The Effect of Experiential Education on Pilots\u27 VFR into IMC Decision-Making

In aviation, safety is always a primary consideration, and this is especially true during a pilot’s flight training to instill that safety mentality. However, this means that pilots are restricted by safety policies from encountering difficult weather situations during their training, which could, potentially, improve their weather decision-making skills for avoiding future hazardous weather encounters. Thirty-six general aviation pilots of varying instrument flight experience (IF) were allocated, using stratified random sampling based on their IF, to one of three groups, a control group and two educational treatment intervention groups. The educational treatment interventions were designed to improve the participant’s ability in recognizing deteriorating weather (reducing visibility) conditions, to prevent flying from visual flight rules (VFR) into instrument meteorological conditions (IMC) by the use of experiential education. Intervention one was web-based only and intervention two was web and personal computer (PC) simulator based. Each pilot flew a simulated flight along a fjord in Alaska under visual flight rules in deteriorating visual weather that became instrument conditions. Type of intervention and experience-related demographic factors were analyzed to determine what factors contributed to safe weather-related decisions. Type of educational treatment intervention was found to be the only statistically significant demographic predictor of safe performance. Pilots who received the web-based only intervention were better able to assess deteriorating visibility and avoid instrument weather. Implications of this study and opportunities for future research are discussed

VFR-into-IMC Accident Trends: Perceptions of Deficiencies in Training

Pilots who operate under visual flight rules (VFR) and in visual meteorological conditions, who then continue flight into instrument meteorological conditions (IMC), remain as one of the leading causes of fatal aircraft accidents in general aviation. This paper examines past and current research initiatives, in seeking to identify causal factors and gaps in training that lead to VFR-into-IMC aircraft accidents, using a mixed methods approach. The Aircraft Owners and Pilots Association Air Safety Institute database and the National Transportation Safety Board database search engines were used to identify accident reports associated with VFR flight into IMC/deteriorating weather conditions for a 10-year time period (2003 to 2012). A national survey was also conducted to gain deeper insight into the self-identified training deficiencies of pilots. There is evidence that situational awareness is linked to decision-making, and there is a lack of proper training with regards to weather and weather technology concepts, making it difficult for pilots to gain these knowledge areas, skills, and abilities throughout their initial flight training and subsequent experience

The national randomized field trial of Success for All: Second-year outcomes

This article reports literacy outcomes for a 2-year longitudinal student sample and a combined longitudinal and "in-mover" (i.e., those students who moved into the study schools between the initial pretest and the second-year posttest) sample, both of which were nested within 38 schools. Through the use of a cluster randomization design, schools were randomly assigned to implement Success for All or control methods. Hierarchical linear model analyses involving the longitudinal sample revealed statistically significant school-level effects of assignment to Success for All on three of the four literacy outcomes measured. Effects were as large as one quarter of a standard deviation—a learning advantage relative to controls exceeding half of a school year. Impacts for the combined longitudinal and in-mover sample were smaller in magnitude and more variable. The results correspond with the Success for All program theory, which targets school-level reform through multiyear sequencing of intensive literacy instructio