This study summarised the recent achievement in developing fiber reinforced geopolymer concrete. The factor of replacing Ordinary Portland Cement (OPC) which is due to the emission of carbon dioxide that pollutes the environment globally is well discussed. The introduction towards metakaolin is presented. Besides, the current research trend involved in geopolymer also has been reviewed for the current 20 years to study the interest of researchers over the world by year. Factors that contribute to the frequency of geopolymer research are carried out which are cost, design, and the practicality of the application for geopolymer concrete. Besides, the importance of steel fibers addition to the geopolymer concrete is also well discussed. The fundamental towards metakaolin has been introduced including the source of raw material, which is calcined kaolin, calcined temperature, chemical composition, geopolymerisation process, and other properties. Alkali activators which are mixing solution between sodium hydroxide (NaOH) and sodium silicate (Na2SiO3) have been reviewed. The mechanical properties of fibers reinforced metakaolin-based geopolymer concrete which is compressive and flexural are thoroughly reviewed. The compressive and flexural strength of fiber-reinforced metakaolin geopolymer concrete shows some improvement to the addition of steel fibers. The reviews in this field demonstrate that reinforcement of metakaolin geopolymer concrete by steel fibers shows improvement in mechanical performance.

MATEC Web of Conferences, open access proceedings in Materials science, Engineering and Chemistry

Background: Following the implementation of the Movement Control Order (MCO) during the coronavirus disease 2019 (COVID-19) pandemic, academicians from the universities in Malaysia needed to ensure that the quality-of-service delivery to the stakeholders is undisturbed by adopting new challenging norms. This compromises the work-life balance (WLB), causes more stress and potentially affects their quality of life (QoL). Aim: This study investigates how perceived stress (PS) impacts the QoL of Malaysian academicians during the COVID-19 pandemic, focusing on the mediating role of WLB. Setting: Academics working in Malaysia during COVID-19 pandemic. Methods: A cross-sectional study, using a voluntary response sampling method, was conducted among 417 academicians from universities in Malaysia in September 2021. A self-reported online questionnaire, measuring PS, WLB and QoL, was distributed. Results: The QoL scored a mean of 50 (standard deviation [s.d.] = 9.84), PS scored a mean of 24.26 (s.d. = 8.19) and WLB had a mean score of 51.12 (s.d. = 18.73). Work-life balance was a significant mediator of PS and QoL (β = –0.43, 95% confidence interval [CI] = –0.52 to –0.35, p = 0.0001). Perceived stress was a significant predictor of WLB (β = 1.62, p = 0.0001). Conclusion: Institutions should consider implementing flexible working arrangements, and providing workshops on crisis management, time management, and resilience. Stress coping methods are recommended for enhancing WLB among academicians. Contribution: This study contributes to the pool of evidence to support intervention strategies and policy recommendations aimed to enhance well-being.

This chapter explores the essential roles of self-awareness and self-reflection in enhancing interprofessional education and collaborative practices (IPECP) within healthcare settings. Drawing upon several frameworks ranging from Daniel Goleman’s emotional intelligence, Gibbs and Schön’s reflective cycle, this chapter emphasizes how self-awareness and self-reflection are vital in recognizing one’s emotions, strengths, and limitations, which serves as a foundation for effective teamwork and patient-centered care. Empirical studies highlight that healthcare students engaged in simulation-based IPECP activities exhibit enhanced self-awareness, resulting in improved interdisciplinary teamwork and decision-making in clinical scenarios. Furthermore, it explores the psychological concepts of transference and countertransference within interprofessional education and collaborative practice, emphasizing their influence on teamwork, communication, and collaboration. By fostering self-awareness and self-reflection, students can recognize unconscious biases and emotional responses that impact interprofessional interactions. Strategies to mitigate biases, such as those based on gender, culture, authority, and profession, are outlined alongside tools and practices to integrate reflective learning into healthcare education and improve patient-centered care. This chapter also highlights the effective supervisory strategies that promote reflective supervision, emotional intelligence, ethical, and patient-centered care. Real-world examples and a case study illustrate how reflective practices enhance accountability, empathy, collaboration, and lifelong learning.

Purpose: Graphical abstracts have become a routine tool for disseminating research through social media and scholarly repositories. However, evidence regarding their effectiveness remains inconsistent. A key question is whether increased engagement translates into substantive readership or, ultimately, citation.Methods: We conducted a systematic review that synthesized 22 studies, including 8 randomized controlled trials and 14 observational or survey-based studies. Outcomes were grouped into four domains: social media engagement, article access, citation and altmetric impact, and reader perception. Certainty ratings were assigned using the GRADE (Grading of Recommendations, Assessment, Development, and Evaluation) approach.Results: Eighteen studies (81.8%) measured engagement, and all but one reported higher impressions, retweets/reposts, likes, or overall engagement for graphical abstracts than for text-only posts. Among seven studies that measured access, three reported significantly higher click-throughs or article access. Citation outcomes were more heterogeneous. Only one study demonstrated a sustained citation advantage, whereas most found no difference or a slight disadvantage. Certainty ratings indicated moderate confidence for engagement and low to very low confidence for access and citation.Conclusion: Evidence drawn predominantly from Twitter/X indicates that graphical abstracts reliably increase early engagement, but whether this engagement extends to article access or citation remains inconsistent and uncertain.

Introduction: This study explores medical students’ perceived learning, emotional responses, and sense of preparedness following simulated death and near-death scenarios to understand how learners interpret these emotionally challenging simulation experiences. Simulation-based medical education empowers students to develop clinical skills in a safe environment, including dealing with critical scenarios involving a patient’s death. While these simulations may evoke intense emotional responses, they may also provide thought-provoking learning experiences that promote deeper reflection and introspection. Methods: We adopted an interpretative qualitative approach. Thirteen final-year medical students were recruited using a purposive sampling technique. They were exposed to simulation sessions involving death and near-death using a high-fidelity manikin. A semistructured interview was conducted, and the data were analyzed using thematic analysis. The trustworthiness of the data was ensured through credibility, transferability, dependability, and confirmability criteria. Results: Five main themes emerged from simulation experiences, i.e emotional responses to simulated death, learning through simulated death, impact on motivation, realism and immersion, and challenges during simulated death. Participants described emotions such as sadness, guilt, and acceptance of death as part of the learning process. Simulation-based learning provided a platform for self-reflection, empathy, safe practice, and preparation for real-life scenarios. Challenges such as limited knowledge and skills, difficulties in leadership and teamwork, and emotional management were identified as subthemes within the challenges theme. Conclusion: Simulated death may prompt emotional, motivational, and professional reflection among students, while also revealing the need for stronger educational support within simulation-based training. Incorporating structured debriefing and psychological support could help learners better navigate emotionally complex simulation experiences.