The practical part of train driver education: experience, expectations, and possibilities

Niklas Olsson,Birgitta Thorslund,Björn Lidestam

doi:10.1186/s12544-021-00506-1

Niklas Olsson, Birgitta Thorslund + Show 1 more

Open Access

https://doi.org/10.1186/s12544-021-00506-1

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Abstract

ObjectivesThe internship period of the Swedish train driver education was examined in terms of which types of situations can be sufficiently encountered in order to develop expertise to handle them safely and efficiently, and to quantify and specify the gap in expertise between expert and novice drivers in terms of risk of error and time efficiency. Focuswas on special cases (i.e., situations that occur rarely but may cause severe accidents if not handled correctly and efficiently).MethodologyData on which situations and special cases a driver's student can be expected to experience during the internship period were collected via a web-based questionnaire. Also, ratings of expectations on novice and expert drivers were obtained from train driver educators, employers, and instructors with the purpose of comparing the expectations with the novices practical experience.Results and conclusionsThe main results suggest that many special cases are generally insufficiently practiced during the internship and therefore should be practiced in simulators; that both experienced and novice drivers prioritize safety over efficiency; and that expectations on novice drivers are realistic considering their limited professional expertise.

Highlights

Train drivers are responsible for safe and efficient transportation of large numbers of passengers and goods
The main results suggest that many special cases are generally insufficiently practiced during the internship and should be practiced in simulators; that both experienced and novice drivers prioritize safety over efficiency; and that expectations on novice drivers are realistic considering their limited professional expertise
6 Conclusions The combined results show that many situations that require correct and efficient handling by the driver can with the present curriculum for train-driver education not be expected to be trained, which is reflected in the expectations on the novice drivers

Summary

Introduction

Train drivers are responsible for safe and efficient transportation of large numbers of passengers and goods. 2.1 Theory of learning To be able to make progress and reflection, decisions in a particular situation are based on experience from similar situations, Knowledge of familiarity [14]. This is in line with the Dreyfus five-stage model describing stepwise development from novice to expert, which is widely accepted and has been used to describe and explain the behavior within several professions [6, 8, 9, 31]. During the last three steps (competent, proficient and expert), the experience leads to a holistic view of the profession, which means that rational and well-balanced decisions can be made in new situations and contexts [8, 15]

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