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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

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Differences in the Effectiveness of Three OHS Training Delivery Methods.

Lynda S Robson^1,2, Cynthia Chen¹, Cameron A Mustard^1,3

¹Institute for Work and Health, Toronto, Ontario, Canada.

American Journal of Industrial Medicine

|April 4, 2025

Summary

This summary is machine-generated.

Occupational safety and health (OSH) training effectiveness showed minimal differences across face-to-face (F2F), synchronous distance, and e-learning modalities. Knowledge achievement was comparable, suggesting online options are viable for standardized OSH training.

Keywords:

effectiveness evaluation knowledge online training

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Area of Science:

Occupational Safety and Health
Educational Technology
Adult Learning

Background:

The delivery of Occupational Safety and Health (OSH) training has increasingly shifted from traditional in-person methods to online modalities.
A standardized OSH training course was delivered across three formats in Ontario, Canada, enabling a comparative effectiveness study.

Purpose of the Study:

To measure and compare the effectiveness of three OSH training delivery modalities: face-to-face (F2F), online synchronous distance learning, and online self-paced e-learning.
To assess differences in knowledge achievement, learner engagement, perceived utility, applicability, self-efficacy, and intention-to-use across the training modalities.

Main Methods:

A study involving 899 learners who self-selected into F2F, online synchronous, or e-learning groups.
Pre- and post-training surveys were administered to collect data on knowledge and other outcomes.
Multiple regression analyses were used to compare the effectiveness of the modalities on the primary outcome (knowledge achievement) and secondary outcomes.

Main Results:

Face-to-face (F2F) learners achieved a statistically significant, though small (2.5%), higher post-training knowledge score compared to distance learners.
No significant knowledge difference was found between e-learning and distance learning modalities.
While F2F showed higher scores for engagement, perceived utility, and self-efficacy, training providers deemed the knowledge differences not practically meaningful.

Conclusions:

Evidence suggests minimal to no significant differences in knowledge achievement among F2F, distance, and e-learning modalities for short-term OSH training.
These findings are likely generalizable to similar OSH training focused on knowledge acquisition.
Further research is recommended to explore differences in skill acquisition and workplace transfer of learning across these delivery methods.