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Article

Sustainable Development of Emergency Response Ability of Novice Policemen—An Empirical Study Based on Case-Based Instruction

by
Di Sun
1,†,
Hang Zhou
1,
Na Gao
2,*,† and
Zhufeng Li
3,*,†
1
Faculty of Humanities and Social Sciences, Dalian University of Technology, Dalian 116024, China
2
Department of Public Security Management, Liaoning Police College, Dalian 116036, China
3
School of Artificial Intelligence, Beijing Normal University, Beijing 100875, China
*
Authors to whom correspondence should be addressed.
†
These authors contributed equally to this work.
Sustainability 2023, 15(4), 3140; https://doi.org/10.3390/su15043140
Submission received: 22 November 2022 / Revised: 16 January 2023 / Accepted: 3 February 2023 / Published: 9 February 2023
Browse Figure
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Abstract

:
The emergency response ability of police officers is a critical component of their career, and is also an important support for public security. However, few researchers have focused on the factors that influence emergency response ability, especially in the group of novice policemen. On the other hand, as the popular way to train emergency response ability, case-based instruction (CBI) generates various types of data, especially valuable text data; however, such text data is always ignored because of the lack of effective analysis methods. Therefore, this study employed automatic semantic analysis and hierarchical linear regression models to investigate the factors influencing the emergency response ability of novice policemen in the process of CBI. Results indicated that, among personal differences, prior knowledge, and basic professional skills, the latter showed stronger predictive validity than the others. In particular, information processing and judgment, command and decision, and order maintenance were the main indicators. This study also illustrated that automatic semantic analysis can effectively identify deep value from semantic data, which will support stakeholders to design strategies, make decisions, conduct evaluations in training and instructions, and ultimately help sustainable development in human careers.

1. Introduction

After decades of promotion and practice, the concept of sustainable development has been widely recognized and accepted by the world. Sustainable development is not only important in the economic, social, and environmental fields, but also to humans themselves in their careers [1]. Specifically, in the professional area, sustainable development of human beings refers to professional competency [2,3].
As an essential part of the professional abilities of the police, emergency response ability solves the problems of what to do, who should do it, and when and how to do it, when an emergency happens [4]. In modern society, the emergency response ability of policemen is a strong and important guarantee of social stability and national security. It can be cultivated and significantly enhanced through scientific training, especially through case-based instruction (CBI). CBI is a common method for training police emergency response ability, which helps learners to progress in the problem-solving process through realistic and complex situations [5,6]. Many researchers have studied the content and methods of emergency response ability training, but paid little attention to the influential factors of emergency response ability from the perspective of CBI [7]. In addition, novice policemen are an essential part of the police system; the sustainable development of their emergency response ability is not only crucial for their professional quality, but also an important way to maintain public safety and social security. However, few studies have focused on the emergency response training of novice policemen [8].
On the other hand, in terms of research methods, with the popularity of the Internet, CBI is increasingly conducted in blended environments (online and offline), thus accumulating a large amount of digital data suitable for analysis by educational data mining (EDM) [9,10], which can improve the quality and effectiveness of training [11]. However, most EDM studies mainly analyze behavior logs instead of semantic data, thus affecting the integrity of related studies [12]. Specifically, in the area of training emergency response ability, the lack of research on semantic data makes it difficult to identify the thoughts and ideas of police officers in CBI, which is not helpful to support the sustainable development of their emergency response ability. Therefore, this study focused on the sustainable development of the emergency response ability of novice policemen. Based on CBI, it used automatic semantic analysis and hierarchical linear regression models to explore the factors influencing the emergency response ability of novice policemen, with the aim of accumulating some useful data.

2. Literature Review

2.1. Sustainable Development and the Emergency Response Ability of Police Officers

The concept of sustainable development was first proposed in “The Rio Declaration” in 1992, emphasizing the harmonious coexistence of human beings and nature; development could meet the needs of the present generation, but should not destroy the needs of future generations [13]. In 2015, the United Nations released “Transforming our World: The 2030 Agenda for Sustainable Development”, which not only proposed 17 sustainable development goals in economic, social, environmental, and other areas, but also proposed suggestions for the sustainable development of human beings [1]. At the social level, sustainable development emphasizes the relationship between human beings and nature, especially the protection of nature that human beings depend on for survival. At the individual level, sustainable development emphasizes human survival, adaptability, and development. Specifically, the sustainable development of humans in careers refers to professional competency [2,3].
The police are an important part of national governance systems as well as the embodiment of social stability. The emergency response ability of police officers to deal with emergencies is essential to maintain public safety and social security. Sustainable development of the police emergency response ability is essential to effectively resolve social conflicts, reduce the loss caused by emergencies, and maintain social stability and national security [4]. The emergency response ability of police officers refers to the professional knowledge and skills to perform their duties and complete law enforcement tasks in emergencies, that is, competency in handling an emergency [4,14]. The emergency response ability of police officers can be improved by training.
McClelland et al. (1973) first proposed the “competency movement”, holding that competency refers to personal qualities that can well match career requests, including knowledge, skills, abilities, characteristics, and motivation, at five levels [3]. Since then, the competency model has been widely used in various fields, such as government, business, medical treatment, and education. The onion model is a typical competency model proposed by Richard Boyatzis, an American researcher, which frames competency like an onion, consisting of three concentric circles: from outside to inside, these are knowledge and skills, values, and drive [15]. He emphasized that the knowledge and skills at the outermost are the easiest to change through learning and subsequent efforts [15]. For example, Pasko (2013) introduced the competency model into research on police training, comprehensively summarized the competency model of employees in Ukrainian law enforcement agencies, and established a training model including three key aspects: personal, social, and professional competencies [16].
Based on the competency theory, scholars have conducted a lot of research on police emergency response ability training for various situations, including large-scale crowd activities, sudden criminal cases, terrorist crimes, and various disasters and public health accidents [17,18,19,20]. As for the training content, some scholars believed that the focus of training should change from performance evaluation to sustainable development including skill practice, and knowledge learning [21]. To support the sustainable development of police emergency response ability, some scholars modeled the effects of Crisis Intervention Team (CIT) training for police officers from the aspects of knowledge, attitude, and self-efficacy enhancement [14]. As for training methods, some scholars studied the impact of situational simulation training combined with emergency safety protocol teaching on the improvement of emergency response ability [22]. Some scholars developed the imagination training system for fire emergency rescue to improve the emergency response ability [23]. Lavoie et al. (2022) discussed problem-oriented training for police emergency response ability based on the police system of a province in Canada [24].
In practice, emergency response ability training is always conducted through CBI. Recently, scholars have constructed a variety of contents and methods of emergency response ability training in CBI, however, few studies have paid attention to the training effect of the emergency response ability [6]. Due to the particularity of such training, its effects and influential factors cannot be verified in real emergency scenarios because of cost concerns. Moreover, without information technology support in traditional CBI, it is difficult to collect and track the information about police officers’ collaboration, communication, and reflection at the micro level. Therefore, it becomes impossible to capture the difficulties and puzzles encountered by police officers in the training process, provide timely help, or deeply explore the factors affecting emergency response ability.
In addition, there are few studies on the emergency response ability training of novice policemen [5]. Novice policemen are at the starting stage of their careers. Sustainable development is the internal demand for the continuous improvement of their professional quality, and it is also important to maintain social stability and national security, which means that research on the emergency response ability of novice policemen is not only important but also necessary.
Focusing on the emergency response ability of novice policemen, based on the concept of sustainable development, the competency model, and the practice of public security, this study explores the sustainable development of the emergency response ability of novice policemen from five basic professional skills including command and decision, information processing and judgment, persuasion and guidance (communication and negotiation), order maintenance, and force disposal [25,26]. Command and decision refers to the ability to command dispatching, process management, and make scientific decisions on site; information processing and judgment refers to the ability to collect, obtain, and analyze information according to the situation on site; persuasion and guidance refers to the ability to carry out legal publicity, persuasion, and control and guide public opinion on site; order maintenance refers to the ability to effectively delimit the alert area and maintain on-site order according to the terrainon site; and force disposal refers to the ability to carry out scientific and reasonable methods of force on site.

2.2. Case-Based Instruction

As mentioned above, the training of police officers’ emergency response ability is always carried out through CBI. CBI requires learners to actively participate in real problems or simulated situations and apply their knowledge and skills to solve complex problems in those situations [8,27]. Allowing learners to face real problems, CBI helps them better prepare for similar situations in their future careers and cultivate sustainable learning abilities [28,29]. In CBI, learners need to articulate and analyze problems in cases, then collect, evaluate, construct, and share information, then apply it to real-world situations, which helps them achieve sustainable development in critical thinking, problem-solving ability, cognitive skills, and overall performance [30].
Regardless of different contexts and formats, three activities can be found in almost all types of CBI, and thus have been considered key components of CBI. The three activities include: (1) developing and presenting emulated, problematic, or controversial cases related to the training or learning topic [31,32]; (2) providing learners with opportunities for analysis, reflection, and evaluation [29]; (3) encouraging learners to have group discussions (or large discussions) on cases [31]. Good cases should reflect real-world controversies and be complex enough in knowledge elements and specific backgrounds [33]. Based on the cases, learners need to engage in activities such as interpretation, problem-solving, discussion, and reflection to learn theories, principles, and skills in specific contexts [34]. In addition, group discussion and collaboration are particularly important in CBI. Through group discussions, learners actively communicate, share their knowledge and skills, make decisions, negotiate responsibilities, evaluate and detect behaviors, and achieve effective practices [35,36].
However, simply providing a case with a specific situation cannot directly translate into effective learning. CBI requires the construction of instructions, the collaboration of peers, and active discussions between learners, which means a mechanism is needed to monitor the coordination of training and design data-driven interventions to support effectiveness in CBI [10]. As a new technology field, EDM makes it possible to analyze and intervene based on data in CBI.

2.3. Educational Data Mining

As an emerging field, EDM focuses on developing effective methods to analyze different types of data in educational environments, which can be used to better understand learners and their learning environments, so as to promote instruction and learning [37]. EDM mainly uses data from learners’ activities in the digital learning environment such as resource access, log-in, and text input, as well as materials from various other tools, technologies, or environments, such as forums, blogs, interactive whiteboards, social networking sites, and libraries [38]. Many researchers believe that EDM can accumulate a significant amount of data, and enable stakeholders to understand the learning process, identify learners’ knowledge and skills, find learners’ weaknesses and confusion, evaluate the efficiency of learning, and ultimately improve learning [39]. However, at present, most EDM researchers use clickstream data to measure learning and do not conduct in-depth analyses of large-scale text and semantic data. Therefore, most EDM research takes the form of observational reports, there is little research on semantic data reflecting learners’ psychological characteristics and inner thinking about learning [40].
Both in digital environments and CBI, group discussion is usually an important part of the learning process [32,36]. In discussion, learners can carry out active communications in two kinds of dialogue spaces: content space and relationship space. The goal of the content space is to achieve an in-depth understanding of knowledge and skills in the field by gathering information, discussing concepts, and proposing solutions to problems; while the relationship space deals with interpersonal relationships and interactions between collaborators [41]. Some studies have used social network analysis (SNA) to explore the relationship space in discussions, and they have proven that SNA can help reflect the interaction pattern and quantify the structural attributes of group collaboration [42].
However, all these SNA efforts are limited to the relational space and cannot effectively reflect the deep meaning of the content space in group discussion [36,43]. Due to the lack of in-depth analysis of interactive content, there are still many challenges in identifying learners’ states of mind and providing appropriate and timely intervention. Although there is research on text and semantic data, such research is usually carried out by human encoding, which requires a lot of time and energy to encode and annotate text in interactions, interviews, or surveys, and fails to automatically analyze large amounts of semantic data or offer effective insight into the learning process [36].
Fortunately, after decades of development, natural language processing techniques for text and semantic analysis have been tried for use in related fields, which may accelerate semantic-based research and open up new possibilities for large-scale analysis of open corpora in specific areas [44].
To sum up, based on the concept of sustainable development, this study focuses on the emergency response ability of novice policemen in CBI training. With the support of automatic semantic analysis, it investigateS the factors influencing the emergency response ability of novice policemen from personal differences, prior knowledge, and five basic professional skills, including command and decision, information processing and judgment, persuasion and guidance, order maintenance, and force disposal.

3. Methodology

3.1. Research Questions and Participants

The research questions are as follows:
RQ1.
How do gender and age differences influence the emergency response ability of novice policemen in CBI?
RQ2.
How does prior knowledge influence the emergency response ability of novice policemen in CBI, holding gender and age differences constant?
RQ3.
How do basic skills (information processing and judgment, command and decision, persuasion and guidance, order maintenance, and force disposal) predict the emergency response ability of novice policemen in CBI, controlling for gender, age, and prior knowledge?
The participants of this study were 203 novice policemen in North China. They participated in a four-week CBI training on emergency response ability in 2021. The training was carried out with one emergency case every week. The four cases included a stampede in large-scale activities, a mass incident caused by a sudden police situation, a mass petition, and a hostage-taking. Based on these cases, the participants were divided into several groups with about 12 members in each group. Due to the impact of the COVID-19 pandemic, the novice policemen learned and practiced in a blended environment: observation and explanation offline, and discussion and reflection online. The final goal of the training was to develop the sustainable ability of novice policemen to deal with emergencies.
Age and gender are the general demographic factors that are usually tested in most research. In addition, prior knowledge is included in the analysis as a potential influencing factor in research on education and training. At the very beginning of the training, the instructor tested the prior knowledge of novice policemen and collected their age and gender information through questionnaires. The questionnaire included 40 multiple-choice questions with a full score of 40 points. The main content included knowledge and skills about the basic theory of public security, basic public security and order management, and related laws, rules, and regulations. The training was based on the five basic skills (information processing and judgment, command and decision, persuasion and guidance, order maintenance, and force disposal), guiding novice policemen to learn public security crisis management and sustainably improve their knowledge and skills in dealing with public security emergencies.
After training, each novice policeman was required to analyze a new public security crisis case, and submit a solution report with a full score of 100 points as the final personal training achievement.

3.2. Research Design and Data Analysis

This study was composed of two parts. First, the online discussion data of the novice policemen in the process of CBI were processed and analyzed by automatic semantic analysis models; secondly, through hierarchical linear regression models, the factors affecting the emergency response ability of novice policemen were analyzed and discussed. The specific research steps included semantic data collection and preprocessing, construction of semantic analysis models, model performance evaluation, semantic analysis with the optional model, and construction of hierarchical linear regression models. The details are shown in Figure 1.

3.2.1. Semantic Data Collection and Preprocessing

As mentioned above, group discussion is the main principle of CBI. The discussion messages are valuable in understanding the training of the emergency response ability of novice policemen. In this study, a total of 4900 messages were generated from the online group discussion based on the four cases. The researchers randomly selected 1900 messages to form a human-coding dataset to prepare for the training and testing of the automatic semantic analysis model. In addition, the remaining 3000 messages were analyzed and labeled by the optimal semantic analysis model. Two experts in the emergency response area coded the 1900 messages in the human-coding dataset according to the five basic skills including information processing and judgment, command and decision, persuasion and guidance, order maintenance, and force disposal. The value of Cohen’s kappa was 0.86, indicating a high consistency between coders.

3.2.2. Construction of Semantic Analysis Models

Based on the results of human coding, two automatic text classification methods were selected to build semantic analysis models. One was the newly proposed natural language processing technology, BERT; the other was a traditional machine learning algorithm called Random Forest (RF).

3.2.3. Model Performance Evaluation

Typically, indicators for evaluating model performance include accuracy, precision, recall, specificity, F1, and AUC [45]. Here, accuracy, F1, and AUC were selected as indicators for performance evaluation. As shown in Table 1, the three evaluation indicators all indicated that the performance of BERT was better than RF. Therefore, BERT was selected as the preferred model to process 3000 unlabeled messages.

3.2.4. Semantic Analysis with the Optimal Model

Based on the above three evaluation indicators, BERT was selected as the optimal model to label the 3000 messages. In addition, we randomly selected 300 messages from the unlabeled dataset and human-coded them. Finally, the results of BERT were compared with those of human coding. Cohen’s kappa value was 0.84, indicating that BERT algorithm and human coding met the requirements of coding consistency.

3.2.5. Hierarchical Linear Regression Analyses

After desensitizing the gender and age information of novice policemen, testing prior knowledge, and labeling five types of discussion data, the factors affecting the emergency response ability of novice policemen in this study were identified and taken as research variables. Please see details of the descriptive statistical data of each variable in Table 2.
Based on the above variables, three hierarchical linear regression models were built to answer the research questions. As shown in Table 3, the variance inflation factor (VIF) values were all less than 3, indicating that there was no serious collinearity problem between the independent variables.

3.3. Formatting of Mathematical Components

In Model 1, the R2 and Adjusted R2 were 0.026 and 0.006, which indicated that gender (p = 0.396) and age (p = 0.212) accounted for 2.6% of the variance in the emergency response ability of novice policemen, but neither of them was a significant predictor.
In Model 2, after adding the prior knowledge factor, 11.4% more variance in the emergency response ability was explained (ΔR2 = 0.114, p < 0.001) by holding Model 1 variables constant. The result suggested prior knowledge played a significant role in the emergency response ability of novice policemen (β = 0.343, p < 0.001). The R2 and Adjusted R2 of Model 2 were 0.1401 and 0.114.
Model 3 was the integrated model, investigating the combined influences of all the study variables on the emergency response ability of novice policemen. It showed that prior knowledge was no longer a significant predive factor (β=0.087, p=0.115). The R2 and Adjusted R2 of Model 3 were 0.750 and 0.731; the ΔR2 was 0.610, which indicated that the five basic skills accounted for 61% of the variance in the emergency response ability of novice policemen. This result also suggested that the five basic skills had stronger predictive validity in explaining the emergency response ability, holding all other variables constant. Specifically, information processing and judgment of novice policemen (β = 0.281, p < 0.001), command and decision (β = 0.276, p < 0.001), and order maintenance (β = 0.170, p < 0.001) had significant influences on the emergency response ability of novice policemen. However, force handling (β = 0.137, p = 0.083) and persuasion and guidance (β = 0.167, p = 0.061) had no significant impact.

4. Results and Discussion

4.1. The Influence of Personal Differences on the Emergency Response Ability of Novice Policemen

To answer the first research question, Model 1 shows that personal differences such as age and gender have no significant impact on the emergency response ability of novice policemen. Concerning the gender factor, 88% of novice policemen who participated in this emergency response ability training were male. The model 1 results do not show the significant influence of gender. In terms of gender differences, previous studies have shown that there are more male police than female ones involved in emergency response operations, which is because males are physically stronger than females, which is useful in handling more dangerous and difficult tasks [46]. However, it is not enough to have the physical strength to deal with emergencies, police officers also need personal qualities such as decision-making, information-processing, guidance, and so on. Through training and experience, female novice policemen can also be qualified for emergency response tasks, especially in decision-making, information processing, judgment, persuasion, and so on [47]. When it comes to age, 42% of the participants were 23 years old and 52% were 24 years old. Due to the relatively concentrated age and the relatively insufficient working experience of novice policemen, the influence of age on the emergency response ability cannot be determined.

4.2. The Influence of Prior Knowledge on the Emergency Response Ability of Novice Policemen

As for the second research question, Model 2 shows that prior knowledge of novice policemen was a significant indicator predicting the final performance of their emergency response ability. In this study, prior knowledge involved basic theories of public security, basic social security and order management, as well as knowledge and skills of some relevant laws, rules, and regulations. Out of the full score of 40 points in the pre-test, more than 70% of participants scored 31 to 33 points, which means that these novice policemen have a solid basis to develop new emergency response capabilities in this training. Previous research has shown that prior knowledge can reduce cognitive load and lead to better learning and training outcomes, so it is a powerful influence in determining ultimate achievement. The results of this study are consistent with previous findings, especially through its extension of the research scope to the field of public security, which confirms that prior knowledge has an impact on the emergency response ability of novice policemen. This study also indicates that the instruction and training of police officers should focus on developing their emergency response ability. In addition, prior knowledge is very important for instructors to provide appropriate and effective help and guidance to novice policemen. If the novice policemen’s scores are relatively low in the pre-test, prior knowledge should be reviewed and strengthened before introducing new content in order to achieve effective results in emergency response ability training.

4.3. The Influence of Five Basic Skills on the Emergency Response Ability of Novice Policemen

To answer the third research question, the researchers built an integrative model 3. In Model 3, after controlling the age, gender, and prior knowledge, the five basic skills had a significant impact on the emergency response ability of novice policemen, while prior knowledge was no longer a significant predictor. This indicates that although prior knowledge provides the basis for the training of the emergency response ability, specific and targeted training is more effective in improving the emergency response ability of novice policemen.
However, we also found that among the five basic skills, only command and decision, information processing and judgment, and order maintenance were significant predictors of the emergency response ability of novice policemen. Persuasion and guidance and force disposal did not indicate strong influences. Command and decision is the “brain” in emergency response, and commanders need to provide supporting evidence and make scientific decisions based on appropriate experience and knowledge [48]. In addition, the ability to make effective decisions depends on the processing, analysis, and evaluation of information [49]. Therefore, the result indicating that command and decision, information processing and judgment are significant factors in police emergency response ability is very consistent with practice. Order maintenance is a specific operation mainly undertaken by security police and special police, thus, it has a great impact on the final effectiveness of police emergency response.
On the other hand, we would like to clarify that these results do not imply that persuasion and guidance and force disposal are not important factors in the emergency response capacity of novice policemen. On the contrary, the results might indicate that novice policemen need to improve their knowledge and skills in these two areas to improve their emergency response capacity. In addition, the four cases used in this training are related to stampedes in large-scale activities, mass incidents triggered by sudden police situations, mass petitioning, and hostage-taking, and these cases do not involve many situations involving public opinion or large-scale extreme violence; therefore, novice policemen involved in this training might pay less attention to persuasion and guidance and force disposal.

5. Summary and Implications

This study focused on the sustainable development of the emergency response ability of novice policemen. It paid attention to semantic data in CBI discussion that reflect five basic professional skills, and integrated the factors of personal differences and prior knowledge to investigate the factors that impact sustainable development of the emergency response ability of novice policemen. The researchers constructed automatic semantic analysis models, built hierarchical linear regression models, and gradually analyzed the relevant factors. The results showed that gender and age do not affect the emergency response ability of novice policemen, but prior knowledge is the basis and starting point for further learning. Among the five basic skills, command and decision, information processing and judgment, and order maintenance have significant prediction effects on the emergency response ability of novice policemen. Persuasion and guidance and force disposal should be discussed based on different emergencies.
The results of this study help enhance the sustainable development of the emergency response ability of novice policemen. Novice policemen should improve their emergency response ability through excellent basic knowledge, scientific training, and complete personal qualities to strengthen sustainable development in their police careers. First, novice policemen should accumulate the necessary basic knowledge of emergency response capability during professional education and learning, including knowledge of emergency laws and regulations, management of dangerous goods, security and order maintenance, emergency policing, and so on. Second, emergencies do not occur constantly, and it is impossible to improve police emergency response ability all through real-life situations. Therefore, novice policemen should actively participate in professional training through situational training methods like CBI. Third, training cases should comprehensively cover basic and essential skills [50], such as the five skills identified in this study. The effective practice and mastery of professional skills offers a strong basis for enhancing the emergency response ability of novice policemen. In addition, integrating traditional strategies such as “old with new” and “master with apprentice” into training and practice, may encourage the novice to learn from senior policemen, to help the novice improve their professional ability.
The study contributes both theoretical and practical improvements to related areas. Concerning theory building, this study supplemented research on the emergency response ability training of novice policemen through CBI. It conducted analyses and discussions of the factors affecting the sustainable development of their emergency response ability, and provides support for professional training and instruction. In practice, it illustrated that semantic analysis based on educational data mining and natural language processing can effectively identify in-depth information from semantic data without intensive human coding. Therefore, it is possible to track situations and analyze problems in training by integrating semantic data and other digital and non-digital information to achieve better results.
On the other hand, there are some limitations in this study. First, the participants in this study came from one area, and the results may not represent or apply to the emergency response ability of non-novice policemen in other areas. Second, only two semantic analysis algorithms were trained and tested, and the sample size was not large. In the future, we will try to construct more semantic analysis models and further improve their performance. Third, the semantic data of online discussion were labeled as multiple categories based on semantic analysis, and the emergency response ability of novice policemen was explored by combining personal differences and prior knowledge. However, due to the COVID-19 pandemic, offline activities were not designed enough in this CBI training, which is not conducive to investigating comprehensive information. Future research should collect multi-modal data from different practices and learning environments, conduct more in-depth analysis, and further explore the theory and practice of sustainable development of the emergency response ability of novice policemen.

Author Contributions

Conceptualization, D.S.; methodology, D.S., Z.L. and N.G.; software, Z.L., and H.Z.; validation, Z.L. and N.G.; formal analysis, D.S., H.Z. and Z.L.; investigation, H.Z. and N.G.; writing—original draft, D.S.; writing—review and editing, D.S., H.Z., Z.L. and N.G.; project administration, D.S. and N.G.; funding acquisition, D.S. All authors have read and agreed to the published version of the manuscript.

Funding

This research was funded by Liaoning Social Science Planning Fund Program in China, grant number [L21BSH002].

Institutional Review Board Statement

Not applicable.

Informed Consent Statement

Informed consent was obtained from all subjects involved in the study.

Data Availability Statement

The data presented in this study are available on request from the corresponding author. The data are not publicly available due to anonymity requirement.

Conflicts of Interest

The authors declare no conflict of interest.

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Sustainability 15 03140 g001 550
Figure 1. Research Process.
Figure 1. Research Process.
Sustainability 15 03140 g001
Table
Table 1. Model performance evaluation.
Table 1. Model performance evaluation.
ModelAccuracyF1AUC
BERT0.890.830.84
RF0.780.750.77
Table
Table 2. Descriptive statistics of variables.
Table 2. Descriptive statistics of variables.
Variable MeanSDMinMax
Final report score78.838.3526393
Gender0.880.32401
Age23.640.5942325
Prior knowledge32.161.9742538
Information processing and Judgment3.4271.44117
Command and Decision3.0881.46317
Persuasion and Guidance4.011.18626
Order maintenance4.6962.319212
Force disposal4.0051.32118
Table
Table 3. Hierarchical linear regression analysis.
Table 3. Hierarchical linear regression analysis.
Model 1Model 2
BSEβpVIFBSEβpVIF
Intercept25.03233.082 0.451 −29.83634.754 0.393
Gender2.2022.5830.0850.3961.0190.7472.4720.0290.7631.047
Age1.7711.4090.1260.2121.0192.1731.3350.1540.1071.026
Prior knowledge-----1.4510.4030.3430.0001.031
R2 (Adjusted R2)0.026 (0.006)0.140 (0.114)
ΔR20.0260.114
F1.3245.320 *
Model 3
BSEβpVIF
Intercep13.90119.266 0.472
Gender−0.3751.347−0.0150.7811.104
Age0.9290.7310.0660.2071.092
Prior knowledge0.3660.2300.0870.1151.201
Information processing and Judgment1.6300.5290.2810.0032.961
Command and Decision1.5760.4180.2760.0002.174
Order maintenance0.6120.2130.1700.0051.417
Force disposal0.8640.4940.1370.0832.468
Persuasion and Guidance1.1800.6220.1670.0612.654
R2 (Adjusted R2)0.750 (0.731)
ΔR20.610
F38.897 **
Note: * means p < 0.05, ** means p < 0.001.
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Sun, D.; Zhou, H.; Gao, N.; Li, Z. Sustainable Development of Emergency Response Ability of Novice Policemen—An Empirical Study Based on Case-Based Instruction. Sustainability 2023, 15, 3140. https://doi.org/10.3390/su15043140

AMA Style

Sun D, Zhou H, Gao N, Li Z. Sustainable Development of Emergency Response Ability of Novice Policemen—An Empirical Study Based on Case-Based Instruction. Sustainability. 2023; 15(4):3140. https://doi.org/10.3390/su15043140

Chicago/Turabian Style

Sun, Di, Hang Zhou, Na Gao, and Zhufeng Li. 2023. "Sustainable Development of Emergency Response Ability of Novice Policemen—An Empirical Study Based on Case-Based Instruction" Sustainability 15, no. 4: 3140. https://doi.org/10.3390/su15043140

APA Style

Sun, D., Zhou, H., Gao, N., & Li, Z. (2023). Sustainable Development of Emergency Response Ability of Novice Policemen—An Empirical Study Based on Case-Based Instruction. Sustainability, 15(4), 3140. https://doi.org/10.3390/su15043140

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