Effect of active learning on competence development in a respiratory protection program management training course

The competence of respiratory protection program managers is critical for minimizing worker exposures and ensuring the effectiveness of respiratory protection programs. However, the impact of different training methodologies on developing this competence is under-investigated for occupational hygiene topics. This study examined how training program design affects the development of skilled occupational hygiene practitioners who can effectively manage respiratory protection programs and minimize exposures in workplace environments. We evaluated the impact of a traditional lecture-based model and a redesigned active learning model on the development of practical competencies and skills essential for effective respiratory program management. Specifically, perceived competence development, learner satisfaction, instructor effectiveness, and assessment outcomes within a Respiratory Protection Program Management (RPPM) course were evaluated. Course evaluation data were analyzed for multiple convenings of a 4-day traditional lecture course and a 5-day course incorporating active learning strategies such as hands-on respirator fit-testing exercises and collaborative development of written program elements. Data were collected to measure perceived achievement of learning objectives, course satisfaction, and instructor effectiveness along with final exam and final course grades. The active learning group reported significantly higher perceived achievement of learning objectives (mean 4.48 vs. 4.16, p = 0.001) and had a significantly higher final course grade (95.24% vs. 91.84%, p < 0.001). This suggests the hands-on approach was more effective at developing perceived competence. In contrast, the traditional lecture group scored higher on the final written exam (92% vs. 88%, p < 0.001), indicating a potential disconnect between a course focusing on knowledge-based testing and the active learning course, where the focus was on improving perceived competence in conducting respiratory protection program manager tasks. The findings provide strong evidence that integrating active learning strategies into respiratory protection program manager training significantly enhances learners’ perceived competence in effectively managing a workplace respiratory program. Further, these results underscore the need for a blended assessment model that incorporates applied hands-on assessments to ensure the development of practitioners who are both knowledgeable and self-report high levels of proficiency to ultimately control workplace exposures and protect workers.