A Simulator Supporting the Training of Police Officers who Process Traffic Incident Scenes

Abstract

Aim: A simulator supporting the training of police officers who process traffic incident scenes is a tool with which we will be able to train traffic police officers in processing traffic incident scenes. The essence of the research and development project presented in this article is providing the trainee with a simulated experience of being at both typical and unusual traffic incident scenes, including those involving mass-casualty incidents, major traffic accidents, or other crisis situations. The simulator will connect the virtual world with the real world, taking the trained person into the virtual world (visualisation of the scene), and allowing he or she to process the scene (visual inspection of the scene, producing reports, providing first aid to victims, etc.). Currently, there are no comprehensive solutions supporting the training process in the proposed way. The implementation of such a tool in the Police training system will allow to improve the quality of traffic-police training, and increase the effectiveness of scene processing. Methodology: The review was prepared on the basis of project documentation and current statistical data on traffic incidents, and selected literature on the subject. We analysed traffic incidents in the last ten years, with particular attention devoted to the number of fatalities and the number of traffic incidents. We demonstrated the complexity of the processing effort by Police officers at the scene, as well as the need to use new technologies for the purposes of training policemen, including in particular simulation systems. Conclusions:The article addresses one of the most important tasks of the Police -which is ensuring road safety -by proving the need to use training simulators in training traffic policemen. By commissioning the construction of the simulator described in the article, the Police confirmed the need to develop the training space using the described tool. Based on the synthetic review of project documentation, we were able to confirm that the implementation of the simulator in the Police education system would allow to improve the quality of training traffic police officers, and could have a positive impact on their work environment. Training people with the use of simulation systems eliminates property damage, and reduces the risk of loss of life and health. This is an open access article under the CC BY-SA 4.0 license (https://creativecommons.org/licenses/by-sa/4.0/). ABSTRAKTCel: Symulator wspomagający szkolenie funkcjonariuszy Policji w zakresie realizacji działań w miejscu wypadku drogowego to narzędzie, dzięki któremu będzie możliwe przygotowanie funkcjonariuszy Policji do wykonywania czynności na miejscu zdarzenia drogowego. Istotą projektu badawczo-rozwojowego przedstawionego w artykule jest możliwość "przeniesienia" osoby szkolonej do miejsca typowego i nietypowego wypadku drogowego, takiego jak masowe wypadki komunikacyjne, katastrofy w ruchu lądowym lub inne sytuacje kryzysowe. Symulator połączy świat wirtualny ze światem rzeczywistym, tj. um...

Gauging Long-Term Knowledge Retention of Forensic Science: A Follow-Up Study of College Students Who Participated in a Crime Scene Simulation

“…It has been well established that simulations result in enhancing student engagement and knowledge retention of course objectives (Byrne, 2018;Silvia, 2012) and are especially relevant to aspiring law enforcement officers by equipping them with skills needed for that job, whether they occur in the physical environment or via the computer; this form of education is invaluable in preparing for a career in police work (Söderström et al, 2019). Simulations are especially beneficial to law enforcement officers as they prepare them for emergency preparedness training (Miller et al, 2014); police crisis management (Uddin et al, 2020); handling of traffic accidents (Nepelski & Struniawski, 2019); and in developing improved police communications services (Greasley & Smith, 2017). Additionally, simulations also appear in different formats from the physical (Byrne, 2018), to gaming activities (Bonde et al, 2014); and role-playing scenarios (Toomey et al, 2020;Ahmadov, 2011).…”