Improving older driver knowledge and self-awareness through self-assessment: the driving decisions workbook

PURPOSE: This study aims to assess whether the Driving Decisions Workbook, a self-assessment instrument for older drivers, increased self-awareness and general knowledge. This study also assessed perceptions regarding its usefulness, particularly as a tool for facilitating discussions within families of older drivers. A secondary purpose of the study was to determine if problems identified by drivers in the workbook related to problems they had with actual driving. DESIGN AND METHODS: The Driving Decisions Workbook was administered along with a questionnaire and a road test. A convenience sample of 99 licensed drivers aged 65 and above was used. RESULTS: After completing the workbook, about three fourths of the participants reported being more aware of changes that could affect driving. Fourteen percent reported that they had discovered a change in themselves of which they had not been previously aware. All respondents found the workbook to be at least a little useful and thought the workbook could help facilitate family discussions. Workbook responses were positively correlated with overall road test scores. Significant correlations were also noted between the road test and a majority of workbook subsection responses. IMPLICATIONS: This study indicates that the workbook may be a useful first-tier assessment instrument and educational tool for the older driver. It may encourage an older driver to drive more safely and/or to seek clinical assessment, and help in facilitating discussions about driving within their families.     

安全工程专业课教学中的创新教育与素质教育

基于创新教育与素质教育的视角,客观地分析当前我国大学生素质教育的背景与面临形势;阐述安全工程本科专业大学生人才的素质结构和培养目标;同时,结合中国劳动关系学院(CIIR)的具体情况,针对学院在安全工程专业课教学中遇到的实际问题,提出了提升安全工程专业课教学中大学生创新能力与素质培养的基本对策。该对策包括:切实开展教学改革,增强教学效果;课内教学与课外实践相结合;专业课教学中要广泛运用现代教育技术;利用课堂开展教书育人活动;"以人为本",突出课堂教学的互动性;在课堂教学中要综合运用各种教学法。     

A Process investigation of realistic job previews: Mediating variables and channels of communication

A laboratory experiment was conducted to investigate the role of three possible mediating variables (job attitude, job knowledge, and job acceptance intention) to explain the effects of realistic job previews (RJPs) on entry-level outcomes. In addition, the effectiveness of an oral realistic job preview presented by an employment interviewer was compared to a written RJP. Sixty undergraduate student volunteers were randomly assigned to one of three conditions: (1) an oral RJP presented to job applicants by the employment interviewer during an employment interview; (2) a written RJP given to job applicants to read before an employment interview; and (3) a control condition in which job applicants received general job information from the interviewer during an employment interview. Results indicated that knowledge was an important mediator of RJP effects on several entry-level outcomes whereas attitude and job acceptance intention did not mediate RJP effects although both were strongly related to job acceptance decisions. In addition, the oral RJP was more effective than both the written RJP and general job information in creating positive preceptions of interviewer and organization honesty. Both the oral and the written RJP lowered subjects' job expectations and increased role clarity in comparison to the control group but did not affect job acceptance or commitment to job choice. The implications for future RJP research and application are discussed.     

Applying online fleet driver assessment to help identify,target and reduce occupational road safety risks

Many studies have shown that driver attitude and behaviour are important determinants of the likelihood of collision involvement. Knowledge of the Rules of the Road and the perception of hazards are also associated with collision involvement. The aim of this paper is to review the practical application of an online fleet driver assessment program to help identify, target and reduce occupational road safety risks. A large and unique data set collected from online assessment of drivers employed in a UK telecommunications organisation is analyzed. Data was also collected on driver demographics and their driving and collision history. Analysis of the data revealed that attitude, behaviour, knowledge and hazard perception are highly correlated with self-reported collisions. The influence of these variables on collision involvement was assessed using a Poisson regression model. Both attitude and behaviour scores exhibit a statistically significant association with collision involvement, along with other variables such as mileage driven, driver age and personality. The findings lend support to the need to create a safety culture in which driver assessment and improvement is the norm, as well as reducing exposure to risk wherever possible through better ways of working and travelling.     

Student and faculty issues in distance education occupational safety and health graduate programs

PROBLEM: There is increasing interest in delivering degree programs without requiring students to attend traditional classroom-based classes. There are many differences between classroom and distance courses that must be addressed to have effective distance programs. METHOD: Occupational safety and health faculty and occupational safety and health professionals were surveyed to determine the need for graduate occupational safety and health programs, delivered by means of distance education, and the best means to deliver the program from the perspective of faculty and working occupational safety and health professionals. RESULTS: Adequate time is the largest problem issue for potential students and the distance student's needs must be considered when developing program policies and procedures. Faculty must be sufficiently trained in pedagogy, technology, and communications so that they have the same comfort level with this method of instruction as they do for the more familiar classroom, and technical and instructional support personnel need to be readily available to work with the faculty and support course development. IMPACT ON INDUSTRY: Findings indicate that there is interest in a distance education-based program and it is believed that industry will be positively impacted as educational opportunities expand for working professionals.     

Older driver training programs: A systematic review of evidence aimed at improving behind-the-wheel performance

IntroductionAge- and health-related changes, alongside declines in driving confidence and on-road exposure, have been implicated in crashes involving older drivers. Interventions aimed at improving behind-the-wheel behavior are diverse and their associated impact remains unclear. This systematic review examined evidence on older driver training with respect to (1) road safety knowledge; (2) self-perceived changes in driving abilities; and (3) behind-the-wheel performance. Method Nine databases were searched for English-language articles describing randomized controlled trials (RCTs) and non-RCTs of driver training interventions aimed at those aged 55+ who did not have medical or other impairments that precluded licensure. Quality appraisals were conducted using Cochrane’s Risk of Bias Tool (RoB) and Risk Of Bias In Non-randomized Studies – of Interventions tool (ROBINS – I). [PROSPERO; registration no. CRD42018087366]. Results Twenty-five RCTs and eight non-RCTs met the inclusion criteria. Interventions varied in their design and delivery where classroom-based education, or a combination of classroom-based education with on-road feedback, improved road safety knowledge. Training tailored to individual participants was found to improve self-perceived and behind-the-wheel outcomes, including crashes. Conclusions Interventions comprised of tailored training can improve knowledge of road safety, changes to self-perception of driving abilities, and improved behind-the-wheel performance of older drivers. Future research should compare modes of training delivery for this driver population to determine the optimal combinations of off- and/or on-road training. Practical applications Training programs aimed at older drivers should be supported by theory and research evidence. By conducting comparative trials with a sufficient sample size alongside well-defined outcomes that are designed in accordance with reporting guidelines, the most effective approaches for training older drivers will be identified.     

Cycle Aware: Piloting a module for novice drivers

Introduction: In low-cycling countries, motor-vehicle traffic and driver behavior are well known barriers to the uptake of bicycles, particularly for utility cycling. Lack of separation between cyclists and faster-moving traffic is one key issue, while attitudes of drivers toward and/or harassment of cyclists is another. Cyclist-related driver education has been recommended as a means to improve driver-cyclist interactions. Methods: The driver licensing process provides an opportunity for such education. The Cycle Aware module was developed to test and enhance novice drivers’ knowledge of interacting safely with cyclists. It was piloted across three Australian jurisdictions targeting both novice and experienced drivers. Participants were asked to complete the Cycle Aware module and an accompanying survey. A total of 134 novice and 97 experienced drivers completed the survey with 42 novice and 50 experienced drivers going on to complete the module. Results: Both groups of drivers scored equally well in the module but the very youngest and very oldest participants were more likely to have some incorrect responses. We did not find any relationship between correct module scores and attitudes toward cyclists. Survey results showed both novice and experienced drivers had somewhat positive attitudes toward cyclists. The two cohorts differed on several attitude questions. Sixty percent (60%) of novices compared to 30% of experienced drivers reported feeling concerned when sharing the road with cyclists, and novices were less likely to agree that cyclists had a right to use the roads. Conclusions and practical applications: The analysis suggests novices need to be better equipped to share roads confidently with cyclists and to recognize cyclists as legitimate traffic participants.     

Driver education and graduated licensing in North America: past, present, and future

PROBLEM: A stated objective of driver education in North America is to produce safer drivers, typically defined as drivers less likely to crash. This paper examines the extent to which driver education has achieved this objective independently as well as the extent to which such programs can support the success of graduated licensing in reducing young driver crashes. In so doing, it discusses past experiences, recent developments, and the future direction of driver education and training in relation to graduated driver licensing. METHOD: Literature review and synthesis. RESULTS: Driver education programs have yet to demonstrate consistent attainment of their safety objectives. Moreover, they have not been found to enhance the safety effectiveness of graduated licensing programs--indeed, some practices, for example, "time discounts" for driver education have actually had a detrimental effect on teen safety. DISCUSSION: Despite its disappointing safety record to date, it is important not to abandon driver education. In particular, there are opportunities to improve driver education so that it achieves its safety objectives, and ensure that programs in the future complement graduated driver licensing and contribute to its overall safety benefits. Current and future efforts to improve driver education and better integrate it with graduated licensing programs, however, need to be rigorously evaluated to determine what does and does not work to reduce young driver crashes, and as importantly, to understand why this is the case. IMPACT ON INDUSTRY: Improved driver education integrated with graduated driver licensing has potential safety benefits.     

Recent developments in young driver education, training and licensing in Australia

Australian young driver education and training approaches have differed from the mandatory school-based programs found internationally; generally comprising voluntary programs conducted outside of licensing. This paper reports on recent developments pertaining to the pre-learner, learner, and provisional license stages. Given its important context, state-based graduated driver licensing systems are also reviewed. There has been a shift toward starting driver education younger (pre-learner), greater involvement of parents, and more school-based programs; many now conducted by licensing authorities. The majority of initiatives are yet to be evaluated, particularly relative to crash outcomes; however, some studies suggest other positive outcomes, including increased supervised practice and delayed licensure. Furthermore, the federal government is proceeding with plans for a national license-based program. Several jurisdictions have also announced the introduction of passenger and nighttime restrictions on provisional licenses. Together these initiatives offer promise of reductions in young driver-related fatalities and injuries in the very near future.     

对铁路动车段劳动安全教育培训工作的思考

从培训针对性、培训方式等方面阐述铁路动车段劳动安全教育现状,结合动车段特点,提出构建专业安全、通用安全、季节性安全3个组成部分的劳动安全教育框架,并通过课堂教学、互联网媒介、检查教育等安全教育渠道,实现提高职工安全敬畏意识、安全防范意识的目的,为保证劳动安全教育培训效果提供了一种思路.     

A survey of light-vehicle driver education curriculum on sharing the road with heavy vehicles

IntroductionLight-vehicle driver education programs that contain content about sharing the road with heavy vehicles may be helpful in reducing future light-vehicle/heavy-vehicle interactions. However, the extent of curricula in the United States including such content is unclear.MethodResearchers developed an online survey targeted at instructors/administrators of state driver education programs to identify curricula addressing heavy vehicles and to determine perceived effectiveness.ResultsNinety-one percent of respondents indicated that the light-vehicle driver education curriculum they teach/administer included a component covering how to safely share the road with heavy vehicles (82% perceived this component to be effective).DiscussionAlthough a large proportion of these programs included a component on how to safely share the road with heavy vehicles, participants indicated there may be room for improvement.Impact on IndustryParticipants recommended that future improvements to driver education programs include updated materials and student hands-on experience with heavy vehicles.     

基于Pathfinder的高校教学楼出口人员疏散仿真研究

针对高校教学楼出口人员疏散问题,基于现场观测数据,运用Pathfinder2015软 件平台设置建筑物和人员运动参数,对某高校教学楼进行人员疏散模拟仿真。通过设计 调整教室排课疏散场景,仿真不同场景下各楼梯出口的疏散时间、累计疏散人数和平均 人流量变化情况,利用Origin9.1数据图形可视化对比分析教室排课调整使用前后教学 楼的人员疏散情况。结果表明:充分利用低楼层教室排课,适当将人数较多班级分散安 排至靠近楼梯出口教室,疏散时间从609.3 s缩短至591.6 s;5楼可疏散人数由410人减 至187人,且部分楼层楼梯出口人群分布均匀;4、5楼楼梯出口平均人流量降低且小于1 人/s。因此高校应该对各班级合理安排课程,适当控制学生人数,调整教学楼的人群分 布,提高低楼层教室使用率,且充分利用各楼梯出口,缩短较高楼层人员疏散时间,提 高疏散效率。     

The effectiveness of alternative transportation programs in reducing impaired driving: A literature review and synthesis

Introduction: Studies have shown that approximately half of arrested intoxicated drivers had their last alcoholic drink at a licensed bar or restaurant. Current efforts to prevent intoxicated patrons from leaving licensed establishments and driving home have been only partially successful. Since a high proportion of drinkers drive to their drinking destination, promoting the use of alternative transportation (AT) – including safe ride shuttles, free or subsidized taxi and ridesharing services, voluntary or paid designated driver programs, and more accessible public transportation – is an important strategy for preventing impaired driving. The primary goal of this study was to review and synthesize the findings of research studies designed to test the effectiveness of AT programs in reducing alcohol-impaired driving. A secondary goal was to report if using AT has led to any unintended consequences, in particular greater alcohol consumption. Method: We identified relevant academic articles, new articles, government reports, and other documents (English only) through the University of Chicago library, Google Scholar, and Google Search. We also included published articles recommended by peers. Key search terms included: alternative transportation; safe rides; designated driver; alcohol-impaired driving; alcohol consumption, cost effectiveness; and reduce drunk driving. Initially, we identified 168 potentially relevant sources, of which only 57 were academic articles. After a thorough review, we narrowed down the number of relevant articles to 125 including some background articles and government reports. Results: Some AT programs produced reductions in one or more of the following outcomes: (1) impaired driving; (2) impaired driving crashes; (3) driving under the influence (DUI) arrests; and (4) traffic crashes in general, but others were not shown to be effective. A few programs resulted in greater self-reported alcohol use, but there were no significant findings indicating that drinking when using AT led to an increase in alcohol-related harms such as public intoxication, assaults, or other alcohol-related crime. Of the studies that conducted a cost-benefit analysis, most showed that AT programs yielded a positive benefit, but these studies did not include a sufficient number of variables to be considered true cost-benefit analyses. Conclusions: There is mixed evidence regarding the effectiveness of AT programs. Evaluations with more rigorous quasi-experimental and experimental designs are needed to identify which types of AT programs work best for different types of communities and target groups. Practical Applications: The literature review and synthesis revealed that the most successful AT programs typically have some of these attributes: (1) social acceptance; (2) high level of public awareness; (3) low cost; (4) year-round availability; (5) provide rides to and from drinking venues; (6) several sponsors that provide funding); (7) user convenience; and (8) perceived safety.     

Problem driver remediation: a meta-analysis of the driver improvement literature

PROBLEM: Given the public safety risk posed by violation and crash repeaters and the substantial costs for state driver improvement programs, it is important that their effectiveness be scientifically demonstrated and that intervention programs are based on sound research findings. METHOD: Crash and traffic violation standardized effect sizes (d) representing 106 individual interventions were coded from 35 methodologically sound studies and analyzed using meta-analysis. RESULTS: Driver improvement intervention in general was associated with small but significant reductions in both crashes (dw = 0.03) and violations (dw = 0.06). Significant effects were found on both measures for warning letters, group meetings, individual hearings, and license suspense/revocation. Of the driver improvement interventions studied, license suspension/revocation was by far the most effective treatment for both crashes and violations (dw = 0.11 and 0.19). Since one of the objectives of license suspension/revocation is to eliminate driving for the period of suspension, it is possible that much or all of the effect is due to reduced exposure and/or more careful driving during the suspension interval. Results were mixed for other types of interventions, although distributing educational or informational material was not associated with any reductions. Interventions associated with violation reduction tended to also be associated with crash reduction, although the relationship was not very strong (r = .30). DISCUSSION: Although interpretation of the effect size estimates was complicated by almost ubiquitous heterogeneity, the results do suggest an overall positive impact of driver improvement interventions in general. IMPACT ON INDUSTRY: The results support the continued use of driver improvement interventions, chiefly warning letters, group meetings, individual hearings, and especially license suspension/revocation. The results also suggest that court-triggered traffic violator programs are less effective than interventions triggered by drivers license agencies.     

Other high-risk factors for young drivers--how graduated licensing does,doesn't,or could address them

PROBLEM: Young drivers, particularly those who are newly licensed, have a very high crash risk. This paper examines the risk factors underlying their high crash rates and assesses the extent to which existing graduated licensing programs address these risks and whether improvements to these programs should be considered. METHOD: Review and synthesis of the literature. RESULTS: The elevated risk among young drivers of being in an injury crash is the result of a number of factors found alone or in combination, such as risky driving, alcohol use, seat belt nonuse, driver distraction, fatigue, and vehicle choice. Nighttime and passenger restrictions, adopted widely in the United States, work by keeping drivers out of hazardous situations rather than by addressing risk factors directly. However, the risk factors remain in play in driving situations not specifically restricted by law. Although other graduated licensing components adopted around the world-more stringent exit tests (i.e., you need to pass a test to move to the next stage), hazard perception tests, and restrictions on speed, vehicle power, and roadway access-make sense based on the identified risk factors, they are not yet supported by research. Should research findings warrant it, consideration should be given to providing guidance to parents about how to keep their beginning drivers safe, including information on vehicle choice. IMPACT ON RESEARCH, PRACTICE, AND POLICY: Researchers should continue to monitor and to evaluate innovative approaches to reduce the crash risk of young drivers. The effectiveness of new approaches should be established before adoption on a wider scale takes place.     

Older driver retraining: An updated systematic review of evidence of effectiveness

Problem and Objective

The number of older drivers who might benefit from driver retraining is growing. A previous review on the effectiveness of older driver retraining included intervention studies up to 2004. The objective was to perform an updated systematic review of the effectiveness of older driver retraining for improving driving-related skills and reducing crash rates.

Method

Articles published from 2004-2008 were grouped according to the intervention provided and outcome studied. Randomized clinical trials (RCTs) were appraised using the Physiotherapy Evidence Database (PEDro) Scale and scored for quality according to their internal validity. Each intervention's effectiveness was then rated and assigned a level of evidence by combining pre- and post- 2004 findings.

Results

Three RCTs and one matched-pairs cohort design met the inclusion criteria. There is strong evidence (Level 1a) that education combined with on-road training improves driving performance and moderate evidence (Level 1b) that it improves knowledge. There is moderate evidence (Level 1b) that physical retraining improves driving performance. There is moderate evidence (Level 1b) that an educational intervention curriculum alone is not effective in reducing crashes.

Summary

The updated evidence on the effectiveness of retraining aimed at older drivers is sufficiently encouraging to merit assertive health promotion actions regarding intervention and program planning.

Impact on Industry

These positive findings warrant a comprehensive plan that has both behavioral and monetary incentives encouraging older driver participation in programs aimed at driver safety.     

The effect of aviation safety education on passenger cabin safety awareness

This paper examines the effect of aviation safety education on passenger cabin safety awareness in knowledge, attitude, and behavior (KAB). The educational value of KAB has been addressed in various fields such as AIDS prevention and campus safety. KAB has been applied in aviation safety related areas, especially in training, such as crew resource management training, pilot training, and mechanic training. However, KAB has not been implemented in aviation passenger education in cabin safety. This paper uses the construct of “aviation safety education”, which is intended to influence airline passenger knowledge of, attitude toward, and behavior about cabin safety awareness. Passenger surveys were done at two Taiwan airports. The results show that aviation safety education positively affects airline passenger cabin safety knowledge, attitude, and behavior. We recommend safety education that involves accurate instruction about emergency equipment procedures, situational awareness, emergency responses, and relevant cabin-safety regulations.Our findings indicated that an increase in cabin safety knowledge positively affected airline passenger behavior, which supported knowledge–behavior consistency. We also found that a positive attitude toward cabin safety positively affected airline passenger behavior, which supported attitude–behavior consistency. The hypothesis that cabin safety knowledge positively affected passenger attitude – knowledge–attitude consistency was not supported.     

Assessing the not‐invented‐here syndrome: Development and validation of implicit and explicit measurements

The not‐invented‐here (NIH) syndrome has been called one of the largest obstacles in innovation management, preventing effective knowledge transfer between organizational units and individuals. NIH is defined as a negatively shaped attitude towards knowledge that has to cross a disciplinary, spatial, or organizational boundary, resulting in either its suboptimal utilization or its rejection. Our goal is to equip scholars with appropriate measurement instruments for the phenomenon. On the basis of 4 studies with 1,238 subjects overall, we developed an implicit measure based on the implicit‐association test as well as an explicit (survey) measure of NIH, taking into account theoretical insights on attitude structure. We provide evidence for reliability as well as construct and criterion validity. We want to facilitate further research on NIH and knowledge transfer (a) by providing a better theoretical framework for NIH on the basis of the tripartite componential model of attitudes, (b) by demonstrating the application of association‐based implicit measures for management research, and (c) by providing a validated multidimensional survey scale to measure NIH explicitly. We also provide recommendations on how managers can utilize the NIH measurement instruments to investigate NIH and potential countermeasures in detail and they can test the behavioral outcomes postulated by previous research.     

Is seat belt usage by front seat passengers related to seat belt usage by their drivers?

INTRODUCTION: Unrestrained drivers and passengers are involved in a significant amount of fatalities and injuries in motor-vehicle crashes in the United States. While the literature documents the effectiveness of seat belt usage in reducing crash outcomes, such as fatalities and the severity of injuries, there is a need to evaluate the impact of seat belt usage by drivers and passengers in their respective vehicles. These findings could help develop effective education and enforcement strategies to enhance occupant safety. METHOD: This paper summarizes a study comparing seat belt usage rates of drivers and passengers based on whether or not the driver uses a seat belt. Observational data from 50 sites in the state of Nevada over 3 years are used for analyses. The data are stratified based on the gender of the driver and passengers in the front seat of the vehicle and are based on area type (rural or urban). RESULTS: A comparison of the rates of seat belt usage across for the aggregated data and for various types of disaggregation and statistical analyses to compare the rates of seat belt use among passengers based on the use of seat belts by drivers confirms that when drivers use seat belts, their respective passengers are much more likely to use seat belts. Further, if drivers do not use seat belts, their passengers are not likely to use seat belts. This observation is comparable for male drivers and female drivers, and also for male passengers and female passengers. Further, there are no differences for combinations of the genders of the drivers and passenger (i.e., both male or female, or one male and one female). IMPACT ON INDUSTRY: These results suggest that education and enforcement strategies would benefit most by working toward increasing seat belt usage rates among drivers.     

An evaluation of Ontario's Group Education Session (GES) for license renewal of seniors aged 80 and above

IntroductionIn 1996, the Ministry of Transportation in Ontario (MTO) implemented the Group Education Session (GES), which is a mandatory license renewal program for drivers aged 80 and older. This study describes an evaluation of the GES to assess its impact on road safety in Ontario, as well as its effect on the safety of individual drivers who participated in the program.MethodsTime series analysis of senior driver records both before and after implementation of the GES, and logistic regression and survival analysis examining senior driver records prior to, and following, their participation in the GES.ResultsUsing time series analysis there is some evidence to suggest that the GES had a positive impact on road safety. According to the other analyses, participation in the GES is associated with a decrease in the odds of collisions and convictions, regardless of whether drivers pass their first attempt of the knowledge test or not. In addition, failing the first road test and/or having demerit points are strong indicators of future collision and conviction involvement.DiscussionResults from this evaluation suggest that the GES has had a protective effect on the safety of senior drivers.Practical ApplicationsThe findings and discussion will help MTO improve the GES program and provide insights to other jurisdictions that have, or are considering, introducing new senior driver programs.