Kajian berkaitan dengan salah konsep pelajar dalam kursus fizik kuantum jarang dilakukan, kerana tidak ramai pelajar yang terlibat dalan kursus berkenaan. Kajian ini dijalankan bagi membantu mengenal pasti salah konsep pelajar pada tahap awal. Kajian ini bertujuan untuk membina ujian diagnostik yang boleh mendiagnosis salah konsep pelajar sains dan menggunakan dapatan kajian bagi membaiki kaedah Pengajaran dan Pembelajaran kursus fizik kuantum. Ujian Diagnostik Fizik kuantum (UDFK) aneka pilihan yang merangkumi konsep cahaya, model atom, sifat keduaan gelombang-zarah, fungsi gelombang dan graf tenaga keupayaan kuantum, dilakukan kepada 200 pelajar universiti. Kajian menunjukkan bahawa ramai pelajar menggunakan konsep klasik untuk menjelaskan fenomena kuantum. Sebagai contoh pelajar menjelaskan bahawa cahaya adalah gelombang, elektron adalah zarah, dan struktur atom selari dengan sistem suria. Bagi mengatasi masalah ini, dicadangkan agar pensyarah mengambil masa lebih untuk menjelaskan takrifan asas dan kaedah penggunaan analogi dalam pengajaran fizik kuantum.
Science curriculum that emphasizes science process skills (SPS) will be able to help students acquire and understand information, as well as improve skills in critical thinking and decision making. Consequently, the SPS should be systematically taught to the students from as early as at primary school. To produce students who acquire the science process skills, the teacher should be competent in SPS; theoretically and practically. Thus, the aim of this study was to identify the teachers’ perception on their understanding of integrated SPS, conceptual knowledge and the competence level of integrated SPS of primary school teachers in Kuala Lumpur. A questionnaire was administered to 329 science teachers from 52 primary schools that have been selected randomly. The reliability of the instrument is 0.80. The data were analyzed using descriptive and inferential analysis (t-test and ANOVA). The findings showed that majority of teachers (74.1% to 83.6%) perceived that they have a high level of understanding on each of the sub-component of an integrated SPS. However teachers’ perception on their level of understanding of the integrated SPS was found to be inconsistent with the actual level of understanding (conceptual knowledge). Teachers had a low level of conceptual understanding
of the integrated SPS. The findings also revealed that science teachers did not have sufficient conceptual knowledge of integrated SPS to teach their students to understand it in a meaningful way. However, the competency level of the integrated SPS among teachers is high with a mean of 20.86. As a conclusion, the study showed that teachers competency in the integrated SPS is good at the practical stage but not theoretically. Therefore, emphasis should be given to integrated SPS both conceptual and operational knowledge in pre and in-service training to ensure that the teachers understand, acquire and are able to implement the skills meaningfully.
The importance of nontechnical skills among healthcare professionals is gaining widespread recognition as critical
elements complementing technical skills that are used to improve patients’ safety. These skills are typically acquired
through simulation training which has emerged as an effective way to complement clinical training. Effective simulation
requires structure and effective debriefing methods to enhance its learning outcome. In previous literature, evidence of the
effectiveness of healthcare simulation was available but studies evaluating debriefing method(s) remain sparse. In this
paper, the effectiveness of debriefing methods in eight studies on the acquisition of nontechnical skills among healthcare
professionals is reviewed. Articles published from 1st January 2016 across three different databases were referred to. The
results of the review show a statistically significant improvement in the performance of nontechnical and technical skills
across different professionals through various methods of debriefing. Nontechnical skills such as teamwork, effective
communication, decision-making, and situational awareness have improved significantly. In addition, integration of
realism in simulation learning has begun to emerge as an effective technique of providing a real world experience.
However, there was lack of detailed information on the length and type of debriefing conducted in the studies. These
methods clearly require further research since the key to successful simulation learning is through debriefing which is
the heart of simulation.
Medical emergency on board is a new phenomenon that lack of attention. Despite the
presence of cabin crew who is certified to provide medical care to the passenger, failure to
acquire the non-technical skills and low level of knowledge and technical skills retention is
reported to be major challenges in developing a highly competent cabin crew in providing
effective medical care. Having the ability to design simulations, implement it into teaching,
and effectively evaluate simulated performance is starting to become a key role for educators
in health care. For most educators, a practical knowledge and skills gap resides between
the need for simulation learning and proficiencies in designing and utilising simulation. The
purpose of this model was to develop a ‘trained educators’ from the aviation industry with
the knowledge and skills to utilise simulation effectively. The steps involve identification,
development, and integration with a follow-up assessment. The implementation of the program
yielded a significant improvement on the participants’ knowledge, t (129) = -6.27, p
< .001 together with a total DASH-SV score of 6.32. The barriers, including difficulties
encountered executing the model, are discussed combined with the implication for future application.
This model is an effective approach for developing a trained educator in first aid
for aviation incorporated with simulation learning. The trained educator will then become
a pioneer and train another organisation.
Introduction: Diverse tools dedicated to the assessment of various NTS components during cardiopulmonary resuscitation have been published for medical professionals, nevertheless there are no precise measures for the assessment of emergency resuscitation relevant in the context of non-medical community. The aim of the study is to combine and develop a valid and reliable nontechnical skills (NTS) tool for basic life support emergency resuscitation training via simulation learning for flight attendant. Methods: (1) Selection and combination of relevant items into a draft instrument with a UKM specialist team. (2) Obtaining the expert’s review from various specialty for content validity. (3) Instrument testing through pilot study on five recorded simulated case scenarios involving four different elements of nontechnical skills (teamwork, communication, decision making & situation awareness) which were demonstrated in a medical emergency (acute myocardial infarction) (4) Obtaining the internal consistency & inter-rater reliability of the instrument. Results: Through expert review, selected items had been found to have an excellent total content validity index of 1.00. A single mean of both raters yielded a good internal consistency of 0.77. Strong correlations of both ratings from raters in each video ranging from 0.69 to 0.93 (p < .05). There was a good inter-rater reliability (ICC 0.68) and a good agreement (Kappa 0.62 – 0.81) among raters. Conclusion: The CETAM was found to be a reliable and valid instrument and should be beneficial for the measurement of NTS, nevertheless further evaluation is required to fully determined its properties before reaching definitive conclusion.
The importance of non-technical skills among healthcare professionals is gaining a widespread recognition as critical elements complementing the technical skills used for improving patients’ safety. These skills are typically acquired through simulation training, which emerged as an effective way to complement clinical training. Non-technical skills frequently use high-fidelity simulation followed by a facilitated discussion known as debriefing. Debriefing by a skilled facilitator is thought to be essential for effective learning through reflective processes. Unfortunately, evidence to support the elements which contributes towards the effectiveness of debriefing remains sparse. We review the studies where elements of debriefing that have been manipulated and its effectiveness on the acquisition of non-technical skills among healthcare professionals through eight publications across four different databases. Non-technical skills performance improved after manipulated debriefing such as multimedia debrief, self-led debrief or no debrief. Besides, there was no added performance when video recording was added to facilitator-led debriefing. The application of learning theory on specific elements together with the application of selected debriefing models is highly encouraging for effective debriefing.