Yoriko Kikkawa

A Review of Debriefing Practices

There appears to be a wide acceptance that debriefing plays an important role in the learning process of simulation-based programs. Indeed, the past decade has witnessed an increasing number of studies into debriefing across disciplines. Our research team has been conducting field research with airlines, over a number of years, to clarify what constitutes effective debriefing for airline pilot training. To assist this clarification, a comprehensive systematic review of existing studies into debriefing across disciplines was designed to direct further analysis of the data the team had collected. A preliminary investigation into this broad debriefing literature exposed that there was little consensus among many papers about effective debriefing practice owing to inconsistencies in: (a) methodological approaches, (b) terminology, and (c) professional focus. As a way of overcoming these inconsistencies, this paper initially synthesized research findings from a small number of existing systematic reviews scrutinizing debriefing across a variety of professional disciplines. The literature search identified 10 papers, three meta-analyses, and seven qualitative systematic reviews. This paper aims to identify key elements influencing learning outcomes from debriefing practices and presents the findings of this study as a single framework of debriefing elements.

Integrated Digitised Video Recordings in Postflight-Simulator Training: A Matter of Reflection

The effects of globalisation on the airline industry cannot be understated, with worldwide airline expansion creating a critical shortage of aviation professionals. For example, a recent report predicts a potential global shortage of 160,000 pilots over the next 20 years. In many regions of the world, this shortfall has already created situations where less experienced pilots are taking on the responsibility of airline captain. As a means of maintaining the quality of pilots in this highly demanding role, the aviation industry has made great efforts in modifying the delivery of education and training programmes. As in other industries, digitalisation has become a critical part of this transformation for airline pilot training. To make further improvements to the learning experiences in high-fidelity simulators, video recordings of pilots’ performance have increasingly been used in post-simulator debriefing. Furthermore, more advanced flight-simulator video-recording systems have made it possible to record a range of information during simulator sessions (e.g. flight instruments, aircraft parameters, and visual scenes) for the purpose of playing back to pilots in debriefing rooms. It is argued by airlines and manufacturers of such systems that this type of training offers pilots an effective learning platform by observing concrete examples of their own performance. More specifically, the method enables individual pilots, and teams of pilots, to reflect on their actions and behaviours, evaluate their decision-making processes, and improve overall performance. Yet research suggests mixed findings about the benefit of the training method, and little research has investigated the learning effects of the advanced system of recording and playing back simulator sessions. This chapter describes the practice of digitalised video-assisted debriefing, explores some of the issues already identified in the broader literature, and outlines possible solutions extracted from case studies of some airlines that have been using this method to maximise learning benefits of pilots.

Key contributing factors to learning through debriefings: commercial aviation pilots’ perspectives

ABSTRACT Debriefing is routinely used in pilot training. Limited empirical studies, however, have investigated what aspects of debriefing contribute to learning outcomes across professions. In this investigation, we focus on the learning of pilots flying large commercial aircraft in a multi-crew flight deck. The researchers observed, recorded and analysed over 32 biannual simulator training and assessment sessions. Each pilot pair engaged in two kinds of experiences across these two-day assessments: (a) a four-hour simulator session with a one-hour debriefing and (b) a three-hour simulator session with an extended period of debriefing. This preliminary report explores the quality and outcomes of these learning experiences, particularly the efficacy of the simulator-to-debriefing ratio. Thematic analysis of post-debriefing semi-structured interviews with three pilot pairs and their shared flight examiner suggests that appropriate debriefing duration and processes should be determined through considering personal readiness of pilots and situational factors during the training.