Virtually Bridging the Safety Gap between the Lecture Hall and the Research Laboratory
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Christopher I. Kong [1] ; Joshua G. Welfare [1] ; Hannah Shenouda [1] ; Olivia R. Sanchez-Felix [1] ; Joel B. Floyd Jr. [1] ; Robert C. Hubal [1] ; Jerry S. Heneghan [1] ; David S. Lawrence [1]
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[1] The University of North Carolina, United States
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- Localización: Journal of chemical education, ISSN 0021-9584, Vol. 99, Nº 5, 2022, págs. 1982-1989
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
Laboratory safety has received heightened attention due to a series of devastatingly tragic accidents in both academic and nonacademic settings. Consequently, chemistry departments at various academic institutions now offer some form of formal training in laboratory safety for entering graduate students. Although the extent of this training varies widely among institutions, it typically includes an online assessment and/or minimal in-person classroom instruction. However, a significant gap exists between a lecture hall setting and the complex environment that comprises an advanced research laboratory. We’ve adapted the technological advances in virtual and augmented reality to bridge this gap. A set of 360° virtual reality lab experiences, highlighting safety infractions, have been created for a variety of subdiscipline-distinct (medicinal, organic, inorganic, physical, drug screening) laboratory settings. Notable features include the accurate depiction of the visual complexity associated with research settings, the opportunity for the trainee to explore multiple laboratories in a self-paced fashion, and immediate feedback with respect to the identification of safety hazards. The VR Lab Safety modules were very well received by first year graduate students, with greater than 85% of the respondents describing the VR experience as engaging and memorable, as a good supplement to safety reading material, and as providing real world examples that are otherwise difficult to visualize.
