RI 9683 

REPORT OF INVESTIGATIONS/2011 

Department of Health and Human Services 

Centers for Disease Control and Prevention 

National Institute for Occupational Safety and Health 
Report of Investigations 9683 

Recommendations for Refuge Chamber Operations Training 

Catherine Y. Kingsley Westerman, Ph.D., Kelly L. McNelis, Ph.D., and 

Katherine A. Margolis, Ph.D. 

DEPARTMENT OF HEALTH AND HUMAN SERVICES 

Centers for Disease Control and Prevention 

National Institute for Occupational Safety and Health
 

Office of Mine Safety and Health Research
 

Pittsburgh, PA • Spokane, WA 

June 2011 
This document is in the public domain and may be freely 

copied or reprinted. 

Disclaimer 

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sites external to NIOSH do not constitute NIOSH endorsement of the sponsoring organizations 

or their programs or products. Furthermore, NIOSH is not responsible for the content of these 

Web sites. The findings and conclusions in this report are those of the author(s) and do not 

necessarily represent the views of the National Institute for Occupational Safety and Health. 

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DHHS (NIOSH) Publication No. 2011–178 

June 2011 

SAFER • HEALTHIER • PEOPLETM 
Contents 

Abstract ...................................................................................................................................... 1 

Introduction ................................................................................................................................... 2 

1. Gathering Information from Refuge Chamber Training Sessions .............................................4 

List of Categories Used for Coding .......................................................................................5 

Results and Discussion......................................................................................................... 6 

Training Content....................................................................................................................6 

Teaching Style .................................................................................................................... 11 

Teaching Tools ....................................................................................................................11 

2. Recommendations for Trainers ............................................................................................... 13 

Deployment ......................................................................................................................... 13 

Purge................................................................................................................................... 14 

Oxygen ................................................................................................................................ 14 

Scrubber/Monitoring/Maintaining Air Quality .......................................................................15 

Mine Communications System............................................................................................15 

Location of Refuge Chamber in Mine..................................................................................15 

Resources in Chamber .......................................................................................................16
 

Conserving Resources and Energy ....................................................................................16 

Troubleshooting .................................................................................................................. 16 

The Unexpected .................................................................................................................. 17 

Tips for Teaching: Advice for Inspiring Adult Learning ........................................................17 

3. Information for Miners ............................................................................................................. 22 

Top 20 Things to Know for Refuge Chamber Operation. ....................................................22 

Acknowledgments....................................................................................................................... 23 

References.................................................................................................................................. 24 
Figures 

Figure 1. Teaching techniques and activities.............................................................................. 12 

Figure 2. Training model of an inflatable refuge chamber. .........................................................19 

Figure 3. Mock-up of scrubber curtains and the stand used to hold them. .................................19 

Figure 4. Mock-up of the internal oxygen controls and gauges on a refuge chamber. ...............20 

Tables 

Table 1. Mean and range for each category. (A higher mean represents a more detailed 

coverage of the given category.) ................................................................................10 
 ACRONYMS AND ABBREVIATIONS 

CO2 carbon dioxide 

DPOS deploy purge oxygen scrubber 

MSHA Mine Safety and Health Administration 

NIOSH National Institute for Occupational Safety and Health 

O2 oxygen 

SCSR self-contained self-rescuer 
 

Recommendations for Refuge Chamber Operations Training 

Catherine Y. Kingsley Westerman, Ph.D.1, Kelly L. McNelis, Ph.D. 1
 

1

 Office of Mine Safety and Health Research, National Institute for Occupational Safety and Health. 

Katherine A. Margolis, Ph.D.2
 

2

 HealthEd Group, Inc. Formerly of OMSHR, NIOSH. 

Abstract 

Refuge alternatives are airtight, reinforced shelters that underground coal miners can enter 

during a mine emergency. Although refuge alternatives are considered a last resort in an 

emergency, it is imperative that miners know how to operate these devices in the event of an 

emergency. This publication provides recommendations for training miners in how to operate a 

refuge chamber. It is organized into three sections. The first section details four refuge chamber 

training sessions that were observed by NIOSH researchers in order to determine the topics mine 

trainers were covering in their first efforts at refuge chamber training. The second section 

presents a guide for trainers which details the most important content to include in refuge 

chamber training and provides tips on teaching techniques and activities that may increase the 

effectiveness of the training. The third section presents a condensed version of the most 

important training content, specifically formatted for miners. Miners can refer to the list in the 

third section of this document to make sure they understand the basics of refuge chamber 

operation. 
 

Introduction

Refuge alternatives are airtight, reinforced shelters that underground coal miners can enter 

during a mine emergency. Although different states and different mines refer to refuge 

alternatives by different names, this publication will refer to refuge alternatives that are close to 

the working face as refuge chambers, whether inflatable from a skid or constructed from steel. 

Other common terms for refuge chambers are rescue chambers, rescue shelters, and refuge 

shelters. Refuge alternatives that are outby of the face area, whether a prefabricated refuge 

chamber or one built into a crosscut, will be referred to as outby refuges because of their location 

in the mine. Outby refuges can be permanent, semipermanent, or portable and are usually located 

at every other self-contained self-rescuer (SCSR) cache. Outby refuges are sometimes called 

hardened rooms, outby shelters, or in-place shelters. 

Refuge chambers are safe havens that provide breathable air, food, water, and a safe 

environment for up to 96 hours. They are typically made of steel or have tents that inflate from a 

steel skid. In 2008, the U.S. Department of Labor’s Mine Safety and Health Administration 

(MSHA) mandated that all underground coal mines provide refuge alternatives at each working 

face and at additional locations outby the faces [73 Fed. Reg. 80698 (2008)].*

*

Federal Register. See Fed. Reg. in references. 

Refuge chambers 

are usually portable so that they can be moved as mining advances. 

It should be noted that entering a refuge chamber is a last resort for miners in an emergency 

situation. Although this option is considered a last resort, as refuge chambers are added to 

underground coal mines, mine trainers and refuge chamber manufacturers are faced with the task 

of training miners how to operate them. The regulation [73 Fed. Reg. 80698 (2008)] states that in 

addition to an introductory training session, each quarterly evacuation drill must include a review 

of the procedures for use of refuge alternatives. In addition, annual expectations training must 

include deployment and operation of refuge alternatives similar to those in use at the mine. As 

part of a larger project titled “Refuge Chamber Training,”1

1

Additional refuge chamber training products resulting from this project include Harry’s Hard Choices: 

Mine Refuge Chamber Training [NIOSH 2009a], Guidelines for Instructional Materials on Refuge 

Chamber Setup, Use, and Maintenance [NIOSH 2009b], Refuge Chamber Expectations Training [NIOSH 

2009c], Emergency Escape and Refuge Alternatives [NIOSH 2010a], and How to Operate a Refuge 

Chamber: A Quick Start Guide [NIOSH 2010b]. 

2 

NIOSH researchers observed four 

introductory refuge chamber training sessions and created this document to summarize their 

findings and make recommendations for future training sessions. 

This publication is intended to provide recommendations for training miners in how to 

operate a refuge chamber and may also be used to train miners on the operation of other types of 

refuge alternatives. It is organized into three sections. The first section details refuge chamber 

training sessions that were observed by NIOSH researchers in order to determine the topics mine 

trainers were covering in their first efforts at refuge chamber training. The second section 

presents a guide for trainers which details the most important content to include in refuge 

chamber training and provides tips on teaching techniques and activities that may increase the 
effectiveness of the training. The third section presents a condensed version of the most 

important training content, specifically formatted for miners. Miners can refer to the list in the 

third section of this document to make sure they understand the basics of refuge chamber 

operation. 

3 
 

1. Gathering Information from Refuge Chamber Training Sessions 

Four NIOSH researchers observed refuge chamber training sessions at four different 

underground coal mines. Because refuge chamber operations training is relatively new, 

observations were conducted to determine what mine trainers were covering in their first efforts 

at refuge chamber training. Mine emergency situations are unpredictable so it is crucial for 

miners to know how to operate their mine’s refuge chambers. The existence of refuge chambers 

in the mine is only helpful to the extent that miners can operate them effectively if an emergency 

occurs, and the quality of training provided is one factor that will influence miners’ ability to 

operate a refuge chamber. Observing current training sessions provided the opportunity to share 

mine trainers’ teaching techniques and training materials with a wider audience and also to 

determine if there were any gaps in the training content where information should be included or 

further highlighted. These observations are discussed in this publication. 

In order to quantify the training sessions, the research team selected 20 coding categories of 

information that may be included in refuge chamber training sessions based on a review of 

refuge chamber training materials and instructional videos and on a job task analysis. The job 

task analysis identified four basic steps for operating a refuge chamber that cut across the 

different types of refuge chambers; these include: (1) Deploy the unit, (2) Purge the refuge 

chamber, (3) activate the Oxygen, and (4) activate the Scrubber system, and are referred to 

collectively as DPOS or the Quick Start guide for refuge chamber operation. [NIOSH 2009b]. As 

the job task analysis was conducted, DPOS was conceived to simplify the process of operating a 

refuge chamber. However, it is also necessary for miners to know the details of operating a 

refuge chamber. The goal of this publication is to provide more detailed information on 

operating refuge chambers. To accomplish this goal, the 20 coding categories were comprised of 

the four steps of DPOS along with 16 other important steps in refuge chamber operation which 

were based on the review of refuge chamber training materials and instructional videos. 

Information from all of the coding categories is included in sections 2 and 3 of this document. 

Of the 20 coding categories, 18 of these categories consisted of information necessary to 

explain the operation of refuge chambers. That is, the categories focused on the content required 

for a miner to learn how to operate the refuge chamber, perform any needed maintenance while 

inside the refuge chamber, and, in some cases, understand why certain steps should be taken 

when operating a refuge chamber. One of the 20 coding categories focused on presentation style 

of the training; specifically, this category focused on whether or not the trainer gave a preview of 

the training content. Another category focused on the physiological and psychological effects of 

being in a refuge chamber. Each of the 20 categories was condensed into concise phrases for the 

purpose of creating a brief document for use during coding of the training sessions. An initial 

draft of this document was pretested during a visit to a refuge chamber training session at a mine 

separate from the four observed in the main data collection. This pretest led to revisions to the 

categories themselves and refinement of the phrases and the scaling used to rate each category. 

The final list of phrases representing each category is shown below. 

4 
List of Categories Used for Coding 

1. Deployment. 

2. What to do with SCSR when entering chamber (keep it on until atmosphere is clear). 

3. What to take inside/leave outside the refuge chamber (supplies, etc.). 

4. Attaching/using mine communications devices with a refuge chamber. 

5. Air lock/purging. 

6. Explain concept of purge air (why is it important?). 

7. Activating O2 flow. 

8. O2 level (use chart for number of miners, location of chart). 

9. Operating CO2 scrubber (including adjusting for number of inhabitants). 

10. How do you know the scrubber is working? 

11. CO2 (people generate CO2 which can be an asphyxiant). 

12. Heat and humidity, condensation inside chamber (they will develop). 

13. Physiological / psychological issues. 

14. Location of the resources in the chamber, specifically food, water, first-aid kit, etc. 

15. Toilet: location, operation, where to put waste. 

16. Conserve resources (cap lamps, body movement/energy, food/water). 

17. Location of refuge chamber in mine. 

18. Inspection and maintenance (any coverage of inspection information belongs here). 

19. Preview of content/outcomes. 

20. Why learning about refuge chamber operation is important. 

Four NIOSH researchers were trained to code the refuge chamber training sessions using the 

twenty categories. The four coders practiced coding during three separate meetings prior to 

visiting the mines. These meetings involved coding a manufacturer-provided refuge chamber 

training video for the 20 categories followed by discussion of each coder’s ratings and the 

reasoning behind each rating. 

Following the meetings to practice coding, the coders visited actual refuge chamber training 

sessions at mines. They observed the training sessions and indicated the level of coverage of 

each category on a scale ranging from 1–5, starting at 1 and continuing toward 5 as the level of 

coverage of each category of information increased. Thus, if a category received no coverage, it 

would be rated a 1; if a category was mentioned but not explained or defined, it would be rated a 

2; if a category was mentioned with a brief explanation or definition, it would be rated a 3; if a 

category was mentioned, defined, and/or steps associated with it were listed, it would be rated a 

4; and finally, if a category was extensively covered, including additional descriptions such as a 

definition, steps needed to perform a task, explanation of the steps, or repetitive coverage, it 

would be rated a 5. Thus, lower numbers in this analysis indicate less coverage of a given topic 

and higher numbers indicate more extensive coverage. Because all of the categories were 

identified as important steps to refuge chamber operation, an ideal training session would cover 

each category extensively and receive a rating of 5. 

Each coder coded independently during each refuge chamber training session. That is, the 

coders did not discuss their ratings with each other during the training session. The training 

content of each session was coded as it was mentioned by each trainer, which was not 

necessarily in the order listed on the coding sheet presented in the list above. In the section that 

5 
follows each individual category and the ratings it received across all the observed training 

sessions will be discussed. Means and ranges for all 20 categories are presented in Table 1. 

Results and Discussion 

The NIOSH researchers observed 4 training sessions. Two of the training sessions were the 

initial training that miners received on refuge chambers and two of the groups had received prior 

training on this topic. Three of the training sessions were conducted by a mine trainer and one 

was conducted by a refuge chamber manufacturer. Although all four observed training sessions 

were for inflatable chambers, the material presented here applies to all types of refuge chambers. 

Three of these chambers contained curtain scrubbers and one contained a soda lime cartridge 

scrubber system. Both scrubber systems are designed to remove carbon dioxide from the air 

inside the chamber. Further explanation of CO2 scrubbers will be provided later in this section. 

Three training sessions were conducted for miners. During these training sessions, the 

average group included 16 miners with the group size ranging from 13 to 21. One training 

session was conducted with NIOSH researchers as the only audience members. The average 

length across all four training sessions was 71 minutes but times ranged from 30 to 97 minutes. 

Trainers presented the material in several ways: three trainers used computers, two provided 

handouts, two used a projection screen, three used PowerPoint presentations, two used a TV, and 

two used a DVD player. None of the trainers used posters. 

Training Content 

A detailed discussion of deployment is important during refuge chamber training because it 

is necessary to the operation of the refuge chamber. Deployment is also the first step in the 

NIOSH Quick Start guide for operating a refuge chamber [NIOSH 2010b]. For inflatable 

chambers, deployment includes pulling a lever to open the door to the tent, unrolling the tent, 

making sure the people are not in the space needed to inflate the tent, and filling the tent with air. 

For certain types of chambers, deployment also includes activating a strobe light on the exterior 

of the chamber. During the observed training sessions, trainers provided details and explanations 

on the deployment of refuge chambers. The average rating was 4.8, and scores ranged from 4–5. 

Trainers received a high rating because they were perceived as covering this category in 

extensive detail. 

After miners deploy the refuge chamber they must decide what to take inside the chamber 

when they enter it and what to leave outside. This can include supplies, communications devices, 

tools, first-aid equipment (such as a stretcher), and other items. Covering topics in this training 

category increases the likelihood that miners will have what they need when inside the chamber 

and decreases the likelihood that they will bring something into the chamber that will hinder its 

operation. For inflatable chambers in particular, it is important to point out that sharp objects 

could puncture the tent if brought inside. Individual scores on this category ranged from 2–5, 

indicating that some of the coders felt that the trainers provided a lot of detail and explanation of 

what to bring inside/leave outside while other coders felt that the trainers provided minimal 

coverage. However, on average, coders rated trainers’ discussions a 3.7, indicating a level of 

coverage higher than the midpoint of the scale for this category. 

6 
Trainers may also need to explain what to do with one’s SCSR when entering a refuge 

chamber. Because refuge chambers are meant to be used during a mine emergency, it is probable 

that miners will be wearing their SCSRs when they approach and deploy the chamber. Miners 

should wear their SCSR into the chamber and keep it on until the atmosphere is clear as 

indicated by a gas monitor check. On average, trainers were rated a 2.2 on their coverage of this 

category; however, scores ranged from 1–5 indicating that there was not a consistent level of 

coverage at the different sessions. 

In order to take full advantage of the refuge chamber, miners also need to know how to use 

mine communications devices while they are inside. This may include attaching existing 

communications devices to the chamber or operating communications devices provided inside 

the chamber. If miners know how to operate the communications devices, they will be able to 

communicate with rescue teams outside of the mine provided the communications system is still 

intact. Miners can then provide vital information, such as their location, an explanation of what 

occurred, and who is inside the chamber. Rescue teams can also relay information about the 

status of their rescue attempts. On average, trainers were rated 3.2 and scores ranged from 2–5 

on coverage of this topic. All the trainers observed at least mentioned communications systems, 

but not all of them presented a detailed explanation of how to operate these systems. The 

importance of communications between underground and the surface in the case of an 

emergency cannot be stressed enough. Rescue efforts may be facilitated by information such as 

miners’ location or gas monitor readings that can be communicated by miners in a refuge 

chamber. In future training sessions, trainers may want to cover this topic in more depth to 

increase the probability that miners will be able to communicate with the outside world during a 

mine emergency. 

After miners deploy the refuge chamber they will need to know how to keep the breathable 

air inside the chamber from being contaminated by the air outside the chamber. This may include 

the use of an air lock or purge air system to maintain a safe atmosphere inside the chamber. 

Activating the purge air is the second step in the NIOSH Quick Start guide for operating a refuge 

chamber [NIOSH 2010b]. The exact system varies for different chambers, but regardless of the 

system, maintaining the clean air inside the chamber is important for successful operation of the 

refuge chamber. It is important to state how many miners the chamber can hold and how many 

miners can enter at a time. This information should be covered so miners are able to take full 

advantage of the refuge chamber and breathe safely while inside. On average, trainers were rated 

3.8 on their coverage of how to operate the air lock or purge air system on their refuge chamber 

model. Scores ranged from 2–5; whereas some trainers covered this category in detail, others did 

not. It is important to cover this category in future training sessions. 

Beyond explaining how to activate the air lock or purge air system, trainers can also explain 

why purge air is important. If miners understand that they are protecting the air inside the 

chamber from potentially dangerous gases outside the chamber, they are more likely to pay 

attention to the activation steps and remember them during an emergency. On average, trainers 

were rated 2.7 on coverage of this category, and scores ranged from 1–5. Therefore, some 

trainers were coded as not including an explanation of purge air and some trainers were coded as 

describing its purpose in detail. Covering the “why” behind the use of air locks and purge air 

systems is an important teaching tool to emphasize the importance of knowing how to operate 

these systems. 

7 
Also related to the air quality inside the refuge chamber, miners need to know how to 

activate the flow of oxygen. This is the third step in the NIOSH Quick Start guide for operating a 

refuge chamber [NIOSH 2010b]. Activating the oxygen is required to supply breathable air to 

the interior of the chamber. Scores ranged from 2–4 on this category; on average the coders rated 

the trainers 2.9. Thus, on average there was only a brief amount of coverage of this category in 

each of the training sessions attended. The level of coverage was relatively low for this important 

step in operating a refuge chamber. 

In addition to knowing how to activate the oxygen flow, miners also need to be able to adjust 

the oxygen level based on the number of people inside the chamber. Most refuge chambers 

include a chart that details the amount of oxygen needed for a given number of occupants, and 

trainers were rated on their level of description of the chart and where to find the chart in the 

chamber. On average, trainers were rated 3.9 with scores ranging from 3–5. In general, trainers 

provided a reasonable amount of detail on this category. 

People inhale oxygen and exhale carbon dioxide. Because carbon dioxide is an asphyxiant, 

refuge chambers were designed to remove carbon dioxide from the air inside the refuge chamber. 

In order to remove the carbon dioxide, refuge chambers include either curtain or pellet scrubbers. 

Miners need to know how to set up the scrubbers and adjust for the number of people inside the 

refuge chamber. Operating the scrubber is the fourth step in the NIOSH Quick Start guide for 

operating a refuge chamber [NIOSH 2010b]. Greater numbers of miners will generate greater 

amounts of carbon dioxide and the scrubbers need to be set up accordingly. Trainers were rated 

4.2 on describing this process. Scores ranged from 3–5, indicating that coverage of this topic was 

detailed. Trainers can also teach miners how to tell if the scrubber is working properly. In some 

chambers, this is as simple as checking the color of the scrubber curtains (i.e., they will change 

color from blue to purple when spent). On average, the coders rated the trainers 2.7 on providing 

this explanation. Scores ranged from 1–5 indicating that some trainers were coded as not 

mentioning how to check the scrubbers at all and some trainers were coded as thoroughly 

describing how to perform this task. Finally, by explaining that carbon dioxide can be dangerous 

in high concentrations, trainers show why refuge chambers include a scrubber system, and why it 

is important to set it up correctly. Explaining that high concentrations of carbon dioxide are 

dangerous should provide motivation to miners to remember how to operate the scrubber. 

Trainers were rated 1.6 on their coverage of the importance of removing carbon dioxide from the 

air inside the chamber. Scores ranged from 1–2, indicating that overall coverage of this category 

was in the low range and not sufficient. 

It is normal for heat, humidity, and condensation to occur inside the refuge chamber. If 

trainers explain this during refuge chamber training, miners will know that the chamber is 

operating correctly even though these conditions may occur when the miners are inside the 

chamber. On average, trainers were rated 1.7 in this category and scores ranged from 1–4. Some 

trainers did not mention heat, humidity, and condensation at all. 

Miners can also expect physiological or psychological stresses to develop while inhabiting 

the refuge chamber. A mine emergency is a traumatic situation that may cause stress to develop. 

If trainers educate miners on what to expect in these situations and how to react to them, miners 

should be better prepared and more comfortable operating and living in the refuge chamber. 

None of the trainers mentioned physiological or psychological issues during the observed 

training sessions. All of the coders rated the trainers a 1 on this topic. Future training sessions 

should include detailed discussions on these very important topics. NIOSH has created a training 

8 
program that specifically addresses the psychological and physiological issues related to refuge 

chamber use [NIOSH 2009c]. This program provides a valuable resource for dealing with these 

issues. 

When miners are in the refuge chamber, it is important that they know the location of 

resources in the chamber, specifically the location of food, water, and the first-aid kit. The coders 

rated the trainers an average of 3.4 on discussing the location of these items. The ratings ranged 

from 2–5 indicating that some trainers were perceived as covering this in more detail than others. 

Trainers may also want to discuss the location and operation of the toilet in the chamber. 

Trainers were rated 3.4 on the discussion of this category, and scores ranged from 1–5, indicating 

that the coverage of this category was satisfactory but not excellent. Finally, it may also be 

important to discuss the conservation of resources in the chamber. Miners may have to remain 

inside the chamber for several days so they will need to ration the provided food and water as 

well as the light provided by their cap lamps. Miners may also want to limit the amount of 

energy that they spend moving around the chamber. Ratings on the discussion of these topics 

ranged from 1–4, and on average, trainers were rated 2.1 in covering this category. Overall, the 

coverage of this category was not particularly detailed. 

Training sessions also provide an opportunity to discuss where refuge chambers are located 

in the mine and how to stay up-to-date on the location of portable chambers. If miners do not 

know where the refuge chambers are on any given day, they will likely not be able to use them in 

the event of an emergency. Thus, knowing where the refuge chambers are located and how to 

learn their location as they are moved is crucial to the miners in locating the refuge chambers 

during an emergency. During the observed training sessions, trainers were rated 3.3 on 

discussing this category, and scores ranged from 2–5. All trainers provided at least some mention 

of the location of the chamber and how to learn the location of the chamber; some of the trainers 

provided detailed information relating to this category. 

Over time, the refuge chambers will need to be inspected and maintained. It is important to 

cover this information because without inspection and maintenance, the chambers may not work 

effectively when they are activated. Because of the unpredictability of emergencies, inspection 

and maintenance should be considered crucial topics. In addition, explaining these procedures to 

miners may give them a sense of respect for the chambers and thus discourage vandalism. Scores 

on this category ranged from 1–5, and on average, trainers were rated 3.9 on explaining these 

procedures. Some trainers did not mention these procedures at all, but others described them in 

great detail. 

9 
Table 1. Mean and range for each category. (A higher mean represents a more detailed 

coverage of the given category.) 

Category Mean Range 

Deployment 4.8 4–5 

What to take inside/leave outside refuge chamber (supplies, etc.) 3.7 2–5 

What to do with SCSR when entering chamber (keep it on until atmosphere is 2.2 1–5 

clear) 

Attaching/using mine communications devices with refuge chamber 3.2 2–5 

Air lock/purging 3.8 2–5 

Explain concept of purge air (why is it important?) 2.7 1–5 

Activating O2 flow 2.9 2–4 

O2 level (Use chart for number of miners, location of chart) 3.9 3–5 

Operating CO2 scrubber (including adjusting for number of inhabitants) 4.2 3–5 

How do you know the scrubber is working? 2.7 1–5 

CO2 (people generate CO2 which can be an asphyxiant) 1.6 1–2 

Heat and humidity, condensation inside chamber (they will develop) 1.7 1–4 

Physiological/psychological issues 1.0 1 

Location of the resources in the chamber, specifically food, water, first-aid kit, 3.4 2–5 

etc. 

Toilet: location, operation, where to put waste 3.4 1–5 

Conserve resources (cap lamps, body movement/energy, food/water) 2.1 1–4 

Location of chamber in mine 3.3 2–5 

Inspection and maintenance 3.9 1–5 

Preview of content/outcomes 1.7 1–3 

Why learning about refuge chamber operation is important 1.7 1–3 

10 
Teaching Style 

In addition to the content of refuge chamber training, the way that trainers cover the training 

material is also an important factor in successful refuge chamber training. To quantify this aspect 

of training, two categories referring to teaching style were included in the coding categories. 

First, the coders indicated the degree to which the training session provided a preview of the 

content to be discussed and the outcomes which would result from the session. Scores ranged 

from 1–3, and the average rating was 1.7, which indicates that trainers did not provide much 

detail about what material would be covered and the outcomes of the session. Trainers should 

add a preview of the topics to be covered in future sessions and the expected outcomes so that 

miners know what to expect during the training session. 

A second category related to teaching style is the inclusion of an explanation of why learning 

about refuge chambers is important. By explaining the importance of refuge chambers and the 

importance of learning how to operate them, trainers increase the likelihood that trainees will pay 

attention to the material and retain the information. On average, the trainers observed during 

these training sessions were rated a 1.7, and scores ranged 1–3. Overall, coverage of this 

category was not very detailed. Because the highest rating was only 3 on a 5-point scale, this 

may be an area for improvement. In the future, trainers may want to include a brief explanation 

or discussion of the importance of knowing how to operate a refuge chamber at the beginning of 

the training session. Descriptive statistics for these two teaching style categories are presented in 

Table 1. 

Teaching Tools 

The coders also made note of the teaching techniques and activities used by the trainers. A 

list of potential techniques and activities based in part on Lawson’s [2009] active learning 

techniques was included in the coding sheet, and is presented in Figure 1. Rather than rating the 

level of usage of these tools, use of the tools was noted with a simple check box which was 

checked if the teaching tool was used and left blank if it was not used. 

Some ways that trainers can involve miners in the training process are by providing a 

simulation, case study, field trip, story, or demonstration related to refuge chamber operation. A 

simulation is a description of a scenario involving refuge chambers where the participants must 

solve a problem of some sort. A case study is a detailed example of an event or situation where 

refuge chambers were used by actual people in a real emergency. A field trip is a trip to view a 

refuge chamber in place in a mine or in another related place such as on the grounds of the mine. 

Story-telling involves the use of real-life stories or personal experiences to illustrate points or 

develop rapport with the audience. A demonstration of how to use the refuge chamber could be 

performed on the refuge chamber itself at the mine or in a training facility or with a scaled-down 

model of part of the refuge chamber inside the classroom. During the observed training sessions, 

none of the trainers provided simulations, case studies, field trips, or stories. All four trainers 

provided demonstrations using either scale models of refuge chamber controls or a training unit. 

Examples of how to incorporate these techniques will be discussed in the section titled 

“Recommendations for Trainers.” 

Some activities designed to involve miners in the training session include discussion, small 

group activities, brainstorming, or use of a designated observer. Discussion is simply asking 

11 
miners to participate by providing feedback, making comments, or asking questions. One of the 

four trainers included a discussion in the training session. Small group activities would involve 

breaking the miners up into smaller groups for discussion or another interactive activity such as 

role playing. Brainstorming is coming up with ideas for handling certain situations or about other 

issues. None of the trainers used small groups or brainstorming to reflect on the training material. 

Finally, a designated observer is a person who is specifically watching rather than doing; this 

person may be asked to perform some specific function such as observing whether an individual 

is doing a task properly. None of the trainers used designated observers to reflect on the training. 

These techniques could be added in the future to improve refuge chamber training. Examples of 

how to incorporate these techniques will be discussed in the section titled “Recommendations for 

Trainers.” 

Figure 1. Teaching techniques and activities. 

It is important to note that the observed mines may not represent all of the different types of 

refuge chamber training sessions that are being conducted in underground coal mines. Trainers 

are encouraged to consider the coding categories to evaluate refuge chamber training at their own 

mine. 

12 
2. Recommendations for Trainers 

This section of the document is intended for trainers. It is not a free-standing training 

program; rather, this section will provide trainers with a starting point if they have not yet 

conducted any refuge chamber operations training or alternatively this section will highlight 

material to include in future training sessions. NIOSH researchers have created two PowerPoint 

documents [NIOSH 2010a; NIOSH 2010b] which provide a starting point for trainers who have 

not previously conducted refuge chamber training. All the content listed below is crucial for 

miners to know in order to operate a refuge chamber. Based on our observations, which are 

described in the first section of this document, some of this information may already be included 

in existing refuge chamber operations training. However, some of it may be missing from 

existing training. If one of these elements is not already in existing training, it should be 

incorporated. If it is only covered in part, or very briefly, trainers should ensure that coverage is 

increased or that all the elements included in this document are included in their training. In 

addition to content, we provide some recommendations for teaching strategies being used by 

mine trainers and also give examples of some strategies that are recommended for teaching 

adults new information. These strategies increase the likelihood that miners will retain 

information discussed during the training session. 

The following section presents information that is crucial to refuge chamber operation. Each 

topic includes a short paragraph with relevant information for trainers followed by a bulleted list 

that provides a brief at-a-glance guide to the content. 

Deployment 

Deployment is the first step in the NIOSH Quick Start guide for refuge chamber operation 

[NIOSH 2010b]. If miners cannot deploy the chamber, they will not be able to use the chamber. 

Trainers should keep in mind that the steps to deployment may be different for each type of 

refuge chamber so they will need to tailor this material to their specific refuge chamber. Some of 

the essential elements to include are as follows: 

 Methods of deployment. 

 What to do with SCSR when deploying. 

o	 Continue wearing SCSR while deploying the chamber and inside the 

chamber until there is a safe, breathable atmosphere inside. 

 What to take inside/leave outside chamber. 

o	 For example, leave sharp tools outside an inflatable chamber because of 

the danger of poking a hole in the tent. 

13 
Purge 

Purging air is the second step in the NIOSH Quick Start guide for refuge chamber operation 

[NIOSH 2010b]. The specifics of purging the tent and/or the air lock are different for each type 

of refuge chamber. It may be helpful to explain the following: 

 Methods of purging. 

 Concept of purge air. 

o	 How purge air works and why it is necessary. 

o	 If using the chamber as a way station (a place to stop, rest, and regroup 

before moving on), the purge air may run out. 

 Air lock/purging. 

o	 If miners are not careful when they are entering and leaving an air lock, 

they could contaminate the interior atmosphere of the chamber. 

Oxygen 

Activating the oxygen is the third step in the NIOSH Quick Start guide for refuge chamber 

operation [NIOSH 2010b]. Too much or too little oxygen can be dangerous, so it is important to 

get the proper flow. The following topics should be covered: 

 Activating oxygen flow. 

o Without sufficient oxygen, the miners will not survive. 

 Determining appropriate oxygen level for the number of miners in the chamber. 

14 
Scrubber/Monitoring/Maintaining Air Quality 

Knowing how to operate the carbon dioxide (CO2) scrubber is the fourth step in the NIOSH 

Quick Start guide for refuge chamber operation [NIOSH 2010b]. Just as it is important to know 

how to put oxygen into the chamber, it is also important to know how to remove the CO2. Both 

are necessary for survival. The following topics should be covered: 

 Steps to operating the scrubber. 

 Explain why high CO2 is dangerous. 

o	 CO2 is dangerous in high concentrations. 

o	 CO2 can kill if the scrubbers are not set up properly. 

 Do not let scrubbers get soaked with water (e.g., if water pools on the floor, do 

not set scrubbers in the pool of water). 

o Scrubbers will not work as well if they are soaked. 

 How do you know if it’s working? 

o	 On some chambers, the scrubber curtains turn from blue to purple as they 

absorb CO2. 

o	 In other chambers, miners may need to use a gas monitor to determine the 

level of CO2 in the air. 

 How and when to use the gas monitor in your chamber. 

Mine Communications System 

Establishing communication from underground to the surface is invaluable during an 

emergency situation. If the communications system is still working post-disaster, miners trapped 

underground can share information with the command center which may enable or speed their 

rescue. This could include information such as the miners’ location or atmospheric and physical 

conditions in the mine. Because of this, it is important for miners to know: 

 How to attach/use communications system (in some cases the mine 

communications system must be plugged into a port on the refuge chamber). 

Location of Refuge Chamber in Mine 

If miners do not know where a refuge chamber is located in the mine, they will not be able to 

use it. Therefore it is important to cover: 

 Location of refuge chambers and outby refuges in the mine. 

 How miners will know when the refuge chamber near the face is moved. 

 How to find a refuge chamber in smoke or darkness. 

o	 Look for rigid 8-inch coil tactile signal installed on lifeline (this tactile 

signal indicates a refuge chamber is at the end of the branch line on which 

it is installed). 

15 
Resources in Chamber 

Knowledge of resources in the chamber will be helpful because this will reduce confusion in 

an already-stressful situation. Trainers should discuss: 

 Location of and how to operate resources 

o First aid 

o Toilet 

o Food 

o Water 

o Operations manual 

Conserving Resources and Energy 

Conserving resources and energy is another category of information that does not require 

very much time to cover but is important for miners to know if they have to enter a refuge 

chamber. Although they should conserve resources and energy, it is important that they move 

their bodies and muscles periodically to avoid medical complications that may result from being 

in the same position for long periods of time, such as muscle stiffness, body aches, and deep vein 

thrombosis [NIOSH 2009c]. 

 Conserve resources. 

o Cap lamps. 

o Food and water. 

o Supplies. 

 Conserve energy but stretch and move around periodically. 

Troubleshooting 

A variety of troubleshooting topics are important to cover. Some are specific to a type of 

refuge chamber but they are all noted here regardless of type of chamber. If refuge chambers are 

not routinely maintained in good condition, they may not be ready or working when disaster 

strikes. 

 Backup deployment strategy. 

 Tent/tube leaks and how to fix them. 

 Scrubber fan not working. 

 Inspection and maintenance. 

16 
The Unexpected 

The unexpected includes elements that miners may need to know but that may not be the 

most obvious things to explain to them. Knowing what to expect in advance could help miners 

remain calm when they are in the chamber. The following are examples of what to include: 

 Condensation inside the chamber is normal. 

 Heat and humidity may be present inside the chamber. 

 Inflation noise (tent may screech while inflating). 

 Zippers on tents may be hard to zip. 

Tips for Teaching: Advice for Inspiring Adult Learning 

Although the content of training is very important, the manner in which the training is 

presented is also an important factor in an effective training session. Among their principles of 

adult learning, Kowalski and Vaught [NIOSH 2002] state that training should be active and 

experience-based. Experiential learning is one technique that can be used in refuge chamber 

training to increase the likelihood that miners will retain the information that is covered. The key 

idea behind experiential learning is that “the most important learning comes from experience” 

[Rothwell 2008]. This idea fits well with refuge chamber operations training because most of the 

elements of operating a refuge chamber can be demonstrated and practiced. Experiential learning 

[Rothwell 2008] suggests that adults (in this case miners) may learn more easily by getting 

involved in the learning process through action-oriented activities and being given compelling 

reasons to learn. Also, receiving the material in several ways (e.g., verbally and visually) can 

help increase learning as stated by Laird’s sensory stimulation theory [1985]. 

One teaching tool related to presentation style is the use of a preview at the beginning of the 

training session. This means giving the miners a list of 3–5 elements that will be included in the 

training. For example, a preview of refuge chamber training might include the following 

elements: (1) Introduction to refuge chambers, (2) Video on how to operate refuge chambers at 

the mine, (3) PowerPoint presentation reviewing steps for operating the mine’s refuge chambers, 

(4) Hands-on demonstration in training unit, and (5) Questions and conclusion. Providing this 

information in advance helps the trainees follow along with the presentation and maintain their 

attention because they know what to expect. Second, explaining why it is important to take 

certain actions in operating a refuge chamber is another teaching tool discussed in the previous 

section. This is important because knowing why a certain step is important will motivate miners 

to perform the step. For example, explaining that carbon dioxide scrubbers will not work if they 

are sitting in puddles of water would likely provide motivation for miners to hang them up 

properly so they will work. 

In addition to providing a brief preview and explaining why certain steps are important, it is 

also a good idea to address “What’s in it for me?” This means showing the miners why it is 

important for each and every one of them to know how to use a refuge chamber and providing a 

compelling reason for them to learn as suggested by Rothwell [2008]. For example, the trainer 

could tell a story about a miner caught in an emergency by himself who could not rely on his 

fellow miners to help him. In this situation it would be important for the individual miner to 

know how to operate the refuge chamber. The trainer could also bring up the goal of getting 

everyone home safely to their families every day and explain why knowing how to use a refuge 

17 
chamber could help achieve that goal. If miners understand why it is important for them to learn 

about refuge chamber operation, they may be more likely to pay attention to the content of the 

training and retain the information they learned. 

Some experiential and active training techniques [Lawson 2009] that can be used effectively 

by mine trainers for refuge chamber operations training include: videos, role plays (includes 

designated observer), simulations, and storytelling. It is not necessary to use all these techniques 

at once, but combining them with lecture-style training will help break up the training and keep 

the attention of the miners. Here are some examples of how these different techniques could be 

used by a mine trainer: 

First, some refuge chamber manufacturers provide videos which instruct trainees on how to 

operate their refuge chambers. This is a good option to use in a refuge chamber training session 

as a starting point or to reinforce a PowerPoint presentation which shows the steps involved in 

operating the refuge chamber. A number of the trainers observed used videos in combination 

with PowerPoint or verbal presentations, demonstrating that this technique should work with 

miners being trained. 

Second, role playing could be used by having one miner perform some of the steps for 

operating a refuge chamber and having another miner provide feedback on whether or not the 

steps are being performed correctly. One of the mine trainers observed used “peer teaching” 

where two trainees paired up and one demonstrated the steps while the other critiqued and 

corrected the demonstrator. Afterwards, the two trainees switched roles. This training scenario 

enabled both trainees to go through two repetitions of the steps, and is essentially the same as a 

role play with one partner giving feedback. This is also an example of hands-on learning if 

mock-ups or training units can be used by the miners. All four of the observed trainers used some 

type of mock-up of the controls or training unit as part of their training. Figures 2–4 that follow 

show a training model of a refuge chamber, scrubber curtains and the stand on which they are to 

be hung, and a mock-up of the oxygen controls and gauges in a refuge chamber. 

18 
Figure 2. Training model of an inflatable refuge chamber. 

Figure 3. Mock-up of scrubber curtains and the stand used to hold them. 

19 
Figure 4. Mock-up of the internal oxygen controls and 

gauges on a refuge chamber. 

A simulation is a more complex and involved form of role play. This could be used at the 

initial training for operating refuge chambers, or perhaps for annual refresher training when all 

the miners have already completed the initial training. For a simulation, a mine trainer could 

choose different groupings of miners in the training session and have them carry out a simulation 

of an emergency situation. The trainer might choose three miners and provide a scenario such as 

the following: “Imagine there was an explosion near your section of the mine and you three are 

the only survivors. You try to escape through all the different available routes out of the mine 

and discover that they are blocked. Now you have decided to go into a refuge chamber. One of 

you has a broken leg which you already splinted with some first-aid supplies, but the injured 

miner cannot move around very well. Work with your team to show what steps you need to take 

to get all three of you inside the chamber safely.” This is an example of a small group activity 

and could also be a hands-on learning experience if a training unit or mock-ups of the controls 

are available. 

The use of storytelling is an excellent way to reinforce the importance of knowing how to use 

a refuge chamber. If the trainer is an experienced miner or knows a miner who has been in an 

emergency situation, hearing a personal story from one of them may help convince miners of the 

importance of this information and encourage them to remember the steps for operating a refuge 

chamber. Use of a case study, which describes a real situation in detail, is another way to tell a 

story which shows miners what can happen to people just like them. Case studies of real 

accidents are available to the public in the Mine Safety and Health Administration’s [MSHA 

2010] digital library [http://www.msha.gov/TRAINING/LIBRARY/mshaPortal/index.html]. 

Activities such as those mentioned above are great ways to get miners involved in active and 

experiential learning. It may also be a good idea to have some kind of discussion of the different 

steps involved in operating a refuge chamber and why they are important. Trainers may tell the 

miners all the different steps multiple times, but in some cases it may enhance learning to get the 

20 
miners talking about the steps they would take. This type of discussion could also involve 

brainstorming some ideas for what miners would do if they encountered certain problems, such 

as the unit not deploying properly. More specifically, brainstorming would work well with the 

troubleshooting content mentioned above. 

Mine trainers should also use the available technology in their training sessions. For 

example, three of the training sessions observed used computers and PowerPoint presentations 

and two used handouts, TVs, and DVDs. It is not necessary to use all of these technologies, but if 

they are available, they may help maintain the attention of the miners, especially when used in 

conjunction with lecture-style training. 

Finally, it is of the utmost importance for each mine trainer to know the details of the refuge 

chamber to be employed at his or her mine. This guide provides a general overview of the topics 

to be included in a refuge chamber training session, but it is up to the mine trainer to supply the 

details on the particular type of refuge chamber in their mine and other information such as the 

location of the chamber in the mine, how often it will be moved, and how miners will be notified 

of the new location when a refuge chamber is moved or a new one is installed. 

21 
3. Information for Miners 

Top 20 Things to Know for Refuge Chamber Operation. 

1. Know where refuge chambers are located. 

2. Know how to find out when refuge chambers are moved. 

3. Inspect, maintain, and respect the refuge chambers so they are ready for use at all times. 

4. Deploy the chamber, and know the backup strategy for deployment. 

5. Expect a screeching noise on deployment. 

6. Keep your SCSR on until you check the chamber’s atmosphere and determine it’s safe. 

7. Leave sharp tools outside; take first-aid kit inside. 

8. Attach the mine communications system to the chamber. 

9. Purge bad air from the air lock to keep the inside air clean. 

10. Expect zippers on the air lock to be tight and hard to zip. 

11. Activate oxygen and adjust level for the number of people. 

12. Start the scrubber to remove carbon dioxide from the air. 

13. Do not get the scrubber wet; it does not work when wet. 

14. Check air to make sure the scrubber and oxygen are working properly. 

15. Call outside on the mine phone if it is working. 

16. Find the food, water, toilet, and first-aid kit inside the chamber. 

17. Conserve cap lamps, food, water, and energy. 

18. Change positions occasionally. 

19. Know how to fix tent leaks and problems with the scrubber. 

20. Expect heat, humidity, and condensation inside the chamber. 

22 
 

Acknowledgments 

The authors would like to thank all of the miners and mine trainers who were observed for 

this project. 

23 
 

References 

73 Fed. Reg 80698 [2008]. Mine Safety and Health Administration; refuge alternatives for 

underground coal mines; final rule (To be codified at 30 CFR Parts 7 and 75.). 

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Lawson K [2009]. The trainer’s handbook. 3rd ed. San Francisco, CA: Pfeiffer. 

MSHA [2010]. Mine Health and Safety Administration Digital Library. 

[http://www.msha.gov/TRAINING/LIBRARY/mshaPortal/index.html]. Date accessed: 

November 1, 2010. 

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24 
NIOSH [2002]. Principles of adult learning: application for mine trainers. By Kowalski KM, 

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25 
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