Spatial Disorientation Survey Among Military Pilots.

BACKGROUND: Spatial disorientation (SD) remains a significant cause of accidents and near accidents. A variety of training methods have been used to assist pilots to anticipate the SD problem. The value of such training in the prevention of disorientation has been difficult to assess.METHODS: To study transfer of SD awareness training, we related reported incidents to the content and frequency of SD awareness training received. The questionnaire was completed by 368 out of 495 pilots; 189 currently flying fixed-wing, and 150 flying rotary-wing aircraft. On average, their age was 38, and they had 2466 flight hours on-type.RESULTS: Respondents gave high ratings for the importance of SD training and their awareness of SD, the latter being one of the training objectives. The amount of SD training received by respondents was positively correlated with ratings for appreciation and importance. Self-rated awareness was positively correlated with the number of reported SD experiences. Although the correlations were below 0.50, the results provide an indication that SD training is effective. In total, respondents reported 5773 SD experiences, 195 of them resulting in a serious risk for flight safety. Narratives of these serious events show that, in many cases, pilots managed their SD by carefully checking the flight instruments, and also by good crew coordination.DISCUSSION: The results of the survey provide some evidence, although based on subjective reports, for transfer of SD training. The results of the SD experiences can be used to improve the SD training in terms of content and frequency.Pennings HJM, Oprins EAPB, Wittenberg H, Houben MMJ, Groen EL. Spatial disorientation survey among military pilots. Aerosp Med Hum Perform. 2020; 91(1):4-10.

Self-Assessed Preferred Retraining Intervals of Helicopter Underwater Egress Training (HUET).

BACKGROUND: Royal Netherlands Air Force (RNLAF) helicopter aircrew get Helicopter Underwater Egress Training (HUET) using a Modular Egress Training Simulator (METS™) in order to be prepared for escaping the aircraft when ditching into water. In the current situation the retraining intervals are only chosen on an arbitrary basis for different backgrounds of the crew (maritime and regular flight crew). The frequency of refresher training depends on the expected degree of retention, but evidence-based research on required intervals between refresher courses is scarce. Ideally, training should be based on the amount of retention of acquired competencies.METHODS: Retrospective questionnaires were filled in by 132 helicopter aircrew who followed the HUET course(s) at the Survival Evasion Resistance and Escape (SERE) school in Gilze-Rijen (Netherlands). They assessed themselves on competencies and gave their opinion on the preferred interval.RESULTS: Maritime crew report increasing competence levels with the number of refresher courses followed. According to the opinion of all aircrew, retraining intervals may take longer than 18 (first refresher) to 30 mo (fourth refresher). Maritime and regular flight crew differ in preferred retraining intervals (up to 22 mo and up to 33 mo, respectively).DISCUSSION: This study provides indications to reconsider the retraining interval and to differentiate between maritime and regular flight crew based on aircrew's opinions and self-assessments. As competence levels still increase with the number of courses followed, it is recommended to reconsider the current fixed intervals of once a year or once every 3 yr for maritime and regular flight crew, respectively.Bottenheft C, Oprins EAPB, Houben MMJ, Meeuwsen T, Valk PJL. Self-assessed preferred retraining intervals of Helicopter Underwater Egress Training (HUET). Aerosp Med Hum Perform. 2019; 90(9):800-806.

Preparing Residents Effectively in Emergency Skills Training With a Serious Game.

INTRODUCTION: Training emergency care skills is critical for patient safety but cost intensive. Serious games have been proposed as an engaging self-directed learning tool for complex skills. The objective of this study was to compare the cognitive skills and motivation of medical residents who only used a course manual as preparation for classroom training on emergency care with residents who used an additional serious game. METHODS: This was a quasi-experimental study with residents preparing for a rotation in the emergency department. The "reading" group received a course manual before classroom training; the "reading and game" group received this manual plus the game as preparation for the same training. Emergency skills were assessed before training (with residents who agreed to participate in an extra pretraining assessment), using validated competency scales and a global performance scale. We also measured motivation. RESULTS: All groups had comparable important characteristics (eg, experience with acute care). Before training, the reading and game group felt motivated to play the game and spent more self-study time (+2.5 hours) than the reading group. Game-playing residents showed higher scores on objectively measured and self-assessed clinical competencies but equal scores on the global performance scale and were equally motivated for training, compared with the reading group. After the 2-week training, no differences between groups existed. CONCLUSIONS: After preparing training with an additional serious game, residents showed improved clinical competencies, compared with residents who only studied course material. After a 2-week training, this advantage disappeared. Future research should study the retention of game effects in blended designs.