TY  - JOUR
PY  - 2022//
TI  - Integration of sex and gender in interventions by students in ergonomics
JO  - Ergonomics
A1  - Laberge, Marie
A1  - Chadoin, Martin
A1  - Inigo, Marion
A1  - Messing, Karen
A1  - Lefrançois, Mélanie
A1  - Sultan-Taïeb, Hélène
A1  - Chatigny, Celine
A1  - Riel, Jessica
A1  - Webb, Jena
A1  - Fillion, Myriam
A1  - Vaillancourt, Cathy
A1  - Bellemare, Marie
SP  - ePub
EP  - ePub
VL  - ePub
IS  - ePub
N2  - This article aims to analyze the integration of sex and gender (s/g) by ergonomics students during their internship at the master's degree level, following training sessions on s/g issues in the workplace. This exploratory research used a descriptive mixed-methods design, encompassing evaluation of students' intention to use the content from the training (n = 13 students), and a multiple case study (n = 5 ergonomics interventions). The results show that while students found the training relevant, they only minimally integrated s/g in their interventions and when they did, it was primarily from an anthropometric and physiological perspective. In addition to discussing the training format limitations, the article discusses barriers to this integration: combining learning about s/g issues with learning about activity analysis is challenging; employers' and workers' organizations may be reluctant to approach s/g issues; and it is difficult for an ergonomist to integrate these issues when the employer's request does not specify it.    Practitioner Summary: This article aims to analyze the integration of s/g by ergonomics students during their internships. <br><br>FINDINGS show that they only minimally considered s/g. The discussion examines s/g training, organizational obstacles to inclusion of s/g during interventions, and how ergonomists can consider s/g in their practice.<p />  <p>Language: en</p>
LA  - en
SN  - 0014-0139
UR  - http://dx.doi.org/10.1080/00140139.2022.2048898
ID  - ref1
ER  -