Objective evaluation of IFR training flight

We are living, working, and most importantly, flying in the 21st century, but in many areas still stick to old customs from the pre-millennial times. I have decided to attempt to improve the quality of flight instruction by implementing modern evaluation and debriefing methods to training flights performed in a flight school where I currently perform the role of a flight instructor. In my paper, I am explaining the way the training course is done in our conditions, how it is already different from other schools, what aircraft we use for training and how I evaluate the results of training flights. My research is about the effects of applying modern debriefing methods in our already modern instrument rating courses.

Vulnerabilities of the Romanian Air Force pilot training system manifested in the flight training process

The vulnerability of a flight instruction system is understood as a state of affairs, processes or phenomena in the organization’s internal life that diminishes its ability to react to existing or potential changes. Starting from the results of previous research conducted by the authors, the article aims to highlight the need for new ways to train Air Force pilots and suggests possible solutions. The purpose of this study is thus to identify the areas of vulnerability proper to the organization providing the training by synthesizing survey results based on the subjects’ professional experience. Accordingly, we deemed necessary and at the same time pertinent to consider the opinions of the staff involved in the practical training process. For this reason, the evaluation carried out between June and July 2018 involved the Aviation Training Group at “Aurel Vlaicu” Air Force Base.

Effects of Individual Differences in Propensity for Feedback in the Training of AB Initio Pilots

One hundred and fifty persons answered a questionnaire measuring self-esteem, propensity for feedback, self-efficacy, and certain demographic information. Subsequently, the students completed the Basic Flight Instruction Tutoring System (BFITS), a series of fully-automated criterion-referenced lessons designed to teach a person how to fly an airplane. BFITS provided feedback whenever student performance on monitored variables approached the limits of acceptable performance. After BFITS the students entered the traditional flight training program. Flight time prior to the first solo flight, landings before first solo, and total time to the private pilot certificate were obtained. Individual needs for feedback were significant factors of performance in the BFITS training and its transfer to the aircraft. Because of the interaction between individual propensity for feedback and training performance an individually adaptive feedback methodology is proposed.

The Effect of Active Noise Reduction Technology on Noise Induced Pilot Fatigue and Associated Cognitive Performance Decrements

Fatigue in the general aviation cockpit is caused by a variety of factors including cockpit noise. Active Noise Reduction (ANR) headsets have been proposed as a method to decrease cockpit noise and thereby decrease fatigue and the cognitive performance decrements associated with fatigue. The present study contrasted the subjective fatigue and cognitive performance of Certified Flight Instructors (CFI) during a day of in-air flight instruction with ANR headsets versus conventional headsets. CFIs exhibited increased subjective fatigue and a pattern of more rapid but less accurate cognitive performance at the end of an instructional day. However, subjective fatigue and cognitive performance changes did not differ as a function of type of headset worn. The results suggest that subjective fatigue increases and cognitive performance changes occur during a day of flying but they provide no evidence that the use of ANR headsets modify these changes.