Latent Hazard Anticipation in Young Drivers: Review and Meta-Analysis of Training Studies

2018 ◽  
Vol 2672 (33) ◽  
pp. 11-19 ◽  
Author(s):  
James Unverricht ◽  
Siby Samuel ◽  
Yusuke Yamani
Keyword(s):  
Training Program ◽  
Driving Simulator ◽  
Motor Vehicle ◽  
Training Programs ◽  
Meta Analysis ◽  
Mode Of Delivery ◽  
Young Drivers ◽  
Training Studies ◽  
Target Skills ◽  
Method Of Evaluation

Young drivers are overrepresented in motor vehicle crashes, and are shown to be poorer at anticipating potential threats on the roadway compared with their more experienced peers. Literature demonstrates the effectiveness of driver training programs at improving young drivers’ latent hazard anticipation performance. Various hazard anticipation training studies have been undertaken on different population demographics using different training scenario presentation modes and multiple evaluation testbeds. These error-based feedback training programs (3M) allow trainees to make a mistake, show them how to mediate the mistake, and provide an opportunity to master the target skills. The current meta-analytical review focused on 19 peer-reviewed training studies that utilized eye movements to measure improvements in drivers’ latent hazard anticipation performance following training. The role of four moderating factors (mode of delivery – PC-based or non PC-based; presentation of training – egocentric or exocentric; method of evaluation – on-road or driving simulator; and age of sample – teen novices aged 16–17 or young drivers aged 18–21) on the training effects were explored. Overall, the current meta-analysis suggest that: (a) superficial improvements in training programs does not necessarily further improve the drivers’ latent hazard anticipation; (b) drivers who completed a training program with both egocentric and exocentric training views achieved greater levels of latent hazard anticipation performance than those who completed a training program that contained either view, but not both; and (c) the effect sizes of the 3M-based training programs on latent hazard anticipation were greater for drivers aged 18–21 years than drivers aged 16–17.

Minding the Gap: Effects of an Attention Maintenance Training Program on Driver Calibration

2020 ◽  
pp. 001872082096529
Author(s):  
James Unverricht ◽  
Yusuke Yamani ◽  
Jing Chen ◽  
William J. Horrey
Keyword(s):  
Training Program ◽  
Cognitive Skills ◽  
Driving Simulator ◽  
Training Programs ◽  
Driving Safety ◽  
Driver Training ◽  
Actual Performance ◽  
Young Drivers ◽  
Maintenance Behaviors ◽  
Target Skills

Objective The present study examines the effect of an existing driver training program, FOrward Concentration and Attention Learning (FOCAL) on young drivers’ calibration, drivers’ ability to estimate the length of their in-vehicle glances while driving, using two different measures, normalized difference scores and Brier Scores. Background Young drivers are poor at maintaining attention to the forward roadway while driving a vehicle. Additionally, drivers may overestimate their attention maintenance abilities. Driver training programs such as FOCAL may train target skills such as attention maintenance but also might serve as a promising way to reduce errors in drivers’ calibration of their self-perceived attention maintenance behaviors in comparison to their actual performance. Method Thirty-six participants completed either FOCAL or a Placebo training program, immediately followed by driving simulator evaluations of their attention maintenance performance. In the evaluation drive, participants navigated four driving simulator scenarios during which their eyes were tracked. In each scenario, participants performed a map task on a tablet simulating an in-vehicle infotainment system. Results FOCAL-trained drivers maintained their attention to the forward roadway more and reported better calibration using the normalized difference measure than Placebo-trained drivers. However, the Brier scores did not distinguish the two groups on their calibration. Conclusion The study implies that FOCAL has the potential to improve not only attention maintenance skills but also calibration of the skills for young drivers. Application Driver training programs may be designed to train not only targeted higher cognitive skills but also driver calibration—both critical for driving safety in young drivers.

Virtual Reality Headset Training: Can It Be Used to Improve Young Drivers’ Latent Hazard Anticipation and Mitigation Skills

2018 ◽  
Vol 2672 (33) ◽  
pp. 20-30 ◽  
Author(s):  
Ravi Agrawal ◽  
Michael Knodler ◽  
Donald L. Fisher ◽  
Siby Samuel
Keyword(s):  
Virtual Reality ◽  
Training Program ◽  
Driving Simulator ◽  
Motor Vehicle ◽  
Wide Field ◽  
Training Interventions ◽  
Head Mounted Display ◽  
Young Drivers ◽  
Vehicle Data ◽  
Risk Driving

Young drivers are overrepresented in motor-vehicle crashes compared to experienced drivers. Research shows that young drivers are generally clueless, not careless, failing to anticipate and mitigate latent hazards. There are several error-feedback training interventions that emphasize the teaching of latent hazard anticipation skills (e.g., risk awareness and perception training, RAPT) and a few that emphasize both the teaching of hazard anticipation and hazard mitigation skills (e.g., the driver simulation ACCEL). In the current study, a virtual reality, headset-based latent hazard anticipation and mitigation training program (V-RAPT) was developed on a head-mounted display (Oculus Rift). The headset provides the participant with a 100-degree wide field of view of six high-risk driving scenarios, the view changing appropriately as the participant rotates his or her head. Thirty-six young drivers were exposed to one of three training programs—V-RAPT, RAPT, and a placebo—and then evaluated on a driving simulator. Eye movement and vehicle data were collected throughout the simulator evaluation. The drives included the six scenarios used in training and four other scenarios dissimilar to the ones used in training, but previously validated as measures of hazard anticipation. The drivers trained on V-RAPT were found to anticipate a significantly greater proportion (86.25%) of latent hazards than the RAPT (62.36%) and placebo (30.97%) trained drivers. The V-RAPT trained drivers were also found to be better at mitigating potential threats. The virtual reality, headset-based training program holds out the promise of improving drivers’ ability to anticipate and mitigate latent threats and thereby reduce crashes.

Advanced Virtual Reality Based Training to Improve Young Drivers’ Latent Hazard Anticipation Ability

2017 ◽  
Vol 61 (1) ◽  
pp. 1995-1999 ◽  
Author(s):  
Ravi Agrawal ◽  
Michael Knodler ◽  
Donald L. Fisher ◽  
Siby Samuel
Keyword(s):  
Virtual Reality ◽  
Training Program ◽  
Driving Simulator ◽  
Training Programs ◽  
Risk Awareness ◽  
Novice Drivers ◽  
Feedback Training ◽  
Young Drivers ◽  
And Control ◽  
Risk Driving

The crash rate for young novice drivers is at least eight times higher than that of their experienced counterparts. Literature shows that the young novice drivers are not careless drivers but they are clueless drivers’ - clueless because of their inability to predict the risk ahead of time that might materialize on the forward roadway. Other error-feedback training programs exist that emphasize the teaching of risk awareness and perception skills to young drivers. In the current study, a Virtual reality based risk awareness and perception training program (V-RAPT) was developed on the Oculus Rift and evaluated on a driving simulator. The training program provides 360 degrees’ views of 6 high risk driving scenarios towards training the young driver to anticipate and mitigate latent hazards. Twenty-four participants in three experiment groups were trained on one of 3 training programs- VRAPT, RAPT and Control, and were evaluated on a driving simulator. Eye movements were collected throughout the experiment. The simulator evaluation drives included six near-transfer scenarios used in the training and four far-transfer scenarios not used in the training but validated previously in other similar studies. The young drivers trained on the V-RAPT were found to anticipate a significantly greater proportion (86.25%) of the potential latent hazards as compared to the RAPT trained young drivers (62.36%) and control trained drivers (30.97%). The VR-based training program is shown to be effective in improving young drivers’ ability to anticipate latent threats.

scholarly journals Attention maintenance training: Are young drivers getting better or being more strategic?

2019 ◽  
Vol 63 (1) ◽  
pp. 1991-1995
Author(s):  
James Unverricht ◽  
Yusuke Yamani ◽  
Sarah Yahoodik ◽  
Jing Chen ◽  
William J. Horrey
Keyword(s):  
Task Performance ◽  
Visual Processing ◽  
Secondary Task ◽  
Driving Simulator ◽  
Training Programs ◽  
Secondary Tasks ◽  
Young Drivers ◽  
Vehicle Navigation System ◽  
Processing Demands ◽  
Maintenance Performance

Young drivers are particularly poor at maintaining attention to the forward roadway where imminent hazards may occur. Existing training programs such as FOrward Concentration and Attention Learning (FOCAL) have been shown to improve young drivers’ attention maintenance performance. The current study examines two competing hypotheses for the effectiveness of FOCAL: 1) Drivers disregard the secondary task to focus on maintaining attention, or 2) FOCAL improves drivers’ multitasking ability on the driving and the secondary tasks. FOCAL- and placebo-trained drivers navigated through four distinct scenarios in a driving simulator. During each scenario, they were asked to perform a secondary task interacting with a mock in-vehicle navigation system. Results showed that FOCAL improved driver attention maintenance performance and, surprisingly, their secondary task performance. These results suggest the possibility that FOCAL in fact increases not only their ability to maintain their attention to the forward roadway but also a drivers’ multitasking performance. Future works should use a variety of in-vehicle tasks with different visual processing demands to determine the generalizability of the current finding.

Cognitive predictors of unsafe driving in older drivers: a meta-analysis

2009 ◽  
Vol 21 (4) ◽  
pp. 637-653 ◽  
Author(s):  
J. L. Mathias ◽  
L. K. Lucas
Keyword(s):  
Driving Simulator ◽  
Motor Vehicle ◽  
Motor Vehicle Accident ◽  
Meta Analysis ◽  
Block Design ◽  
Older Drivers ◽  
Driving Ability ◽  
Cognitive Differences ◽  
Attention Task ◽  
Cognitive Predictors

ABSTRACTBackground: Older drivers are at a higher risk of being involved in a motor vehicle accident. However, on-road assessments of all older drivers are impractical, highlighting the need to screen for potentially unsafe drivers. This study undertook a meta-analysis of research examining the cognitive predictors of driving ability in older drivers in order to provide an evidence-based method for screening drivers.Methods: Comprehensive searches were undertaken of the PubMed, PsycINFO, CINAHL, and Health-Source Nursing electronic databases between 1980 and 2007 in order to identify studies that examined cognitive differences between drivers aged over 55 years who either passed or failed a driving assessment. Twenty-one studies were eligible for inclusion. Weighted Cohen's d effect sizes, percentage overlap statistics, Fail-safe Ns and 95% CIs were calculated for all cognitive tests.Results: The best predictors of on-road driving were the Ergovision and Useful Field of View (UFOV) tests, a complex RT task, Paper Folding task, Dot Counting, WMS Visual Reproduction, and Computerized Visual Attention Task. Simulator driving performance was best predicted by the Benton Line Orientation Task, Clock Drawing, a Driver Scanning task, the UFOV, WAIS Picture Arrangement and MMSE. Finally, the Trail Making Test, Stroop, UFOV, WAIS Block Design, and Automated Psychophysical Test were good predictors of driving problems.Conclusions: There are a variety of tests that appear suitable for screening older drivers, the exact choice of which depends on the “gold standard” for determining driving ability (on-road driving, driving simulator, driving problems) and whether a computerized or paper-and-pencil task is required.

70. Supporting IMG integration into residency trainings

2007 ◽  
Vol 30 (4) ◽  
pp. 67
Author(s):  
S. Glover Takahashi ◽  
M. Alameddine ◽  
D. Martin ◽  
S. Verma ◽  
S. Edwards
Keyword(s):  
Training Program ◽  
Residency Training ◽  
Training Programs ◽  
Comprehensive Evaluation ◽  
International Medical ◽  
Full Time ◽  
Design Development ◽  
Course Content ◽  
Medical Trainees ◽  
Personal Wellness

This paper is describes the design, development, implementation and evaluation of a preparatory training program for international medical trainees. The program was offered for one week full time shortly before they begin their residency training programs. First the paper reports on the survey and focus groups that guided the learning objectives and the course content. Next the paper describes the curriculum development phase and reports on the topical themes, session goals and objectives and learning materials. Three main themes emerged when developing the program: understanding the educational, health and practice systems in Canada; development of communication skills; and supporting personal success in residency training including self assessment, reflection and personal wellness. Sample lesson plans and handouts from each of the theme areas are illustrated. The comprehensive evaluation of the sessions and the overall program is then also described. The paper then summarizes the identified key issues and challenges in the design and implementation of a preparatory training program for international medical trainees before they begin their residency training programs. Allan GM, Manca D, Szafran O, Korownyk C. Workforce issues in general surgery. Am Surg. 2007 Feb; 73(2):100-8. Dauphinee, WD. The circle game: understanding physician migration patterns within Canada. Acad Med. 2006 (Dec); 81(12 Suppl):S49-54. Spike NA. International medical graduates: the Australian perspective. Academic Medicine. 2006 (Sept); 81(9):842-6.

52. Simulation based training improves resident competence in the performance of critical resuscitation procedures

2007 ◽  
Vol 30 (4) ◽  
pp. 56
Author(s):  
I. Rigby ◽  
I. Walker ◽  
T. Donnon ◽  
D. Howes ◽  
J. Lord
Keyword(s):  
Internal Medicine ◽  
Emergency Medicine ◽  
Medical Education ◽  
Family Medicine ◽  
Training Program ◽  
Correlation Coefficient ◽  
Training Programs ◽  
Self Assessment ◽  
Procedural Skills ◽  
Simulation Based

We sought to assess the impact of procedural skills simulation training on residents’ competence in performing critical resuscitation skills. Our study was a prospective, cross-sectional study of residents from three residency training programs (Family Medicine, Emergency Medicine and Internal Medicine) at the University of Calgary. Participants completed a survey measuring competence in the performance of the procedural skills required to manage hemodynamic instability. The study intervention was an 8 hour simulation based training program focused on resuscitation procedure psychomotor skill acquisition. Competence was criterion validated at the Right Internal Jugular Central Venous Catheter Insertion station by an expert observer using a standardized checklist (Observed Structured Clinical Examination (OSCE) format). At the completion of the simulation course participants repeated the self-assessment survey. Descriptive Statistics, Cronbach’s alpha, Pearson’s correlation coefficient and Paired Sample t-test statistical tools were applied to the analyze the data. Thirty-five of 37 residents (9 FRCPC Emergency Medicine, 4 CCFP-Emergency Medicine, 17 CCFP, and 5 Internal Medicine) completed both survey instruments and the eight hour course. Seventy-two percent of participants were PGY-1 or 2. Mean age was 30.7 years of age. Cronbach’s alpha for the survey instrument was 0.944. Pearson’s Correlation Coefficient was 0.69 (p < 0.001) for relationship between Expert Assessment and Self-Assessment. The mean improvement in competence score pre- to post-intervention was 6.77 (p < 0.01, 95% CI 5.23-8.32). Residents from a variety of training programs (Internal Medicine, Emergency Medicine and Family Medicine) demonstrated a statistically significant improvement in competence with critical resuscitation procedural skills following an intensive simulation based training program. Self-assessment of competence was validated using correlation data based on expert assessments. Dawson S. Procedural simulation: a primer. J Vasc Interv Radiol. 2006; 17(2.1):205-13. Vozenilek J, Huff JS, Reznek M, Gordon JA. See one, do one, teach one: advanced technology in medical education. Acad Emerg Med. 2004; 11(11):1149-54. Ziv A, Wolpe PR, Small SD, Glick S. Simulation-based medical education: an ethical imperative. Acad Med. 2003; 78(8):783-8.

PRACTICAL BASE OF FORMULATING RETRAINING PROGRAMS ON ETHNIC MINORITY AFFAIRS KNOWLEDGE FOR CADRES, CIVIL SERVANTS UP TO 2030

2018 ◽  
Author(s):  
Nguyen Van Dung ◽  
Giang Khac Binh
Keyword(s):  
Ethnic Minority ◽  
Training Program ◽  
Political System ◽  
Prime Minister ◽  
Training Programs ◽  
Civil Servants ◽  
The Political ◽  
Target Groups ◽  
The Core ◽  
The Past

As developing programs is the core in fostering knowledge on ethnic work for cadres and civil servants under Decision No. 402/QD-TTg dated 14/3/2016 of the Prime Minister, it is urgent to build training program on ethnic minority affairs for 04 target groups in the political system from central to local by 2020 with a vision to 2030. The article highlighted basic issues of practical basis to design training program of ethnic minority affairs in the past years; suggested solutions to build the training programs in integration and globalization period.

Sign in / Sign up

Export Citation Format

Share Document