Collaborative Audio Transcription and Repair as a Method for Novice Pilots to Learn Approach Briefing Crew Resource Management (CRM) Skills

The growth of aviation in scope, scale, and complexity increases the demands for student learning, including crew resource management (CRM) skills. Instructor facilitated methods have proven effective for CRM skill learning. This study investigated a method of collaborative audio transcription and repair based learning (CTRBL) offering the potential for reduced demand upon instructor resources for CRM learning. The theorybased CTRBL method was used in this study as a way for novice pilots to learn the CRM skill of conducting a crew approach briefing with a focus on risk mitigation. Learning methods used to develop the CTRBL method were drawn from facilitated scenario-based training in aviation, instructional methods in language learning, and discourse analysis in aviation. The CTRBL method effectiveness was evaluated by a quasi-experimental method using 42 participants formed into 21 dyadic groups. The results suggest that CTRBL is a manageable, independent student activity that is perceived by learners to be nearly as enjoyable as comparable ground-based CRM learning methods. Participants self-rated their post-treatment crew briefings higher than their pre-treatment briefings, and subject matter experts rated post-treatment crew briefings higher than pre-treatment briefings, suggesting the CTRBL method resulted in learning. Recommendations are made for future applications and research of CTRBL

Improving Instructor Quality using the Conversation Analytic Role-play Method (CARM)

The audience will learn about Stokoe’s Conversation Analytic Role-play Method (CARM) (http://www.carmtraining.org) and how it has been used to study and improve talk-in-interaction in professional settings. CARM is a proven, research-based methodology which collects large volumes of recorded audio and/or video particular to a professional setting and then uses detailed transcription and conversation analysis to identify systematic patterns of interaction and problems thereof. Actual excerpts from the dataset are appropriately anonymized and used by facilitators in a workshop setting to create authentic role-play. The presentation will explain how CARM has been applied to help improve flight instructor teaching quality (see JAAER, 2017, 26 (1), Tuccio & Nevile). This research includes the collection and coding of over 100 hours of flight instruction video and audio by consenting pilots, and the subsequent identification of “trainable” interactional moments useful to current and prospective flight instructors. The audience will interactively participate in exemplary CARM training as it has been used at FAA Safety Team seminars. A small excerpt from one trainable follows. At line 21, a check instructor on an instrument stage check asks the student if they will get “positive sensing.” The long pause, throat clearing, and prosody of lines 22-24 make salient a misunderstanding. Through workshop role-play and discussion, instructors can identify the problem and decide how they may avoid a similar pitfall. 21 *INS: no:w are we gonna get (.) positive sensing, (.) on the CDI?22 (1.1)23 *STU: ((clears throat)) 24 *STU: positive sensing? 25 (0.5)26 *INS: yeah

Session 2: Human Factors & Flight Operations

Five presentations are scheduled for this session. This interesting collaboration of broad topics will include training and learning, communication, incorporating cockpit technology for cultural differences, as well as psychophysiological measurements

Session 7: Aviation Education and Weather Impact on Flight Training

This session will include five presentations about Education and Flight Simulation. Topics include improvements in instructor teaching quality, as well as training and evaluating best practices of weather products and meteorology