Virtual Reality Adaptive Training for Personalized Stress Inoculation.

OBJECTIVE: To evaluate a personalized adaptive training program designed for stress prevention using graduated stress exposure. BACKGROUND: Astronauts in the high-risk space mission environment are prone to performance-impairing stress responses, making preemptive stress inoculation essential for their training. METHODS: This work developed an adaptive virtual reality-based system that adjusts environmental stressors based on real-time stress indicators to optimize training stress levels. Sixty-five healthy subjects underwent task training in one of three groups: skill-only (no stressors), fixed-graduated (prescheduled stressor changes), and adaptive. Psychological (subjective stress, task engagement, distress, worry, anxiety, and workload) and physiological (heart rate, heart rate variability, blood pressure, and electrodermal activity) responses were measured. RESULTS: The adaptive condition showed a significant decrease in heart rate and a decreasing trend in heart rate variability ratio, with no changes in the other training conditions. Distress showed a decreasing trend for the graduated and adaptive conditions. Task engagement showed a significant increase for adaptive and a significant decrease for the graduated condition. All training conditions showed a significant decrease in worry and anxiety and a significant increase in the other heart rate variability metrics. CONCLUSION: Although all training conditions mitigated some stress, the preponderance of trial effects for the adaptive condition supports that it is more successful at decreasing stress. APPLICATION: The integration of real-time personalized stress exposure within a VR-based training program not only prepares individuals for high-stress situations by preemptively mitigating stress but also customizes stressor levels to the crew member's current state, potentially enhancing resilience to future stressors.

A methodology for projecting the return on investment of training technologies.

Each year significant tax dollars are spent on the development of new technologies to increase efficiency and/or reduce costs of military training. However, there are currently no validated methods or measures to quantify the return on investment for adopting these new technologies for military training. Estimating the return on investment (ROI) for training technology adoption involves 1) developing a methodology or framework, 2) validating measures and methods, and 3) assessing predictive validity. The current paper describes a projective methodology using the Kirkpatrick framework to compare projected tangible and intangible benefits against tangible and intangible costs to estimate future ROI. The use-case involved an advanced technology demonstration in which sixty aircrew participated in a series of live, virtual, and constructive (LVC) exercises over a five-week period. Participants evaluated the technology's potential costs and benefits according to the Kirkpatrick framework of training program evaluation, and analyses resulted in a nominal projection of $488 million dollars saved, significant enhancements in large-force proficiency, and 1.4 lives saved over ten years at an implementation rate of 0.5% of budgeted flight hours. A discussion of theoretical implications, data-based limitations, and recommendations for future research are provided.

Digital human ergonomics training for remote office workers: Comparing a novel method to a traditional online format.

OBJECTIVE: This randomized controlled trial investigated the effectiveness of an online ergonomics training program with a digital human compared to an online ergonomics training program without a digital human. METHOD: Remote office workers (n = 138) were randomly assigned to either a digital human training, a traditional webpage training without a digital human, or a control group. Musculoskeletal discomfort, knowledge retention, and behavior change were measured. RESULTS: The overall group differences for increased behavior change and knowledge retention were statistically significant (p < 0.05). For knowledge retention, the digital human training group showed comparable improvement in knowledge scores compared to the traditional training group. For behavior scores, the traditional training showed improvement compared to the control group. Decreases in musculoskeletal discomfort for all groups were not statistically significant (p > 0.05). CONCLUSION: Digital humans have the potential to meet large-scale remote worker training needs.

Development and Human Factors Evaluation of a Portable Auditory Localization Training System.

OBJECTIVE: To design and develop a Portable Auditory Localization Acclimation Training (PALAT) system capable of producing psychoacoustically accurate localization cues; evaluate the training effect against a proven full-scale, laboratory-grade system under three listening conditions; and determine if the PALAT system is sensitive to differences among electronic level-dependent hearing protection devices (HPDs). BACKGROUND: In-laboratory auditory localization training has demonstrated the ability to improve localization performance with the open (natural) ear, that is, unoccluded, and while wearing HPDs. The military requires a portable system capable of imparting similar training benefits as those demonstrated in laboratory experiments. METHOD: In a full-factorial repeated measures design experiment, 12 audiometrically normal participants completed localization training and testing using an identical, optimized training protocol on two training systems under three listening conditions (open ear, TEP-100, and ComTac™ III). Statistical tests were performed on mean absolute accuracy score and front-back reversal errors. RESULTS: No statistical difference existed between the PALAT and laboratory-grade DRILCOM systems on two dependent localization accuracy measurements at all stages of training. In addition, the PALAT system detected the same localization performance differences among the three listening conditions. CONCLUSION: The PALAT system imparted similar training benefits as the DRILCOM system and was sensitive to HPD localization performance differences. APPLICATION: The user-operable PALAT system and optimized training protocol can be employed by the military, law enforcement, and various industries, to improve auditory localization performance in conditions where auditory situation awareness is critical to safety.

Identifying what works for whom: Implementation outcomes following iLookOut, a child abuse identification and referral training program.

Introduction: iLookOut, a web-based child abuse training for early childcare professionals (ECPs), has been shown to improve knowledge and attitudes related to correctly identifying and reporting suspected cases of child abuse. The overarching goal of the present study is to examine "what works for whom" for iLookOut in order to identify strategies for optimizing learner outcomes. Methods: This prospective study enrolled 12,705 ECPs who completed iLookOut (November 2014-December 2018). We used structural equation models to test whether learner demographic and professional characteristics were differentially associated with implementation outcomes (i.e., acceptability and appropriateness) and whether these mediated subsequent indicators of training effectiveness (i.e., gains in knowledge). Results: Consistent with previous research, individuals with lower baseline knowledge scores showed greater knowledge gains (ß = -.57; p < .001). Greater knowledge gains were seen for learners who reported higher acceptability (ß = .08; p < .001) or appropriateness (ß = .14; p < .001). Implementation outcomes strongly associated with knowledge gains included acceptability for female learners and appropriateness for learners who had not completed high school or had >15 years of experience in childcare settings. Where mediation was found, for the majority of groups, appropriateness emerged as the driving mediator. Conclusion: Implementation outcomes emerged as important drivers of knowledge change for most groups. The iLookOut Core Training's use of a multimedia learning environment, video-based storylines, and game-based techniques were endorsed by learners and correlated with increases in knowledge. Future work should explore why aspects of the iLookOut training are rated as less acceptable or appropriate by some groups and what changes would improve efficacy for low performing learners.

Novel In-Training Evaluation Report in an Internal Medicine Residency Program: Improving the Quality of the Narrative Assessment.

OBJECTIVE: To determine whether incorporating our novel in-training evaluation report (ITER), which prompts each resident to list at least three self-identified learning goals, improved the quality of narrative assessments as measured by the Narrative Evaluation Quality Instrument (NEQI). METHODS: A total of 1468 narrative assessments from a single institution from 2017 to 2021 were deidentified, compiled, and sorted into the pre-intervention form arm and post-intervention form arm. Due to limitations in our residency management suite, incorporating learning goals required switching from an electronic form to a hand-deliver form. Comments were graded by two research personnel utilizing the NEQI's scale of 0-12, with 12 representing the maximum quality for a comment. The outcome of the study was the mean difference in NEQI score between the electronic pre-intervention period and paper post-intervention period. RESULTS: The mean NEQI score for the pre-intervention period was 2.43 ± 3.34, and the mean NEQI score for the post-intervention period was 3.31 ± 1.71, with a mean difference of 0.88 (p < 0.001). In the pre-intervention period, 46% of evaluations were submitted without a narrative assessment (scored as a zero) while 1% of post-intervention period evaluations had no narrative assessment. Internal consistency reliability, as measured by Ebel's intraclass correlation coefficient (ICC), showed high agreement between the two raters (ICC = 0.92). CONCLUSIONS: Our findings suggest that implementing a timely, hand-delivered paper ITER that incorporates resident learning goals can lead to overall higher-quality narrative assessments.

Rapid and sustained contact tracing training for COVID-19 in San Francisco: a training model for developing an emergency public health workforce.

The City and County of San Francisco was the first municipality in the United States to institute a COVID-19 contact tracing program. The San Francisco Department of Public Health (SFDPH) and the University of California, San Francisco (UCSF) created an outcome-based fully remote contact tracing curriculum using participatory learning methods to train non-public health emergency workers as contact tracers. Between April and December 2020, we trained over 300 individuals in contact tracing skills and procedures over three training phases. Using iterative curriculum design and Kirkpatrick's evaluation methodology, we aimed to ensure high quality and successful person-centered contact tracing. The resulting curriculum consisted of 24 learning outcomes taught with six participatory skills development activities, asynchronous materials, and one-on-one contact tracer support. We collected more than 700 responses from trainees using various evaluation tools across the training phases, and contact tracers interviewed more than 24,000 contacts after training in our program. Our evaluations showed that knowledge and skills improved for most trainees and demonstrated the utility of the training program in preparing trainees to perform person-centered contact tracing in San Francisco. Local health jurisdictions and state health agencies can use this model of curriculum development and evaluation to rapidly train a non-public health workforce to respond to future public health emergencies.

Acute physiological, perceived exertion and enjoyment responses during a 4-week basketball training: a small-sided game vs. high-intensity interval training.

Introduction: Although previous research found that small-sided game (SSG) training was more enjoyable than high-intensity interval training (HIT) in various sports, no data were provided during longer training period in basketball. Furthermore, the comparison of internal loads between the two training approaches needs to be further examined. Thus, this study aimed to examine the acute physiological, perceived exertion and enjoyment responses during 4-week progressive basketball SSG or HIT programs. Methods: Nineteen female collegiate basketball players were randomly assigned to two groups that performed either HIT (n = 10) or SSG (n = 9) 3 times per week for 4 continuous weeks. Average and percentage of maximal heart rate (HRmean and %HRmax), rating of perceived exertion (RPE), and physical activity enjoyment (PACES) were determined during each training session. Results: There was a main group effect in PACES (p < 0.001; ηp2 = 0.44, moderate), and SSG had higher PACES than HIT in each week (p < 0.05). There were no significant interactions or main group effects in HRmean, %HRmax or RPE, but a main time effect was found in HRmean (p = 0.004; ηp2 = 0.16, minimum), %HRmax (p < 0.001; ηp2 = 0.25, minimum), and RPE (p < 0.001; ηp2 = 0.31, moderate), respectively. In the SSG group, although no significant differences were found in HR responses, %HRmax was below 90% in week 1 and week 2. Accompanied with changes in %HRmax, RPE in week 1 and week 2 was lower than that in week 3 and week 4 (p < 0.05). Conclusion: Our findings suggest that SSG and HIT elicit similar acute HR response and RPE level, but SSG is perceived as more enjoyable and therefore it is more likely to increase exercise motivation and adherence comparing to HIT. Moreover, it seems that half-court, 2 vs. 2 SS Gtraining format with modified rules and lasting ≥ 7.5 min should be prescribed as an enjoyable training alternative to provide optimal cardiovascular stimuli (> 90% of HRmax) for female basketball players.

Evaluation of an Online Training Program on COVID-19 for Health Workers in Papua New Guinea.

BACKGROUND: Health worker training is an important component of a holistic outbreak response, and travel restrictions resulting from the COVID-19 pandemic have highlighted the potential of virtual training. Evaluation of training activities is essential for understanding the effectiveness of a training program on knowledge and clinical practice. We conducted an evaluation of the online COVID-19 Healthcare E-Learning Platform (CoHELP) in Papua New Guinea (PNG) to assess its effectiveness, measure engagement and completion rates, and determine barriers and enablers to implementation, in order to inform policy and practice for future training in resource-limited settings. METHODS: The evaluation team conducted a mixed methods evaluation consisting of pre- and post-knowledge quizzes; quantification of engagement with the online platform; post-training surveys; qualitative interviews with training participants, non-participants, and key informants; and audits of six health facilities. RESULTS: A total of 364 participants from PNG signed up to participate in the CoHELP online training platform, with 41% (147/360) completing at least one module. Of the 24 participants who completed the post-training survey, 92% (22/24) would recommend the program to others and 79% (19/24) had used the knowledge or skills gained through CoHELP in their clinical practice. Qualitative interviews found that a lack of time and infrastructural challenges were common barriers to accessing online training, and participants appreciated the flexibility of online, self-paced learning. CONCLUSIONS: Initially high registration numbers did not translate to ongoing engagement with the CoHELP online platform, particularly for completion of evaluation activities. Overall, the CoHELP program received positive feedback from participants involved in the evaluation, highlighting the potential for further online training courses in PNG.

Comprehensive evaluation of a cutaneous T-cell lymphoma education webinar.

BACKGROUND: Effective and timely referral, treatment and care of people with cutaneous T-cell lymphoma (CTCL) depend on clinical staff possessing highly specialised knowledge and skills. Because of the fragmented nature of the CTCL workforce, specialist education was delivered via a webinar. AIM: The study aimed to comprehensively evaluate the webinar and test the validity of using an evaluation model for a one-off education event. METHODS: The webinar was evaluated using Moore et al's conceptual model for evaluation of education. Data were collected using polling questions and post-webinar questionnaires and analysed using descriptive summaries and content analysis. FINDINGS: Respondents agreed or strongly agreed that the webinar was an effective way to learn, enjoyable, relevant to their role and interesting. Learners also reported improvements in awareness, knowledge and understanding of CTCL, its referral and treatment. CONCLUSION: Evaluating one-off education events using a conceptual model of evaluation for continuous medical education is recommended, with some adaptations to overcome limitations.

Multisensory Preclinical Training Strategy of Periodontal Scaling for Undergraduates.

BACKGROUND: Invisibility of subgingival scaling is the most important negative factor affecting the performance of periodontal treatment. A multisensory teaching strategy is used in the preclinical training of undergraduates in order to increase the haptic-auditory-visual feedback, aiming to overcome the invisibility and achieve minimal postoperative complications, improving patients' treatment experience. METHODS: One hundred undergraduate dental students in grade 5 were divided into a multisensory teaching strategy group (MTS: n = 50) and a conventional training pattern group (CTP: n = 50). All participants attended a lecture on using an ultrasonic subgingival scaler (USS) and Gracey curettes (GRA), followed by a 3-week training programme. Students in the MTS group were trained in a haptic/auditory-visual feedback manner, whereas students in the CTP group were trained conventionally. After the training phase, paired students in the 2 different groups performed subgingival scaling in paired patients with equivalent teeth of periodontitis using USS and GRA. Objective and subjective postoperative evaluations were recorded. Probing depth (PD) and gingival index (GI) were evaluated before and 4 weeks after scaling by the same periodontal specialist. RESULTS: MTS significantly reduced treatment time and ameliorated postoperative complications (gingival injury, haemorrhage and root surface roughness; P < .05). Postoperative sensitivity was reduced in the MTS group from day 1 to day 7 (D1-D5: P < .001; D6: P = .002; D7: P = .003), whereas postoperative pain was reduced on day 1 (P = .006), compared with that in the CTP group. The PD reduction was not significant between the groups (MTS: 3.17 ± 0.95 mm vs CTP: 3.07 ± 0.97 mm, P > .05), whereas the GI change showed a significant difference between the groups (MTS: 1.71 ± 0.41 vs CTP: 1.67 ± 0.41, P < .05). CONCLUSIONS: Multisensory teaching strategies in the preclinical periodontal training of undergraduates can reduce postoperative complications (gingival injury, postoperative haemorrhage, and root surface roughness) and provide a better treatment experience (decreased treatment time and postoperative pain and sensitivity) for patients.

The development of the helicopter non-technical skills (HeliNOTS) behavioural marker systems.

Behavioural marker systems (observational frameworks geared towards the assessment of non-technical skills by way of behavioural markers) exist across a variety of high-risk occupations, however, no identifiable system currently exists developed from rotary operative data. In this study, discussion groups (n = 9) were undertaken with subject matter experts (n = 20)-including pilots and technical crew operating across search and rescue and offshore transport environments-with the objective of identifying role-specific behavioural markers. Systems were reviewed on an iterative basis by the academic team and received final reviews by additional subject matter experts (n = 6). Two behavioural marker systems were constructed: HeliNOTS (O) for offshore transport pilots and HeliNOTS (SAR) for search and rescue crews; each with domain-specific behavioural markers. Both represent a significant step towards a nuanced approach to training and assessment of helicopter flight crews' non-technical skills and are the first publicly available systems tailored to these distinct mission types.Practitioner summary: There is no publicly available behavioural marker system based on data from rotary operatives. Across this study, two prototype systems were developed: HeliNOTS (SAR) for helicopter search and rescue, and HeliNOTS (O) for helicopter offshore transport. Both HeliNOTS systems represent a nuanced approach towards rotary CRM training and assessment.

Evaluation of the effectiveness of written communication training of a public higher education institution using the Kirkpatrick model

BACKGROUND@#This study aims to evaluate the effectiveness of the “Effective Written Communication Training” provided among 16 UP Manila administrative employees following Kirkpatrick's training evaluation model.@*OBJECTIVES@#This study specifically examines the reaction of the employees to the training program (Level 1), changes in the level of learning (Level 2), and transfer of training in the workplace or behavioral changes (Level 3).@*METHODOLOGY@#The study used a cross-sectional design, and the primary data was collected through survey questionnaires, a pretest, and a posttest. For the Level 1 evaluation, a training assessment survey was given to the participants. For the Level 2 evaluation, tests were given to the participants before and after the conduct of the training program. For the Level 3 evaluation, a survey questionnaire was given to the participants and their immediate supervisor five months after the end of the training.@*RESULTS@#The Level 1 results showed that the participants' overall reaction to the training was Excellent in terms of training design, facilitation, resource speaker/facilitator, and overall experience. For the Level 2 evaluation, results showed that there is a significant change (t(15)=11.32, ρ<0.05) in the participants' learning about written communication, as shown in the difference between the pretest (M=16.56, SD=3.01) and posttest scores (M=20.25, SD=2.49). Results of the Level 3 evaluation showed that written communication competencies have been applied to the workplace. Employees confidently compose written correspondences, construct formal and official letters, and relay queries using a more appropriate choice of words, which the participants' supervisors also observed.@*CONCLUSION@#Overall, the training program was found to be effective in improving the participants' written communication skills, following Kirkpatrick's training evaluation model.

Driver Expectations of a Partial Driving Automation System in Relation to Branding and Training.

OBJECTIVE: The current study examined whether differences in the branding and description or mode of training materials influence drivers' understanding and expectations of a partial driving automation system. BACKGROUND: How technology is described might influence consumers' understanding and expectations, even if all information is accurate. METHOD: Ninety drivers received training about a real partial driving automation system with a fictitious name. Participants were randomly assigned to a branding condition (system named AutonoDrive, training emphasized capabilities; or system named DriveAssist, training emphasized limitations) and training mode (quick-start brochure; video; or in-person demonstration). No safety-critical information was withheld nor deliberately misleading information provided. After training, participants drove a vehicle equipped with the system. Associations of drivers' expectations with branding condition and training mode were assessed using between-subjects comparisons of questionnaire responses obtained pre- and post-drive. RESULTS: Immediately after training, those who received information emphasizing the system's capabilities had greater expectations of the system's function and crash avoidance capability in a variety of driving scenarios, including many in which the system would not work, as well as greater willingness to utilize the system's workload reduction benefits to take more risks. Most but not all differences persisted after driving the vehicle. Expectations about collision avoidance differed by training mode pre-drive but not post-drive. CONCLUSION: Training that emphasizes a partial driving automation system's capabilities and downplays its limitations can foster overconfidence. APPLICATION: Accuracy of technical information does not guarantee understanding; training should provide a balanced view of a system's limitations as well as capabilities.

Longitudinal assessment of competency development at The Ohio State University using the competency-based veterinary education (CBVE) model.

With the development of the American Association of Veterinary Medical Colleges' Competency-Based Veterinary Education (CBVE) model, veterinary schools are reorganizing curricula and assessment guidelines, especially within the clinical rotation training elements. Specifically, programs are utilizing both competencies and entrustable professional activities (EPAs) as opportunities for gathering information about student development within and across clinical rotations. However, what evidence exists that use of the central tenets of the CBVE model (competency framework, milestones and EPAs) improves our assessment practices and captures reliable and valid data to track competency development of students as they progress through their clinical year? Here, we report on validity evidence to support the use of scores from in-training evaluation report forms (ITERs) and workplace-based assessments of EPAs to evaluate competency progression within and across domains described in the CBVE, during the final year clinical training period of The Ohio State University's College of Veterinary Medicine (OSU-CVM) program. The ITER, used at the conclusion of each rotation, was modified to include the CBVE competencies that were assessed by identifying the stage of student development on a series of descriptive milestones (from pre-novice to competent). Workplace based assessments containing entrustment scales were used to assess EPAs from the CBVE model within each clinical rotation. Competency progression and entrustment scores were evaluated on each of the 31 rotations offered and high-stakes decisions regarding student performance were determined by a collective review of all the ITERs and EPAs recorded for each learner across each semester and the entire year. Results from the class of 2021, collected on approximately 190 students from 31 rotations, are reported with more than 55 299 total competency assessments combined with milestone placement and 2799 complete EPAs. Approximately 10% of the class was identified for remediation and received additional coaching support. Data collected longitudinally through the ITER on milestones provides initial validity evidence to support using the scores in higher stakes contexts such as identifying students for remediation and for determining whether students have met the necessary requirements to successfully complete the program. Data collected on entrustment scores did not, however, support such decision making. Implications are discussed.

Management of Female Genital Mutilation/Cutting-Related Obstetric Complications: A Training Evaluation.

Although female genital mutilation/cutting (FGM/C) is a prevalent practice in Liberia, healthcare workers lack the capacity to provide adequate care for FGM/C survivors. Therefore, Liberian nurses, physician assistants, midwives and trained traditional midwives were trained in sexual, obstetric and psychosocial care for FGM/C survivors in 2019. Through questionnaires, we assessed knowledge acquisition, trainee attitudes towards FGM/C care and acceptability to implement WHO-endorsed recommendations. The questionnaires were analyzed using descriptive statistics for quantitative data and an inductive approach for qualitative data. A total of 99 female and 34 male trainees participated. Most trainees perceived FGM/C as harmful to women's health, as a violation of women's rights and showed a willingness to change their clinical practice. While 82.8% (n = 74/90) perceived their role in advocating against FGM/C, 10.0% (n = 9/90) felt that they should train traditional circumcisers to practice FGM/C safely. The pre-training FGM/C knowledge test demonstrated higher scores among physician assistants (13.86 ± 3.02 points) than among nurses (12.11 ± 3.12 points) and midwives (11.75 ± 2.27 points). After the training, the mean test score increased by 1.69 points, from 12.18 (±2.91) points to 13.87 (±2.65) points. The trainings successfully increased theoretical knowledge of FGM/C-caused health effects and healthcare workers' demonstrated willingness to implement evidence-based guidelines when providing care to FMG/C survivors.

Lessons learned for public health workforce development: An evaluation of the centers for disease control and prevention's laboratory leadership service fellowship.

The Centers for Disease Control and Prevention launched the Laboratory Leadership Service (LLS) Fellowship Program in July 2015 to develop public health laboratory (PHL) leaders who will improve PHL quality and safety. This article describes a retrospective, summative evaluation to determine the extent to which LLS has met its short-term goals for PHL workforce development. The evaluation relied on existing data from routine LLS data collection and reporting, supplemented with a new alumni survey. The purpose of the design was threefold: 1) to reduce data collection burden on program staff and participants, 2) to assess the value and limits of routine fellowship data for comprehensive public health workforce development program evaluation, and 3) to identify ways to improve LLS's routine data collections for program evaluation. We used descriptive statistics, qualitative analysis, and participatory methods (i.e., a data party) to analyze and interpret data. Results show LLS short-term outcome achievement and highlight opportunities for program improvement, particularly related to the design of certain training requirements and for future evaluations. Overall, the evaluation contributes to lessons learned for PHL workforce development efforts, including how routine data collections can contribute to comprehensive public health workforce development evaluations.

The Role of Self-Study in Addressing Competency Decline Among Airline Pilots During the COVID-19 Pandemic.

OBJECTIVE: This study aimed to investigate the self-study methods used by pilots while grounded and their perception of competence decline and confidence upon their return to flying. BACKGROUND: Previously, long absences from flying were managed on a case-by-case basis. Thousands of pilots returning to flying as the pandemic eases have burdened airline training systems. Limited research has been conducted on the decline in skills of airline pilots while operationally absent from the cockpit. Few studies have considered this topic in the context of a pandemic. METHOD: A questionnaire study was conducted with 234 airline pilots who were grounded during the COVID-19 pandemic. RESULTS: Uncertainty regarding sudden and indefinite periods of grounding made it challenging to maintain motivation to self-study. This matter was aggravated by the additional financial and personal stress caused by the state of the airline industry and the outcomes of the pandemic. The participants anticipated a decline in manual flying skills as the worst outcome after being absent from the flight deck. However, these pilots proved quick to recover these skills when they resumed flying. It took significantly more time for pilots to regain proficiency in applying knowledge, procedures and compliance with regulations, situation awareness and workload management. CONCLUSION: The study proposes recommendations for pilots and airlines to harness essential self-study practices in competency areas identified to have significantly declined. APPLICATION: The outcome of this paper guides airlines, pilots and regulators in better understanding how grounded pilots observe skill decline in a broader range of competencies.

Digital training for psychosocial risk assessment as an approach to foster primary prevention for SMEs: An evaluation study.

BACKGROUND: Rapidly changing stressful working conditions put new challenges on mental health in future work, especially for small- and medium-sized enterprises (SMEs) which need to be addressed on an organisational level. To promote, secure and sustain a healthy workforce in the long run, primary prevention of psychosocial risks is needed. Still, 70% of EU companies and over 85% of German SMEs lack the legally required implementation of psychosocial risk assessment (PRA) in their occupational safety and health (OSH) management. OBJECTIVE: The aim of the study was to evaluate the digital training PsyHealth worXs! as a suitable approach to teach OSH stakeholders how to conduct PRA. METHODS: We conducted a longitudinal evaluation study with two measurement times in the first and last week of the digital training based on N = 312 questionnaires. RESULTS: After the training, participants' knowledge of the PRA process was significantly higher, and they felt significantly more competent to derive OSH interventions. Overall, the process of PRA and the involvement of stakeholders were perceived as significantly easier. CONCLUSION: Results suggest that the digital training provides an easily accessible opportunity for SMEs to successfully enable their OSH management to implement PRA strategies. Future research will have to evaluate the overall long-term implementation increase of PRA in German SME companies.

Fostering Self-Regulated Learning in Online Environments: Positive Effects of a Web-Based Training With Peer Feedback on Learning Behavior.

Although training in self-regulated learning (SRL) is effective in improving performance, human trainers can reach only a few people at a time. We developed a web-based training for potentially unlimited numbers of participants based on the process model of SRL by Schmitz and Wiese (2006). A prior study (Bellhäuser et al., 2016) observed positive effects on self-reported SRL and self-efficacy. In the present randomized controlled trial, we investigated an improved version of the web-based training, augmented by the application of peer feedback groups. Prospective university students in an online mathematics preparation course were assigned randomly to one of four experimental conditions: Group D (diary), group TD (training + diary), group TDP (training + diary + peer feedback group), and group C (control). Complete data was obtained for 136 participants (78.8% male; M = 19.8 years). The learning diary was intended to trigger goal setting, planning, and self-motivation in the morning and reflection in the evening. The web-based training consisted of three lessons (approximately 90 min each) with videos, presentations, self-tests, and exercises. In the peer feedback condition, participants were randomly assigned to groups of five persons each and used a bulletin board to discuss pre-defined topics related to the content of the web-based training. Outcome measures included a test of declarative SRL knowledge, an SRL questionnaire, a general self-efficacy scale, log file data, and a mathematics test. Results showed positive effects for the web-based training, particularly when combined with peer feedback on both SRL knowledge and SRL questionnaires, self-efficacy, and on objective time-investment, but not on the mathematics test. The learning diary did not exhibit positive effects. We conclude that additional peer-feedback seems to be a useful supplement to web-based trainings with comparably low organizational costs.