BIM 4D & Construction Safety

The document begins by highlighting the alarmingly high rate of health and safety incidents within the construction industry, a concern that surpasses many other sectors. This necessitates a critical focus on enhancing safety management practices. The introduction of Building Information Modeling (BIM) and its associated applications presents a significant opportunity to address this persistent problem. The text emphasizes that BIM, especially its use in 4D modeling and simulation, offers enhanced health and safety monitoring capabilities on construction projects, as evidenced by research from Riaz et al. (2017) and Wan et al. (2018). The ongoing evolution of industry processes and technology necessitates a parallel development in the educational sector to ensure a cohesive understanding of theoretical knowledge and practical experience. This includes significant advancements in the UK's educational structure for construction professionals, incorporating higher apprenticeship routes and standardized training programs. The importance of aligning education with industry trends is stressed to equip future professionals with the necessary skills and knowledge.

The crucial role of education and training in improving health and safety performance within the construction industry is widely acknowledged. Studies by Goldenhar et al. (2001), Mushayi et al. (2017), and Bahari (2013) support the notion that safety training is paramount in reducing poor safety records, fostering positive safety cultures, and improving overall safety outcomes. The document cites several studies demonstrating the effectiveness of training in preventing occupational injuries (Dong et al., 2004), enhancing hazard recognition (Namian et al., 2016), and developing essential health and safety skills. A particular emphasis is placed on nurturing future health and safety leaders within the construction industry (Gregory et al., 2017; Zulu and Muleya, 2018), necessitating the inclusion of comprehensive health and safety components in both further and higher education curricula. This is reinforced by Gambatese (2003) and Pedro et al. (2018), who advocate for integrating construction site safety into university curricula to equip students with the skills they will need as future decision-makers in the field. The importance of health and safety skills is further validated by Ahmed et al. (2014), who identified it as a top-five skill desired by construction management employers. Several studies, including Misnan et al. (2017), examine the integration of safety and health into engineering programs.

The section emphasizes the need for construction education to adapt to the changing landscape of the construction industry, particularly in integrating digital technologies for safety management. It notes that the 2011 UK government construction strategy mandated BIM Level 2 adoption by 2016, creating a strong impetus for BIM integration in education. The discussion highlights BIM's potential to improve information management, reducing project risk and waste, and aligns this with the PAS1192-6:2018 standard, which specifically emphasizes the use of 3D and 4D modeling for visualizing safe working methods. Several studies are referenced, illustrating various approaches to incorporating BIM into construction management courses (Zhang et al., 2018; Kolaric et al., 2017; Acikgoz, 2018; Xu et al., 2018), highlighting the necessity for curricula to keep pace with advancements in BIM technology. The benefits of 4D modeling are further discussed, including its potential for project simulation, enhancing stakeholder understanding, and allowing for the exploration of alternative planning options. While acknowledging some barriers to BIM Level 2 adoption (Chavin, 2018; Waterhouse, 2018), the text underscores the importance of early student exposure to BIM and 4D technologies to cultivate a forward-thinking mindset and promote a positive safety culture (Eynon, 2016). The section argues for the inclusion of 4D modeling as a crucial tool in construction education, referencing studies that demonstrate its effectiveness in improving understanding of construction processes and identifying hazards (Xie et al., 2018; Toole, 2005; Gledson and Dawson, 2017; Dawood et al., 2015; Gao et al., 2018).

The research methodology involved a quasi-experimental design, utilizing two groups of part-time higher education (HE) students undertaking level 4 and 5 construction-related courses at the same institution. The 'BIM group' (n=82) followed the 2017 higher national course specification, which included a dedicated level 4 BIM unit covering 4D modeling and PAS1192 standards, specifically PAS1192-6:2018. This group received explicit exposure to BIM terminology, technology, and processes. The 'non-BIM group' (n=26) served as a control group, following the older 2010 higher national specification, which lacked the BIM unit. Both groups had similar attendance patterns, but the non-BIM group did not receive the same exposure to 4D BIM concepts. The student participants worked in various professional roles within the construction and infrastructure sectors. The data shows a high percentage of 'BIM group' participants studying building services engineering (41%) and construction (32%), while the 'non-BIM group' consisted primarily of construction and civil engineering students, reflecting the course specifications. The discrepancy in course content between the two groups directly influenced the results, providing a clear basis for comparison.

Quantitative data were collected using questionnaires and a quasi-experiment. The questionnaires aimed to assess students' awareness, adoption, and perception of BIM and 4D modeling. A pre-test questionnaire gauged initial understanding and perceptions regarding the impact of 4D BIM on various aspects like costs, scheduling, and health and safety. Following the pre-test, both groups received an identical demonstration of 4D BIM capabilities, including a discussion of a high-profile case study and a visual simulation. A post-test questionnaire then assessed students' perceptions after the intervention, focusing on specific health and safety planning factors. The quasi-experimental approach, as described by Bryman and Bell (2007), involved a pre-test and post-test design, allowing for the comparison of perceptions before and after the intervention (Kowalczyk, 2018). This design helped identify if exposure to 4D BIM altered students' perceptions of its impact on safety and determine whether formal training significantly influenced awareness and perception. The use of a control group (non-BIM group) enabled the identification of any major biases and allowed for a comparison of results between the two groups, highlighting the effect of formal training on awareness and perception.

A key finding is the significant difference in awareness of 4D BIM between the two student groups. Students in the 'BIM group,' having completed a dedicated BIM module, demonstrated significantly higher awareness of both BIM and 4D concepts compared to the 'non-BIM group.' This highlights the direct influence of formal education in raising awareness about these technologies and their applications in construction. The contrast in awareness levels between the groups underscores the importance of incorporating 4D BIM into construction education curricula to equip students with the necessary knowledge to leverage this technology effectively in their future careers. The low industry adoption rates of 4D modeling, as reported by participants, further emphasizes that educational exposure plays a significant role in shaping awareness and understanding. The study indicates that an improved understanding of BIM Level 2 and associated standards, such as PAS1192, is linked to formal education on these subjects.

The study examined students' perceptions of the benefits of 4D BIM for health and safety management. While the pre- and post-intervention demonstration of 4D software resulted in only minimal changes in perception, a notable pattern emerged. Both the 'BIM group' and the 'non-BIM group' consistently ranked visual benefits as the highest advantage of 4D BIM, indicating a common understanding of its visualization capabilities. Other high-scoring benefits included the accuracy of scheduling and improved communication, aligning with findings in existing literature (Mordue & Finch, 2014). Interestingly, health and safety, while recognized as a benefit, received a mid-to-low ranking in both groups, suggesting that while the potential is recognized, further emphasis on the safety aspects within the 4D BIM application may be beneficial in future curricula. The study further highlighted the importance of site logistics and plant movement planning as key areas where 4D BIM offered significant advantages, reflecting industry concerns and HSE statistics.

A pre-test and post-test design were employed to analyze the impact of the 4D BIM software demonstration on students' perception of its role in health and safety risk reduction. The results unexpectedly indicated a minor reduction in the perception of 4D's effectiveness in safety management for both groups after the demonstration, suggesting that the intervention had minimal impact on their overall perception. Despite this minor reduction, the data reveals that the 'BIM group,' with prior formal education in BIM, had a higher overall positive perception (3.21 out of 5) of 4D BIM reducing safety risks compared to the 'non-BIM group' (3.62 out of 5). Although the intervention had a limited effect on altering perceptions, the initial differences in awareness between the groups remain significant. The study suggests that while a demonstration is useful, the effect of formal education regarding the use of 4D BIM in construction safety is a more influential factor. The consistent high ranking of site logistics and plant movement planning across both groups indicate these areas as having the greatest potential for improvement by using 4D BIM.

The study concludes that education and training are crucial in shaping students' awareness and perception of 4D BIM's role in construction site health and safety. The significant difference in awareness between the 'BIM group' and 'non-BIM group' clearly demonstrates the impact of formal education. Given the increasing importance of health and safety in the industry and the growing integration of BIM into industry standards and practices, it is vital to equip the next generation of decision-makers with the knowledge to effectively manage site health and safety using innovative technologies. The low adoption of 4D BIM in the industry, as reported by participating students, further highlights the need for improved awareness through education. The study strongly advocates for the inclusion of BIM within construction education curricula to ensure future professionals are prepared for industry demands and the implementation of standards like PAS1192-6:2018.

The research findings indicate that while the demonstration of 4D BIM software had a minimal impact on students' perception of its safety benefits, formal education significantly influenced their awareness. The key perceived benefits of 4D BIM for health and safety, consistently highlighted by both groups, included enhanced visualization, improved program accuracy, and project risk reduction. Specifically, site logistics and plant movement planning were rated as the top two areas where 4D BIM offered the most significant advantages, aligning with industry concerns and HSE statistics. Although the post-intervention perception showed a minor reduction for both groups, the 'BIM group' still exhibited a more positive perception of 4D BIM's role in reducing safety risks. This indicates a significant correlation between exposure to formal BIM education and a positive perception of 4D BIM for improving safety. The results suggest that while supplemental software demonstrations are beneficial, formal education plays a crucial role in shaping both awareness and the perceived value of 4D BIM in the context of safety.

The study acknowledges limitations, such as the relatively small sample size of the 'non-BIM group' and the cross-sectional design focusing on a single cohort of students. These limitations restricted the use of certain statistical analyses. However, the findings still provide valuable insights into the differences in awareness and perception between the two groups. The conclusion emphasizes the need for future research to address these limitations. A longitudinal study, involving a larger and more diverse sample across different cohorts, would enable a more comprehensive assessment of the long-term impact of BIM education on student perceptions. This would also facilitate the application of more robust statistical methods, leading to more conclusive findings regarding the effectiveness of 4D BIM in health and safety management and its optimal integration within construction education curricula. The study stresses that educational curricula must evolve to keep pace with industry advancements in order to effectively prepare future professionals for the challenges of managing construction safety in a rapidly evolving technological landscape.