Introduction: To develop quality cabin crews, trainings involve simulation-based education (SBE) with structured debriefings – a significant component which plays a critical role in optimising learning outcomes. Previous studies have empirically tested the efficacy of the DIAMOND-structured debriefing model and found significant improve- ment and retention of the cabin crews’ knowledge and skills. This study was aimed to explore the elements of the DIAMOND-structured debriefing model that have been known to promote the acquisition and retention of knowl- edge and skills in basic life support (BLS). Methods: A qualitative study was conducted with a random sample of 16 individual cabin crew members who participated in an in-depth interview with 13 open-ended questions for 45 – 60 minutes. The interviews were transcribed and independently analysed using inductive thematic analysis. Results: The codes which have emerged during data analysis were clustered into three themes: (1) Cognitive, with three sub- themes: engagement, learning environment, and ability to reflect; (2) Methodology, with three sub-themes: concept of debriefing, techniques of questioning, and additional elements; as well as (3) Psychosocial, with five sub-themes: attitude, self-awareness, relationships, self-confidence, and work culture. Several suggestions have emerged, such as the implementation of the model. Conclusion: The DIAMOND-structured debriefing model was a method to reduce cognitive load, which in turn allowed individuals to organise their knowledge, reflect individually and collectively, as well as structure their ideas. It has showed that the elements has a positive impact on the cabin crews’ acquisition and retention of knowledge and skills which will improve the performance and patient safety.
Education digitization highly enthuses learners for deeper learning and developing thought processes in formulating problems and their solutions effectively in their real-life circumstances. Implementing computational thinking skills through programming in Malaysian primary and secondary school STEM curriculum create huge challenges, especially among STEM educators. This study highlights the integration of four major theories in developing the Metacognitive Empowerment by Computational Thinking (ME-CoT) learning module by cultivating computational thinking through programming skills to promote metacognitive awareness in Biology students. Pilot research was conducted to investigate the reliability of the ME-CoT learning module. Since the study sample was less than 30 students then, the consistency of the measurements, Pearson's r was calculated to identify stability reliability. Findings revealed that the ME-CoT learning module has very strong stability reliability with a value of r = 0.974 and provides advantages such as assisting students to understand the content of the lesson more actively and in a fun way.
Pro-environmental behavior in addressing climate change is influenced by multi-dimensional factors-knowledge, values, intention and sociodemographic background. Correlational studies between environmental values and environmental behaviors have not been able to determine values or behaviors that need to be given priority in future interventions. Therefore, this study firstly determined the environmental values and pro-environmental behavior that are easy or difficult to embrace by 152 respondents with low socioeconomic background. Secondly, we identified the extent pro-environmental behavior is triggered by environmental values. This survey study employs the Rasch analysis model. The respondents had difficulty in associating themselves with biospheric values however readily demonstrated consideration toward altruistic values, especially related to concerns for future generations. In terms of environmental conservation behavior, the respondents were not willing to relinquish comfort easily, such as giving up self-driving and taking public transportation or reducing usage of electricity. In addition, adults of low socioeconomic background find it difficult to endorse statements such as getting involved in campaigns related to environmental conservation. Thus, younger family members must be educated about conservation behaviors such as environmental campaigns commonly offered at schools, and these youngsters can be encouraged to extend their role by educating their parents.