RT journal article
T1 Training Competences in Industrial Risk Prevention with Lego (R) Serious Play (R): A Case Study
A1 Cerezo Narváez, Alberto
A1 Córdoba Roldán, Antonio
A1 Pastor Fernández, Andrés
A1 Aguayo González, Francisco
A1 Otero Mateo, Manuel
A1 Ballesteros Pérez, Pablo
A2 Ingeniería Mecánica y Diseño Industrial
K1 industrial engineering; competences; industrial risk prevention; occupational health and safety (OH&S); gamification; Lego (R) Serious Play (R) (LSP)
K1 industrial engineering
K1 competences
K1 industrial risk prevention
K1 occupational health and safety (OH&S)
K1 gamification
K1 Lego (R)
K1 Serious Play (R) (LSP)
AB This paper proposes the use of the Lego (R) Serious Play (R) (LSP) methodology as a facilitating tool for the introduction of competences for Industrial Risk Prevention by engineering students from the industrial branch (electrical, electronic, mechanical and technological engineering), presenting the results obtained in the Universities of Cadiz and Seville in the academic years 2017-2019. Current Spanish legislation does not reserve any special legal attribution, nor does it require specific competence in occupational risk prevention for the regulated profession of a technical industrial engineer (Order CIN 351:2009), and only does so in a generic way for that of an industrial engineer (Order CIN 311:2009). However, these universities consider the training in occupational health and safety for these future graduates as an essential objective in order to develop them for their careers in the industry. The approach is based on a series of challenges proposed (risk assessments, safety inspections, accident investigations and fire protection measures, among others), thanks to the use of "gamification" dynamics with Lego (R) Serious Play (R). In order to carry the training out, a set of specific variables (industrial sector, legal and regulatory framework, business organization and production system), and transversal ones (leadership, teamwork, critical thinking and communication), are incorporated. Through group models, it is possible to identify dangerous situations, establish causes, share and discuss alternative proposals and analyze the economic, environmental and organizational impact of the technical solutions studied, as well as take the appropriate decisions, in a creative, stimulating, inclusive and innovative context. In this way, the theoretical knowledge which is acquired is applied to improve safety and health at work and foster the prevention of occupational risks, promoting the commitment, effort, motivation and proactive participation of the student teams.
PB MDPI
SN 2313-576X
YR 2019
FD 2019-12
LK http://hdl.handle.net/10498/22287
UL http://hdl.handle.net/10498/22287
LA eng
DS Repositorio Institucional de la Universidad de Cádiz
RD 04-jun-2023