Training M.Sc. Students in Ergonomics to Integrate a Sex/Gender-Sensitive Approach

Abstract

We trained M.Sc. students learning a work activity-centered approach to ergonomics to use a sex- and gender-sensitive lens. Such a lens is useful for ergonomic analysis because gender can affect exposure to some workplace health determinants. Sex and gender training was given in two sessions during students' final year, as part of an intervention internship. We present here three categories for potential sex and gender inclusion in an ergonomics intervention. These categories are: (1) investigating and modeling work activity by integrating sex and gender; (2) implementing solutions with consideration of sex and gender; (3) exchanging with stakeholders on sex/gender issues. We propose that these categories could be useful for examining work activity-centered ergonomic interventions. Student questionnaires revealed that they were satisfied with this training, thought it useful for their practice, and felt that they were well-trained. They rated the training as important and ethically relevant for all ergonomists. However, students did not feel they integrated sex and gender enough in their interventions and they perceived some obstacles to integration. Our results nevertheless support the idea that improving knowledge around sex and gender could be a lever for more inclusive and health-centered ergonomics interventions.