Fidelity and validity of simulator training

Abstract

Through a case study, this article explores a number of theoretical issues related to the often taken for granted relationship between simulator fidelity and the quality and transferability of training in complex, dynamic, safety-critical settings. A counterexample based on mid-fidelity simulation is presented and the assumed coincidence of fidelity and validity is tested, that is the study tests the equation of constructed photorealism (built to mimic reality) and effective development of the competence that operators require to manage situations that involve underspecified problems, time pressure constraints and complex group interaction. The article concludes that such competence development cannot rely only on highly context-specific (photorealistic) environments. Further, it will be argued that lower-fidelity simulation, when appropriately designed, can provide competence development with pedagogical and economic advantages.

Are pilots prepared for a cyber-attack? A human factors approach to the experimental evaluation of pilots' behavior

“…This means that if pilots are to become experts at handling unusual, ambiguous situations, then pilot training has to provide an appropriate environment for it. Current training, during which pilots often know what is going to happen and can mentally prepare for it, seems not to feature sufficiently valid cues when it comes to handling unforeseen events (Bergström et al, 2014;Casner et al, 2013;Dahlström et al, 2009). Considering the ambiguous cues in cyber-attacks as opposed to ordinary technical malfunctions, it becomes obvious that they severely hinder even experts from deciding quickly and correctly (see Orasanu et al, 1993).…”

Representing and enacting movement: The body as an instructional resource in a simulator-based environment

“…Also, the degree of fidelity is a central question in the literature on simulation in other domains with high standards for safety, such as healthcare and aviation. Since the nature of situations encountered in high-risk domains is complex and dynamic, it is considered important for the simulation to resemble the conditions of real world tasks (see, e.g., Dahlström et al 2009). The prevailing idea is that if the simulation is close to the real world task, the greater the likelihood is that skill transfer occurs from one context to another.…”

“…There are several pedagogical advantages with simulator-based training: experiences can be made and lessons learned in a risk-free manner, as simulators offer opportunities to train skills that are timeconsuming and costly to practice on board real ships (see, e.g., Dahlström et al 2009). The controlled environment of the simulator also has pedagogical advantages as exercises can be designed to train and assess specific learning outcomes.…”

Evaluating Simulation as a Teaching Tool in Neurosurgery

“…The second relates to access to simulators and institutional policies regarding their use. We believe that, with the advancement of simulation technology and adequate means for evaluating competency and outcomes, simulators will prove beneficial for neurosurgery training.Data from many disciplines has demonstrated that simulation can be an effective educational tool [1,[7][8][9][10][11][12]. Neurosurgery must determine how to evaluate simulation's effectiveness in our field: first, does the use of a simulator provide a false sense of security for an ill-prepared or under-experienced surgeon?…”

“…The best-documented example is in pilot training with flight simulators [12]. Every passenger expects that his or her pilot has flown a simulator successfully.…”