THE ROLE OF SIMULATOR IN NTS TRAINING AND ASSESSMENT

Simulator training has proven to be very successful in high risk domains NTS training and assessments (Kozuba and Bondaruk, 2014; Wanger et al., 2013; Balci et al., 2014) which provides a realistic environment for trainees. Delegates can make mistakes without compromising safety and learn from their own mistakes.

The importance of simulation training was first realised in the aviation industry in the early 20th century by building a wooden monoplane to give pilots some experience of lateral control. During the Second World War an analogue computer was designed to solve aircraft motion equations. In the late 1960’s a special purpose digital computer was developed for real time simulations. In 1971 the first television computer image generation system was produced to support simulator training of the pilots (The National Centre for Simulation, 2010).

The role of simulation has now increased in aviation and is an essential part of pilot training. Simulation is now used not only for pilot training but also in research studies in aircraft design and air accident investigations (Kozuba and Bondaruk, 2014).

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offered is risk free. A study was conducted to analyse the effectiveness of simulator training on a trainee’s ability to diagnose congenital heart disease by using 10 trainees with 2 having little experience. After the tests results showed that there was significant improvement in the trainees’ ability in the diagnosis of the disease, it was concluded that simulator based training could be very effective in the diagnosis of it (Wanger et al., 2013).

In a study, simulator training and traditional training of urology surgery were compared to investigate the effects of simulator training. Eight urologists were trained in a simulator and the other eight were trained using a conventional physical laparoscopic training box. All surgeons performed a specific surgery under the guidance. It was concluded that the simulator training method was an effective method with the group trained on simulators being slightly better than the other group (Balci et al., 2014).

Many safety critical industries, such as aviation and anaesthesia, have now adapted simulation as the recommended method of training and its effectiveness is regularly tested in various researches worldwide (Winteret al., 2012; Michael et al., 2014).

2.6.1 Simulator Training in the Maritime Sector

Modern technology has introduced simulators for training and assessments in the maritime sector. The mathematical model of a ship created on a computer demonstrates graphically the ship and its movement through the water which is nearly realistic and helps learners to learn effectively (Mohovic et al., 2012). The training provided by this medium has many benefits such as navigating vessels through restricted waters, dealing with emergency or crisis situations or using navigational aids (Pelletier, 2006). The biggest advantage of providing training by simulator is the ability to create various scenarios in different meteorological conditions in different sea areas using different target ships (Sniegocki, 2005).

One of the main disadvantages of simulator training is that many learners treat it as a video game and some of the master and mates students enjoy grounding a simulated VLCC ship in the British Channel rather than learning to navigate safely in the congested waters (Safahani, 2015b).

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The simulator training is being used in the compulsory training of the officer of the watch (OOW) and Chief Mate course. At the OOW level the course is called NAEST (O) (Navigation Aids and Equipment Simulator Training – Operational) and at chief mate level NAEST (M) (Management). The NAEST (O) course is a basic level course where use of equipment and basic watch keeping and navigation skills are taught to students undertaking the OOW course. Whereas NAEST (M) is a management level course where advance navigation skills are taught to the students undertaking the chief mate course (Wall, 2015).

Bridge Team Management (BTM) or BRM is thought to be of CRM equivalent in the maritime sector and has been in operation for about two decades. Based on a seafarers’ survey it is believed that the BTM course in the maritime sector is valid (Hetherington et al., 2006). The course is only recommended by ISM Code there being no mandatory requirement by any regulatory body (ibid). In the United States, the NTSB recommends that deck officers on US flagged ships attend BRM training (ibid). This is only a recommendation which is limited to one country. To make this course mandatory to improve safety of shipping worldwide Hetherington et al. (2006) states “It would be necessary for the IMO to implement guidelines for this to become internationally recognized as important”.

Various studies are conducted to analyse the effectiveness of simulator training. A comparative study was conducted by the Memorial University of Newfoundland to see the impact of simulator training on ice navigation with lifeboats. A total of 19 individuals were recruited with some experience of operating powerboats but no experience with lifeboats. The participants were divided into three groups. The group one participants were trained in the lifeboats in calm and open waters with STCW learning outcomes. Water barrels and rafts were placed along the course to simulate ice patches. Group two were also trained the same as group one but with additional classroom training. Group three was solely trained using simulator technologies including a 2 hour ice curriculum. After conducting tests of all three groups in the simulated ice waters it was concluded that those participants who have taken simulator training were less likely to sustain damage to the lifeboat in iced waters (Power et al., 2011). It can be argued that the group three also had extra training of ice curriculum which may also have impacted positively on the outcome.

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2.6.2 Use of Simulators in Maritime Research

Simulators have been used in various researches to analyse different maritime related topics such as the effectiveness of officer competence under various circumstances. These researches have proven beneficial as corrective measures have been taken to improve safety after the researches. Two notable researches, Project Horizon (WMA, 2012) and development of behavioural markers for the assessment of competence of engineering officers in crisis management (Gatfield, 2008), will be discussed here.

In an EU funded project, Project Horizon, undertaken by Chalmers University of Technology in Goteberg and Warsash Maritime Academy at Southampton Solent University the effects of fatigue were measured scientifically. A total of 90 experienced deck and engineering officers were recruited to take part in the study which involved watch patterns of four hours on / eight hours off and six hours on /six hours off. The project used bridge, engine and cargo simulators to simulate a 40,000 dwt oil tanker to undertake two round voyages from Southampton to Rotterdam over a seven day period. The participants’ wore various sensors such as Actigraphy and Electroencephalogam to measure the sleep duration, record brain activity, eye movement and heart rates which enabled researchers to analyse the impact of sleepiness on decision making, situation awareness and other key skills. As a result researchers were able to use the data to develop a fatigue management tool kit to help arrange work schedules (WMA, 2012).

Another remarkable study was conducted by Gatfield (2008) who developed the behavioural marker system for the assessment of marine engineering officers’ competency in an engine control room simulator (Section 2.5.3). It is crucial to develop a similar behavioural markers system for the assessment of participants in the simulators for deck officers.