The ability to handle chemicals safely is a key aspect of the learning development of students studying chemistry; however, there have been no previously reported investigations of the quantity of chemicals spilled by students during lab experiments. Therefore, the first part of this article reports the assessment of the volume of chemicals spilled by year 1 undergraduate chemistry students (n = 64) at a U.K. university during an existing chemical analysis practical designed to develop volumetric handling skills. The experiment was carried out on paper liners, allowing the areas of students' spills to be visible and quantified using calibrated spill volumes of liquid to determine the resultant spill area. The volume spilled by the student group was ca. 1.2% of that handled; however, the amount spilled by individual students ranged widely, from ca. 0.02% to ca. 10% of the volume handled. A feedback tool has been developed to allow laboratory demonstrators to rapidly quantify chemical spillage by individual students. This tool also provides the demonstrators with a framework to communicate the potential safety significance of the volume of chemical a student has spilled. A randomized controlled trial (RCT) was carried out to examine the effect of providing feedback to students on their chemical spillage during a subsequent experiment. From a cohort of 185 year 1 undergraduate students, 150 consented to be randomized (81%), and data was collected for 144 students (96% of those randomized). A Hodges-Lehmann estimator for the median change in volume spilled during the second experiment due to providing feedback on spillage during first experiment was a 50% decrease in volume spilled (95% confidence range: 0 to 80% decrease, Mann-Whitney U test p = 0.05). The RCT was a waiting list trial, with all student receiving feedback either during or after the RCT, with blinded assessment by the demonstrators assessing volume spilled for the RCT.
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