Abstract
This article presents a systematic review and qualitative synthesis of the use of simulators in maritime education and training (MET), with a focus on bridge operations during navigation training and assessment. The review found 34 articles published in a wide range of academic journals, displaying a global field of research consisting of three main disciplines: Maritime professionals (n = 15), Human factors (n = 13) and Education (n = 6). An important conclusion made after synthesising the results of the studies is that while the potential of using simulators in training and assessment are clear, little is known about which instructional practices would ensure valid and reliable results of simulator-based education. Since MET institutions train their students for one of the most safety-critical industries in the world, there is a need for empirical studies that explore the use of simulator-based training and assessment further to lay the foundation for an evidence-based educational practice.
Highlights
Simulators have been used for training and certification in Maritime Education and Training (MET) since they first appeared in the 1950s. Hanzu-Pazara et al (2008) describe how simulator-based training was introduced in MET with the primary intent to train navigation skills such as passage planning and the master/pilot relationship
As the studies included in the review are both quantitative and qualitative, the systematic review is followed by a qualitative synthesis to draw conclusions on topics and themes that are recurrent in the articles and the conclusions made to date
The aim of the current systematic literature review is to give an overview of the field at large, its main interests and an overview of some important findings
Summary
Simulators have been used for training and certification in Maritime Education and Training (MET) since they first appeared in the 1950s. Hanzu-Pazara et al (2008) describe how simulator-based training was introduced in MET with the primary intent to train navigation skills such as passage planning and the master/pilot relationship. Simulators have been used for training and certification in Maritime Education and Training (MET) since they first appeared in the 1950s. The use of simulators in MET is regulated in the Standard of Training, Certification and Watchkeeping for Seafarers (STCW) convention that provides regulations for training in simulators as well as performance-based competency tests (Section A-I/6; Section A-I/12). The qualitative synthesis approach was chosen since research in the field is cross-disciplinary and consists of both quantitative and qualitative research methods It is regularly used within systematic reviews as a way of pooling different sets of data and gathering collective wisdom from a range of different research methodologies (Bearman and Dawson, 2013)
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