of workplace injury; and studies focused on examined outcome related to OHS.
The selected studies (n = 28) highlighted a strong support for the effectiveness of training on worker OHS attitudes and beliefs and, to a lesser extent, on worker’s knowledge but only medium for behavior and small evidences for its effectiveness on health.
Future research should more deeply investigate the efficacy on knowledge increase of trainings delivered by experts and researchers, applying different methods, in a small group; training delivered by peer and by researcher, applying different methods; and trained workers less than 29 years and more than 49 years old, considering that workers in these age groups are particularly vulnerable to fatalities.
Our study is a contribution for those they intend to grant effective training, in response to specific needs of OHS. The evidences presented could be considered a first step to identify the factors related to the efficacy of OHS training to plan adequate interventions.
The OHS training is effective on the basis of the extent interventions are carried out for each specific learning outcome.
This meta-analysis suggested that classroom training, although the most used and studied, does not ever revealed itself very effective: it was not significant for outcomes in terms of knowledge and showed a decreasing efficacy for attitudes and beliefs, behaviors and health. It seemed that there was a distinction between interventions on knowledge, attitudes and beliefs, as opposed to behavioral interventions and health.