Simulation Training: Fundamentals and Applications by Philippe Fauquet-Alekhine & Nane Pehuet

Author:Philippe Fauquet-Alekhine & Nane Pehuet
Language: eng
Format: epub
Publisher: Springer International Publishing, Cham

3.1 Effects Sought and Pedagogical Objectives

The position of trainers as well as their know-how are fundamental in the achievement of the objectives sought when the team is in the situation on the simulator.

From the operational standpoint, on the one hand trainers must be able to manage a large number of parameters from their computers to ensure that their scenario takes place on the basis of the given objectives, and on the other hand, they must be able to manage the direct interactions with the pilots who express solicitations throughout the simulation as they would seek a maintenance technician or a field worker in a non-simulated situation .

In terms of the team work and its development, trainers must be able to adjust these data set permanently to bring and maintain the pilots in a situation of solving problem. It is essentially in this type of situation that trainees will convene their knowledge and develop their skills.

The effect sought in the debriefing session is the distancing of the pilots with their action in the simulated situation that they come to live. To do this, enveloping distant position of an observer which is that of the trainers in a simulated situation is valuable assistance. This distancing with the situation facilitates the understanding of the intellectual approach of the pilots in situation, individually and collectively, and must permit the re-work, i.e. to allow re-thinking to transform. This trainers’ distancing also promotes the observation and analysis of the interaction human-process, interactions between people, as well as the individual and collective contributions (or non-contributions) to the action in the situation. The result is a possible transformation of these approaches, interactions, and contributions. We will develop the means and approaches to do this.

All of which is implemented in simulated situations and debriefing is essentially due to the research work of Pastré, Samurçay, and Plénacoste, from 1996 to 2001 (Klein et al. 2005). Béguin and Pastré (2002) describe the conceptual perspective of situations of simulations and debriefings (see also Pastré 2005) which was completed by Fauquet (2007).

To complement this approach, and to assist trainees (as trainers follow their evolution of training from one session to another), a FAP system is implemented. The FAP (in French: “Fiche d’Aide à la Progression”) is a progress support form drafted jointly by trainees and trainers. They are individual, given to each, and must ensure continuity of the simulation training, regardless of the assessment of the operating teams which is not discussed here. They are reserved for other types of formations such as the refresher course . For the “putting in situation”, at the end of 3 days, a contract of collective transference is written. This document is the property of the operating team. Trainers help in its drafting. It contents all the important points observed during the “putting in situation” session: strong team practices (supporting them in their activities on a daily basis) and axes of improvement. Only facts observed and recorded by the team can be included in this document. The team will feel free to use it later.

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