The 20th-Century Revolution in Military Training

Chatham, Ralph E.

doi:10.1017/cbo9780511609817.003

Cited by 14 publications

(3 citation statements)

References 4 publications

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“…In sum, we have evidence that hazard perception training effects can last for some time but probably not forever. Given what we know about forgetting curves (e.g., see Chatham, , for a discussion in the military context), it is perhaps more surprising why driver training effects should be expected to last a lifetime (as inferred by driver licensing systems), especially for a competence for which naturalistic feedback is arguably poor. One proposal is that all drivers might benefit in some form of regular re‐training, especially if that training can be conducted at minimal effort and expense (for instance, many of the interventions described could probably be converted to a self‐administered online format).…”

Section: The Durability Of Hazard Perception Trainingmentioning

confidence: 99%

Improving Fitness to Drive: The Case for Hazard Perception Training

Horswill

2016

Australian Psychologist

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On one hand, individuals who are unfit to drive should not be allowed behind the wheel. On the other hand, being unable to drive can have significant negative consequences for some individuals, including an increased mortality risk. One potential solution to this dilemma is to use training interventions to improve fitness-to-drive. The problem is that, in general, post-licensing driver training and education has a disappointing track record in terms of improving road safety. However, one type of intervention that may have the potential to buck this trend is hazard perception training. Hazard perception, which is the driver's ability to anticipate dangerous situations on the road ahead, has been found to predict both crash risk and on-road driving performance, and can account for variance in both of these criteria that other key fitness-to-drive measures cannot. Crucially, there is evidence that hazard perception competence can be improved by brief computer-based interventions, even for driver groups who are more likely to face fitness-to-drive challenges, such as individuals aged over 65 years or adults with attention deficit hyperactivity disorder. This article puts the case for potentially using such interventions to help individuals with fitness-to-drive difficulties.

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Section: The Durability Of Hazard Perception Trainingmentioning

confidence: 99%

Improving Fitness to Drive: The Case for Hazard Perception Training

Horswill

2016

Australian Psychologist

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“…This strategy for training faculty to perform well in the complex environment within the patient's room during FCR is similar in some respects with training military personnel for complex battle situations 15. Desired behaviors are broken down and “packaged” within a framework to be implemented in a specific context.…”

Section: Discussionmentioning

confidence: 99%

Using observed structured teaching exercises (OSTE) to enhance hospitalist teaching during family centered rounds

Ottolini¹,

Wohlberg²,

Lewis³

et al. 2011

Journal of Hospital Medicine

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BACKGROUND:“Rounds” are the organizing structure for academic hospitalist‐trainee teams. Family centered rounds (FCR) are endorsed by the Institute of Medicine and by the American Academy of Pediatrics, however, rounds are often conducted in the privacy of the conference room where patients and families are not privy to the decision‐making process used to determine their diagnosis and management. Less than half of pediatric hospitalists reported conducting FCR, citing concerns about inefficiency and diminished teaching.OBJECTIVE:The aim of this study was to design and implement a faculty development program to address the need of hospitalists to efficiently teach during FCR.DESIGN:Scoring templates were developed to measure evidence‐based teaching behaviors to optimize orientation, feedback, clinical reasoning, assessing physical exam findings, and promoting resident leadership during FCR. Hospitalists were scored by Standardized Learners and Standardized Parents during 4 Observed Structured Teaching Exercises (OSTEs) before and after focused workshops.RESULTS:Fourteen of 14 hospitalist participants had 17 months ± 14 months of experience; 71% were female; none had previous training in the areas proposed in the study. The differences between pre‐ and post‐OSTEs for the 4 stations were statistically significant (P < .0001). Particular improvements were noted in the correction of incorrect clinical reasoning (new patient diagnosis) (56% pre, 86% post) and orientation (65% pre, 95% post).CONCLUSIONS:We found incorporating OSTEs into a FCR faculty development program to be an effective strategy for improving faculty teaching behavior. Additional study is needed to determine if this strategy results in sustained improvements in conducting FCRs in real inpatient settings. Journal of Hospital Medicine 2011. © 2011 Society of Hospital Medicine

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“…The relationship between hospital or surgeon volume and procedural skill is termed a learning curve [8][9][10] . Physicians and institutions have varying learning curves, but the general trend is the same.…”

mentioning

confidence: 99%