Simulators in bridge operations training and assessment: a systematic review and qualitative synthesis

Sellberg, Charlott

doi:10.1007/s13437-016-0114-8

Cited by 45 publications

(34 citation statements)

References 25 publications

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“…As seen in Sellberg (2017a), there is still a need for research that explores the use of simulators in maritime training and assessment. While this research project has focused on interactions during training in a single-case design, there is still a need for research that analyses other training models in interactional detail in order to validate their usefulness in simulator-based environments.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…The technical skills relate to handling the equipment of the ship, while the non-technical are often described as cognitive and communicative skills, such as situation awareness and decision-making, as well as skills involving teamwork, such as leadership and communication (Flin 2008). Although the use of simulators for training and assessing technical proficiency and non-technical skills is well established and regulated by international standards in MET, we found few empirical studies on simulator-based maritime training and assessment (Sellberg 2017a). Hence, there is a need for further empirical studies that explore the role of instruction and assessment in simulation-based maritime training.…”

Section: Introductionmentioning

confidence: 99%

“…As stated in the introduction, a recent literature review of the use of simulators in bridge operation training showed that, although the use of simulators is both well established and well regulated in maritime education, few empirical studies have addressed the pedagogical aspects of simulator-based training in this domain (Sellberg 2017a). The importance of instructional support during simulator-based training is seen in the results from studies on simulations in other domains, such as healthcare and dentistry (Hindmarsh et al 2014;Rystedt and Sjöblom 2012).…”

Section: Introductionmentioning

confidence: 99%

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Learning to navigate: the centrality of instructions and assessments for developing students’ professional competencies in simulator-based training

Sellberg

Lindmark

Rystedt

2018

WMU J Marit Affairs

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Despite the promises of simulations to contribute to learning in safe-critical domains, research suggests that simulators are poorly implemented in maritime education and training systems. From the current state of research, it is far from evident how instruction in simulator-based should be designed and how skills trained in bridge simulators should be assessed and connected to professional practice. On this background, this article aims to investigate the role of instructions and assessments for developing students' professional competencies in simulation-based learning environments. The research draws on ethnographic fieldwork and detailed analyses of video-recorded data to examine how maritime instructors make use of simulator technologies in a navigation course. Our results reveal an instructional practice in which the need to account for general principles of good seamanship and anti-collision regulations is at the core of basic navigation training. The meanings of good seamanship and the rules of the sea are hard to teach in abstraction because their application relies on an infinite number of contingencies that have to be accounted for in every specific case. Based on this premise, we stress the importance of instructional support throughout training (from briefing thorough scenario to debriefing) in order for the instructor to bridge theory and practice in ways that develop students' competencies. Our results highlight, in detail, how simulator technologies enable displaying and assessing such competencies by supporting instructors to continuously monitor, assess, and provide feedback to the students during training sessions. Moreover, our results show how simulator-based training is related to the work conditions on board a seagoing vessel through the instructor's systematic accomplishments. Finally, our WMU J Marit Affairs

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Section: Conclusion and Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Learning to navigate: the centrality of instructions and assessments for developing students’ professional competencies in simulator-based training

Sellberg

Lindmark

Rystedt

2018

WMU J Marit Affairs

Self Cite

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“…Studies indicate that individual's performance in a simulation context is a viable source to predict the performance of the same individual in a real context (Mjeldea et al 2016). However, Sellberg (2016) adds that despite the recognized capabilities of simulators in the learning process, the organization and conduction of the training process is more important than the capabilities of the simulator itself. The need to develop and establish adequate training models to enable and optimize the use of simulators is fundamental to an effective training (Sellberg 2016).…”

Section: Training In Simulatorsmentioning

confidence: 99%

Validation of a Behavioral Marker System for Rating Cadet’s Non-Technical Skills

V.F.P.¹,

Mendes²,

Teodoro³

et al. 2019

TransNav

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Simulator-based training assumes a very important role in the maritime domain, particularly in the education of Officers Of the Watch (OOW). In the Portuguese Navy, most of the cadet's skills as future OOW rely on the success of this training. Beyond theory and technical training, the development of nontechnical skills is a key factor for obtaining officers capable of identifying and solving problems. To optimize the training and development of non-technical skills, using the Portuguese Naval Academy Simulator, a previously designed Behavioral Marker System model was further assessed. The revised model, which comprises new parameters such as the effectiveness of the task, was validated through a set of simulated sessions, where 11 instructors and 48 students participated. After each session, data was collected with questionnaires and focus group discussion, focusing on the quality and usability of the model and on the design of the scenario. The results show that the revised model, positively addresses the limitations found on the previous version, and it has received encouraging feedback from both instructors and cadets. This new model is now under implementation in all the Naval Academy course programs, and future research aims to digitalize the behavior markers.

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“…Following the approach of airline pilot training, and motivated by the severe cost of mistakes during safety-critical manoeuvres involving large assets, the maritime sector has adopted simulation to virtualise task-based training in marine vehicle operations [34]. Mistakes that occur during SONAR survey training are not critical as the hydrography workflow is decoupled from operations on the bridge.…”

Section: Simulator Objectivesmentioning

confidence: 99%

Interdisciplinary Methodology to Extend Technology Readiness Levels in SONAR Simulation from Laboratory Validation to Hydrography Demonstrator

Riordan

Flannery²,

Toal

et al. 2019

JMSE

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This paper extends underwater SONAR simulation from laboratory prototype to real-world demonstrator. It presents the interdisciplinary methodology to advance the state of the art from level four to level seven on the technology readiness level (TRL) standard scale for measuring the maturity of innovations. While SONAR simulation offers the potential to unlock cost-effective personnel capacity building in hydrography, demonstration of virtualised survey-scale operations is a prerequisite for validation by practitioners. Our research approach uses the TRL framework to identify and map current barriers to the use of simulation to interdisciplinary solutions adapted from multiple domains. To meet the distinct challenges of acceptance tests at each level in the TRL scale, critical knowledge is incorporated from different branches of science, engineering, project management, and pedagogy. The paper reports the simulator development at each escalation of TRL. The contributions to simulator performance and usability at each level of advancement are presented, culminating in the first case study demonstration of SONAR simulation as a real-world hydrographic training platform.

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Simulators in bridge operations training and assessment: a systematic review and qualitative synthesis

Cited by 45 publications

References 25 publications

Learning to navigate: the centrality of instructions and assessments for developing students’ professional competencies in simulator-based training

Learning to navigate: the centrality of instructions and assessments for developing students’ professional competencies in simulator-based training

Validation of a Behavioral Marker System for Rating Cadet’s Non-Technical Skills

Interdisciplinary Methodology to Extend Technology Readiness Levels in SONAR Simulation from Laboratory Validation to Hydrography Demonstrator

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