Impact of Advanced Synoptics and Simplified Checklists During Aircraft Systems Failures

AbstractNatural human capacities are becoming increasingly mismatched to the enormous data volumes, processing capabilities, and decision speeds demanded in todays aviation environment. Increasingly Autonomous Systems (IAS) are uniquely suited to solve this problem. NASA is conducting research and development of IAS - hardware and software systems, utilizing machine learning algorithms, seamlessly integrated with humans whereby task performance of the combined system is significantly greater than the individual components. IAS offer the potential for significantly improved levels of performance and safety that are superior to either human or automation alone. A human-in-the-loop test was conducted in NASA Langleys Integration Flight Deck B-737-800 simulator to evaluate advanced synoptic pages with simplified interactive electronic checklists as an IAS for routine air carrier flight operations and in response to aircraft system failures. Twelve U.S. airline crews flew various normal and non-normal procedures and their actions and performance were recorded in response to failures. These data are fundamental to and critical for the design and development of future increasingly autonomous systems that can better support the human in the cockpit. Synoptic pages and electronic checklists significantly improved pilot responses to non-normal scenarios, but implementation of these aids and other intelligent assistants have barriers to implementation (e.g., certification cost) that must overcome

PenQuest Volume 1, Number 2

Table of Contents for this Volume: Untitled by Julie Ambrose Night by Judith Gallo Untitled by Judy Gozdur the shamans by Charles Riddles Untitled by Jerry Connell Untitled by Laura Woods Untitled by LEMA Wicked Bird by Laura Jo Last Untitled by Rick Dentos Untitled by Jeni Moody Untitled by Bettie W. Kwibs Untitled by Joann Stagg The Protector Stood by Laura Jo Last Visions of Salome by Charles Riddles Untitled by Thomas Tutten Kennesaw Line by Don Ova-Dunaway Stone Blood by Mary Ellen C. Wofford Untitled by Roger Whitt Jr. Untitled by C. Wingate Untitled by Doug Dorey Untitled by Karen Blumberg Untitled by Beverly Oviatt Untitled by Virginia Shrader The Crapulous Credo of Charles C. by Charles Riddles the brave and the true by David Reed Untitled by Charles Gutierrez Canoe Creek by Patricia Kraft Untitled by Linda Bobinger The Man in the Iron Lung by Patricia Kraft Untitled by Roger Whitt, Jr. Childish Things by Kathleen Gay Untitled by Joseph Avanzini The Lover by Mary S. Aken Untitled by Ann Harrington And He Taketh Away by David Reed Untitled by Mary Graham Untitled by Melody A. Cummons Untitled by Karen Blumberg To The Poets by Judith Gallo Untitled by Ann Harringto

Efficacy of a training intervention on the quality of practitioners' decision support for patients deciding about place of care at the end of life: A randomized control trial: Study protocol

<p>Abstract</p> <p>Background</p> <p>Most people prefer home palliation but die in an institution. Some experience decisional conflict when weighing options regarding place of care. Clinicians can identify patients' decisional needs and provide decision support, yet generally lack skills and confidence in doing so. This study aims to determine whether the quality of clinicians' decision support can be improved with a brief, theory-based, skills-building intervention.</p> <p>Theory</p> <p>The Ottawa Decision Support Framework (ODSF) guides an evidence based, practical approach to assist clinicians in providing high-quality decision support. The ODSF proposes that decisional needs [personal uncertainty, knowledge, values clarity, support, personal characteristics] strongly influence the quality of decisions patients make. Clinicians can improve decision quality by providing decision support to address decisional needs [clarify decisional needs, provide facts and probabilities, clarify values, support/guide deliberation, monitor/facilitate progress].</p> <p>Methods/Design</p> <p>The efficacy of a brief education intervention will be assessed in a two-phase study. In phase one a focused needs assessment will be conducted with key informants. Phase two is a randomized control trial where clinicians will be randomly allocated to an intervention or control group. The intervention, informed by the needs assessment, knowledge transfer best practices and the ODSF, comprises an online tutorial; an interactive skills building workshop; a decision support protocol; performance feedback, and educational outreach. Participants will be assessed: a) at baseline (quality of decision support); b) after the tutorial (knowledge); and c) four weeks after the other interventions (quality of decision support, intention to incorporate decision support into practice and perceived usefulness of intervention components). Between group differences in the primary outcome (quality of decision support scores) will be analyzed using ANOVA.</p> <p>Discussion</p> <p>Few studies have investigated the efficacy of an evidence-based, theory guided intervention aimed at assisting clinicians to strengthen their patient decision support skills. Expanding our understanding of how clinicians can best support palliative patients' decision-making will help to inform best practices in patient-centered palliative care. There is potential transferability of lessons learned to other care situations such as chronic condition management, advance directives and anticipatory care planning. Should the efficacy evaluation reveal clear improvements in the quality of decision support provided by clinicians who received the intervention, a larger scale implementation and effectiveness trial will be considered.</p> <p>Trial registration</p> <p>This study is registered as NCT00614003</p

The effect of delivery method on conceptual and strategy development

In order to develop intellectual expertise, the student needs to learn how to perform sophisticated pattern identification, and how to employ effective study and test taking strategies. These cognitive requirements are complex and analytical, and formal instruction operates under challenging constraints. In order to help students succeed in their chosen field, we need to understand better how instruction can help develop these meta-cognitive skills. This paper reports the results of a study in which novices attempted to categorize calculus integration problems in one of three delivery methods (Drill and Test, Fully Integrated, Incremental Learning). The results demonstrate that Incremental Learners develop the most effective study and test-taking strategies, have the best conceptual development, and have the most positive reactions to learning. The results, together with a previously reported computational study, support the hypothesis that Incremental Learners develop more effective concepts and strategies