The effects of industry risk level on safety training outcomes: A meta-analysis of intervention studies

2021 ◽  
pp. 105594
Author(s):  
Derek Hutchinson ◽  
Gil Luria ◽  
Shani Pindek ◽  
Paul Spector
Keyword(s):  
Intervention Studies ◽  
Meta Analysis ◽  
Safety Training ◽  
Risk Level ◽  
Training Outcomes ◽  
Industry Risk

Meta-Analysis of Food Safety Training on Hand Hygiene Knowledge and Attitudes among Food Handlers

2012 ◽  
Vol 75 (4) ◽  
pp. 793-804 ◽  
Author(s):  
JAN MEI SOON ◽  
RICHARD BAINES ◽  
PHILLIP SEAMAN
Keyword(s):  
Food Safety ◽  
Hand Hygiene ◽  
Effect Size ◽  
Intervention Studies ◽  
Meta Analysis ◽  
Safety Training ◽  
Hand Washing ◽  
Food Handlers ◽  
Hygiene Practices ◽  
Food Safety Training

Research has shown that traditional food safety training programs and strategies to promote hand hygiene increases knowledge of the subject. However, very few studies have been conducted to evaluate the impact of food safety training on food handlers' attitudes about good hand hygiene practices. The objective of this meta-analytical study was to assess the extent to which food safety training or intervention strategies increased knowledge of and attitudes about hand hygiene. A systematic review of food safety training articles was conducted. Additional studies were identified from abstracts from food safety conferences and food science education conferences. Search terms included combinations of “food safety,” “food hygiene,” “training,” “education,” “hand washing,” “hand hygiene,” “knowledge,” “attitudes,” “practices,” “behavior,” and “food handlers.” Only before- and after-training approaches and cohort studies with training (intervention group) and without training (control group) in hand hygiene knowledge and including attitudes in food handlers were evaluated. All pooled analyses were based on a random effects model. Meta-analysis values for nine food safety training and intervention studies on hand hygiene knowledge among food handlers were significantly higher than those of the control (without training), with an effect size (Hedges' g) of 1.284 (95% confidence interval [CI] = 0.830 to 1.738). Meta-analysis of five food safety training and intervention studies in which hand hygiene attitudes and self-reported practices were monitored produced a summary effect size of 0.683 (95% CI = 0.523 to 0.843). Food safety training increased knowledge and improved attitudes about hand hygiene practices. Refresher training and long-term reinforcement of good food handling behaviors may also be beneficial for sustaining good hand washing practices.

scholarly journals Forgiveness Interventions for Older Adults: A Review

2021 ◽  
Vol 10 (9) ◽  
pp. 1866
Author(s):  
Javier López ◽  
Maria Inés Serrano ◽  
Isabel Giménez ◽  
Cristina Noriega
Keyword(s):  
Older Adults ◽  
Intervention Studies ◽  
Satisfaction With Life ◽  
Meta Analysis ◽  
Specific Treatment ◽  
Community Dwelling ◽  
Group Treatments ◽  
Receive Treatment ◽  
Community Dwelling Older Adults

A meta-analysis of the efficacy of forgiveness interventions in older adults was conducted. International databases (Medline, PsycINFO, Scopus, Web of Science) were searched for studies published from 1990 to 2020 that attempted to promote forgiveness in older adults. Most intervention studies are group treatments targeted towards community-dwelling older adults. Participants in these studies are mainly women. The intervention objectives and contents vary widely and often criteria are not well-defined. Participants that received forgiveness interventions reported significantly higher levels of forgiveness than participants that did not receive treatment. Additionally, forgiveness interventions resulted in more changes in depression, stress and anger than no intervention conditions. Forgiveness treatment also enhances positive states (satisfaction with life, subjective happiness, and psychological wellbeing). The reported effects are moderate. The specific treatment model (e.g., Enright’s, Worthington’s) and format (e.g., group-based interventions and individually delivered programs) do not differentially predict better outcomes. In conclusion, future intervention studies should include more male participants and utilize a broader range of follow-up periods. Caution must be exercised because of the limited number of studies developed to date; researchers must be cautious when generalizing the results.

META ANALYSIS METHOD OVERVIEW OF MODELS USED IN OCCUPATIONAL SAFETY TRAININGS

2021 ◽  
Vol 6 (15) ◽  
pp. 482-490
Author(s):  
Filiz ARICAK ◽  
Evren ÇAĞLARER
Keyword(s):  
Work Environment ◽  
Occupational Safety ◽  
Meta Analysis ◽  
Health And Safety ◽  
Safety Training ◽  
Working Environment ◽  
Future Generations ◽  
Analysis Method ◽  
Training Models ◽  
Safety Procedures

In this study, an analysis of independent studies dealing with occupational safety training in different learning environments, in which various learning materials are used, was carried out. As a method, meta-analysis method was used. For this purpose, databases were used to collect national and international articles and papers suitable for the purpose of the study. Studies that did not mention the tools, equipment and environment used in education in the collected studies were excluded from the research, and 18 studies were included in the meta-analysis. The data obtained studies are categorized according to the education models, the sectors in which the education is applied and the characteristics of the participants in the education. As it is known, occupational health and safety procedures aim at a healthy and reliable working environment for its employees. However, the ultimate goal is to raise not only employees but also future generations with this awareness. The most important instrument of this is undoubtedly education. For this reason, it is necessary to develop training models suitable for the work environment, age, gender and every conceivable situation.

scholarly journals Effects of Student Feedback on Teaching and Classes: An Overview and Meta-Analysis of Intervention Studies

2021 ◽  
pp. 139-156
Author(s):  
Sebastian Röhl
Keyword(s):  
Intervention Studies ◽  
Meta Analysis ◽  
Subsequent Development ◽  
Teaching Quality ◽  
Student Feedback ◽  
Behavioral Changes ◽  
Practical Implementation ◽  
Individual Support ◽  
First Time ◽  
Teaching Implications

AbstractBased on a comprehensive literature review of student feedback intervention studies in schools, this chapter provides an overview of found effects on teachers and teaching. The first part summarizes the self-reported cognitive, affective, and motivational effects of student feedback on teachers, which can subsequently lead to behavioral changes in the classroom. In the second part, the focus is on the extent to which these behavioral changes are perceived by students. For the first time, a meta-analysis of changes in students’ perceptions of teaching was carried out for the 18 existing longitudinal studies for this purpose. A small but significant positive weighted mean effect size of d=0.21 for students’ perceived improvement of teaching quality was found, while more in-depth analyses pointed to a beneficial effect of individual support measures for teachers regarding reflection and subsequent development of teaching. Implications for further research and practical implementation of student feedback in schools are discussed.

To be(come) or not to be(come) an organ donor, that's the question: a meta-analysis of determinant and intervention studies

2008 ◽  
Vol 2 (1) ◽  
pp. 20-40 ◽  
Author(s):  
Marjan Nijkamp ◽  
Marianne Hollestelle ◽  
Maurice Zeegers ◽  
Bart van den Borne ◽  
Astrid Reubsaet
Keyword(s):  
Intervention Studies ◽  
Meta Analysis ◽  
Organ Donor

scholarly journals A Mixed-Methods Approach to Synthesizing Evidence on Mediators of Intervention Effects

2011 ◽  
Vol 33 (7) ◽  
pp. 870-900 ◽  
Author(s):  
Jennifer Leeman ◽  
YunKyung Chang ◽  
Corrine I. Voils ◽  
Jamie L. Crandell ◽  
Margarete Sandelowski
Keyword(s):  
Mixed Methods ◽  
Systematic Reviews ◽  
Behavioral Change ◽  
Observational Studies ◽  
Intervention Studies ◽  
Meta Analysis ◽  
Intervention Effects ◽  
Mediation Effects ◽  
Mixed Methods Approach ◽  
Using Data

Greater understanding of the mechanisms (mediators) by which behavioral-change interventions work is critical to developing theory and refining interventions. Although systematic reviews have been advocated as a method for exploring mediators, this is rarely done. One challenge is that intervention researchers typically test only two paths of the mediational model: the effect of the intervention on mediators and on outcomes. The authors addressed this challenge by drawing information not only from intervention studies but also from observational studies that provide data on associations between potential mediators and outcomes. They also reviewed qualitative studies of participants’ perceptions of why and how interventions worked. Using data from intervention ( n = 37) and quantitative observational studies ( n = 55), the authors conducted a meta-analysis of the mediation effects of eight variables. Qualitative findings ( n = 6) contributed to more in-depth explanations for findings. The methods used have potential to contribute to understanding of core mechanisms of behavioral-change interventions.

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