2014
DOI: 10.1080/10508414.2014.892762
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Simulation Training in U.K. General Aviation: An Undervalued Aid to Reducing Loss of Control Accidents

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Cited by 17 publications
(9 citation statements)
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References 22 publications
(17 reference statements)
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“…Once the pilot received his preflight briefing, he was driven to the aircrew flight equipment room, and the electrodes were placed on his scalp (see EEG recording). Each flight lasted about 60 min, and the flight scenario was divided into four 15‐min stages (S), corresponding to the main phases of flight (Taylor, Dixon‐Hardy, & Wright, ): takeoff procedures (S1), two consecutive air work procedures (S2 and S3), and landing procedures (S4). Both air work stages (S2 and S3) were evaluated by the instructor and included low‐speed flights, stall, and constant rate turns.…”
Section: Methodsmentioning
confidence: 99%
“…Once the pilot received his preflight briefing, he was driven to the aircrew flight equipment room, and the electrodes were placed on his scalp (see EEG recording). Each flight lasted about 60 min, and the flight scenario was divided into four 15‐min stages (S), corresponding to the main phases of flight (Taylor, Dixon‐Hardy, & Wright, ): takeoff procedures (S1), two consecutive air work procedures (S2 and S3), and landing procedures (S4). Both air work stages (S2 and S3) were evaluated by the instructor and included low‐speed flights, stall, and constant rate turns.…”
Section: Methodsmentioning
confidence: 99%
“…In accidents where loss of control was cited as a factor, timely and effective decision-making that did not impede the pilot's cognitive capacity to fly the aircraft may have produced more favorable outcomes possibly avoiding accidents. Despite this sobering consideration, there is no specific requirement for decision-making to be taught in pilot training syllabi (Taylor, Dixon-Hardy & Wright, 2014). The results of decision-making accidents are a product of incomplete data, lack of experience, or biases (Strauch, 2016).…”
Section: From the Classroom To The Industrymentioning
confidence: 99%
“…Incorporating scenarios through the simulation training allows training to be practiced over and over again providing a template form in which good decisions in various situations are constructed. The use of simulation in this manner is likely more effective than discussions in the classroom (Taylor et al, 2014).…”
Section: From the Classroom To The Industrymentioning
confidence: 99%
“…In commercial aviation there is a strong emphasis on the use of simulators to develop pilot skills and competencies. Airline pilots are trained extensively in simulators for instrument procedures, emergencies, and type ratings, flying their assigned aircraft type in a simulator before transitioning to the actual aircraft (Taylor, Dixon-Hardy, & Wright, 2014). The effectiveness of this skills-focused simulator training has been reported by many (Bell & Waag, 1998;Connolly et al, 1989;Dahlstrom, 2008;Li & Harris, 2007).…”
Section: Simulatorsmentioning
confidence: 99%
“…There is a strong similarity between the technical and cognitive skill requirements of an aeronautical pilot and a ship's navigation officer as well the need for practical experience prior to performing in the industry. Like the maritime industry, the airline industry relies heavily on the safety of its aircraft, as a significant percentage of accidents have been linked to loss of pilot awareness, judgement and decision-making efforts (Taylor et al, 2014), The need for education and training programs to develop those skills has been imperative to improving pilot safety records.…”
Section: Applying Learning Experiencesmentioning
confidence: 99%