Simulated Voyages Using Simulation Technology to Train and License Mariners (1996) / Chapter Skim
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Executive Summary
Executive Summary
Pages 1-12
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Deck officers must be knowledgeable in skills ranging from watchkeeping, navigation, cargo handling, and radar to medical care, life saving, maritime law, and ship's business. Marine pilots are also highly skilled generalists who function independently in an environment that requires them to understand the operation of ship-bridge equipment and maneuvering capabilities of a wide range of vessels and to be able to safely maneuver through shallow and restricted waters.
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However, the levels of realism and accuracy required should match the training objectives. Ship-bridge simulators are different from commercial air carrier simulators.
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licensing programs to: • demonstrate knowledge of fundamentals of radar in qualifying for radar observer certification, and • receive the unlimited master's license by meeting standard prerequisites and successfully completing the training course offered at the STAR Cen ter facility in Florida. SUMMARY OF CONCLUSIONS AND RECOMMENDATIONS The Committee on Ship-Bridge Simulation Training found that simulation can become an effective training tool to improve mariner professional competence.
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Criteria and standards for instructor qualification should be developed and procedures set in place for certifying and periodically recertifying instructors who conduct training. Use of Simulators to Promote Continuing Professional Development The Committee on Ship-Bridge Simulation Training found that computerbased ship-bridge simulators and manned models can be effective in the development and renewal of deck officers and marine pilot skills in a number of significant areas including bridge team management and bridge resource management, shiphandling, docking and undocking evolutions, bridge watchkeeping, rules of the road, and emergency procedures.
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Recommendation 4: Marine pilotage authorities and companies retaining pilot services should encourage marine pilots, docking masters, and mooring masters who have not participated in an accredited ship-bridge simulator or mannedmodel course to do so as an element of continuing professional development. Marine pilot organizations, including the American Pilots' Association and state commissions, boards, and associations, should, in cooperation with companies retaining pilot services, establish programs to implement this recommendation.
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Specific criteria and standards for assessor qualification should be developed, and procedures should be set in place for certifying and periodically recertifying assessors who conduct licensing assessments with simulators. Substitution of Simulator Training for Required Sea Service The USCG currently grants remission of required sea time in some ratio of sea time to training time for successful completion of specified simulator-based training courses.
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Coast Guard should establish standards for the use of marine simulation as an alternative to sea service for recency requirements for license renewal of deck officers and vessel operators. Remission of sea time should be granted for renewal purposes to individuals who have successfully completed an accredited and USCG-approved simulator-based training course designed for this purpose.
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Often, facility operators periodically modify simulation models after the initial validation. This process of continually modifying simulation models can result in inconsistent training programs, as successive classes may be conducted with different simulations.
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Research Needed to Improve Mariner Training, Licensing, and Professional Development Development of a Quantifiable Basis for Assessing Simulator Effectiveness In most cases, the application of simulators for training and licensing has been supported by anecdotal information. The exact nature of the equivalency of simulation to real life, however, has not been systematically investigated for several reasons: • the existing job-task analyses are not adequate for this purpose, • there has been no systematic application of job-task analyses in either marine training or licensing for this purpose, and • no systematic program currently exists to collect and analyze perfor mance data for past participants in simulations.
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They are particularly effective in providing hands-on ship maneuvering in confined waters, including berthing, unberthing, and channel work. Manned models can simulate more realistic representations of bank effects, shallow water, and ship-to-ship interactions than electronic, computer-driven ship-bridge simulators.
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Standard models should be selected and tested in towing tanks and the results compared to selected full-scale real-ship trials of the same ships to provide benchmark data for validation and testing of simulators. Recommendation 22: The U.S.
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Coast Guard and U.S. Maritime Administration should assess the options for funding simulator-based training and licensing.
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