Flight Training - February 2015 - 48

ADVANCED PILOT»

in a crosswind, recover from an
unusual attitude, and navigate
from point to point. In the beginning, advocates of scenario-based
flight training probably did not do
a great job of explaining what scenario training is and what it is not,
because there was the perception
that "pro-scenarios" was equal to
"anti-maneuvers" or against basic
piloting skills. That is simply not
true, but unfortunately that perception still is held in some places.
Good flight instructors have
always incorporated real-world
scenarios into their flight training. So what is different about

been a reason to have been making
this flight in the first place-like
taking the family to Disney World.
In the real world, not reaching
the original destination will result
in some serious pressures that
were not present in the training
environment.
Outside-the-lesson scenarios
are used to simulate this additional
pressure because they give the
flight a reason to have happened
in the first place. Pilots must also
practice saying no to pressing
ahead, even when that decision
will be difficult, inconvenient, and
unpopular. Helping pilots make the

REAL PILOT STORIES: ENGINE FAILURE IN IMC
The Air Safety Institute produces Real Pilot Stories, videos of actual events that
pilots can learn from. In "Engine Failure in IMC," pilot Robert Schapiro discovers
that sick engines pay no heed to the weather. You climb into the co-pilot's seat
as an instrument proficiency flight becomes a harrowing search for a landing
spot. This and other Real Pilot Stories can be found on the website (www.aopa.
org/Education/Real-Pilot-Stories).

scenario-based flight training from
what has already been done? The
difference is that scenario-based
training increases the realism of
the situation and incorporates realworld consequences that pilots
face into the lesson. I break this
down into scenarios that take place
"inside" the lesson and those that
take place "outside" the lesson.
Inside-the-lesson scenarios
are the type that good flight
instructors have always incorporated. During a flight lesson,
a CFI presents an unexpected
but hypothetical situation to the
student-such as deteriorating
weather or engine roughness-and
expects the student to respond to
the situation. These are basic skills,
and there will never be a time
when a pilot should be without
them.
But this is a training situation,
not a "real-world situation." In
the real world, there would have

48 /

FLIGHTTRAINING.AOPA.ORG

safe decision, in spite of the fact
that it would be an unpopular decision, is the goal of scenario-based
flight training.
Research into scenario training has produced some important
results. One of those results is that
the FAA now recognizes and uses
scenario-based methods. The FAA
can't dictate how pilots are trained,
but the FAA does dictate how
pilots are tested. During the new
practical exam that is administered
to an applicant for a pilot certificate, "The examiner shall evaluate
the applicant's ability throughout the practical test to use good
aeronautical decision-making procedures in order to evaluate risks.
The examiner shall accomplish
this requirement by developing a
scenario that incorporates as many
tasks as possible to evaluate the
applicant's risk management in
making safe aeronautical decisions." The PTS also instructs

examiners to, "develop a written
plan of action for each practical
test. The plan of action will include
a scenario that allows the evaluation of as many required areas
of operation and tasks as possible
without disruption."
Using scenarios to test pilots is
a relatively new idea for general
aviation, but the FAA did not make
this change without good science
to back up its decision. That data
came from scenario-based peerreview research. The initiative was
called the FAA Industry Training Standards (FITS). FITS was
a voluntary program intended to
help flight instructors incorporate
real-world scenarios into their
teaching. FITS was also a "proof
of concept" project to see if, in
fact, blending scenarios with basic
flying skills would yield improved
results. After 10 years and hundreds of flight students, the facts
are in-teaching people to fly by
combining basic flying skills with
scenarios does not diminish a
pilot's stick-and-rudder skills, but
does improve their aeronautical
decision making, their ability to
assess risk, and their single-pilot
resource management.
Scenario-based pilot training
teaches pilots to make difficult
decisions when it really matters
while maintaining basic stick-andrudder skills. Complete training
means being able to both be an
expert manipulator of flight controls and an expert manipulator of
pressure situations.
Paul A. Craig is an ATP-rated Gold Seal
flight instructor who teaches at Middle
Tennessee State University. His doctoral
dissertation was on pilot decision making during times of high stress, high
stakes, and time pressures. He has been
a NASA principal investigator on four
projects, including research into scenariobased training and competency-based
curriculum.


http://www.aopa.org/Education/Real-Pilot-Stories http://www.aopa.org/Education/Real-Pilot-Stories http://FLIGHTTRAINING.AOPA.ORG

Flight Training - February 2015

Table of Contents for the Digital Edition of Flight Training - February 2015

Contents
Flight Training - February 2015 - Cover1
Flight Training - February 2015 - Cover2
Flight Training - February 2015 - Contents
Flight Training - February 2015 - 2
Flight Training - February 2015 - 3
Flight Training - February 2015 - 4
Flight Training - February 2015 - 5
Flight Training - February 2015 - 6
Flight Training - February 2015 - 7
Flight Training - February 2015 - 8
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