Development of a Reproductive and Developmental Health Protection Program

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Development of a Reproductive and Developmental
Health Protection Program

• Why and How?
• Esther Luckhardt
• Stanford University EHS
• www.stanford.edu/dept/EHS

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Introduction

• Objectives
• Why develop the program?
• How did we develop the program?
• Program specifics
• Case Studies
• Lessons Learned

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Objectives

• Protect the reproductive health of all employees
  and students from occupational exposures to
  substances (chemical, biological, radiological or
  physical) known or suspected of being capable of
  posing a hazard to human reproduction
• Identify potential reproductive and
  developmental hazards and implement appropriate
  exposure control measures

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Definitions

• Reproductive Toxicity - Adverse effects on the
  health of the reproductive organs, endocrine
  system, or gametes (egg or sperm) from exposure
  to an exogenous agent
• Developmental Toxicity Adverse effects on
  the developing organism that may occur anytime
  from conception to sexual maturity

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Why?

• No general OSHA standards governing reproductive
  hazards
• - limited Cal/OSHA standards
• - Radiation dose limit established by CA Dept.
  of Health Services
• General Duty Clause
• Short term exposures during a critical period can
  result in long-term health effects
• Established controls that are adequate for the
  general working population may not be so for a
  pregnant individual and her unborn child

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How?

• Conducted a benchmark study with other
  universities
• Collaborated with professionals in Health
  Physics, Biosafety, and Chemistry.
• Consulted with an Occupational Medicine Physician
  and Stanford Risk Management
• Reviewed program with campus Legal Department and
  Human Resources

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Program Awareness

• Information included in Laboratory Safety and
  Hazard Communication Trainings
• Many contact us in their first trimester

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Program Specifics

• Confidential conference with concerned individual
• Have individual fill out Reproductive and
  Developmental Health Hazard Questionnaire1
• Conduct an evaluation of individuals work and
  worksite
• Speak with individuals supervisor
• Provide recommendations
• 1 Adopted from Reproductive Hazards of the
  Workplace, Frazier, Linda and Hage, Martin. 1998

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Evaluation of Work and Worksite

• Review responses to questionnaire (including use
  of chemical, biological and/or radiological
  agents, PPE use, and ergonomic issues)
• Review work practices, SOPs, engineering
  controls, and adjacent operation(s) for potential
  exposure(s)
• Review level and adequacy of training
• Consult with Occupational Health Physician as
  needed (EHS and/or employee or student)
• Provide recommendations, encourage individual to
  share report with physician

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Scope of recommendations

• EHSs role is to evaluate and recommend exposure
  controls
• It is the role of the physician to determine if
  work modification is required
• If necessary, Stanford University Human Resources
  department will be involved

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Anti-Discrimination Policy

• No employee removed from exposure will suffer any
  loss of earnings.
• While the transfer of certain employees may be
  necessary in some cases, it will only be
  considered where substitution, additional
  engineering controls and safer work practices are
  technologically unfeasible or ineffective in
  reducing exposure to desired levels.

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Case Study 1 Work Modification

• Lab researcher worked with over 40 chemicals
• EHS recommended a combination of engineering,
  PPE and administrative controls (i.e., assigning
  other employees to work with Cryostat machine,
  conduct dark room work) to minimize exposures
• Department felt it could not implement
  recommendations, so rotated employee out during
  remainder of pregnancy

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Case Study 2 Apprehensive Physician

• Employee shared our report/recommendations with
  OB/GYN
• OB/GYN contacted EHS and was upset that the
  responsibility was placed on herself
• Made arrangements for both the OB/GYN and the
  employee to speak with an Occupational Health
  Physician
• Ultimate decision still the responsibility of the
  OB/GYN

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Case Study 3 Busy Graduate Student

• Students perception of work responsibilities
  differed from her official responsibilities
• Her actual exposures should have been less than
  her reported exposures
• Conferred with Supervisor to determine job duties

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Lessons Learned

• Every case is different
• Importance of coordinating with employees
  Supervisor
• Stress program awareness early inquiry by
  employee/student is best