Search for Articles:
Title / Keyword
Author / Affiliation / Email
Journal
Article Type
 
 
Advanced Search
 
Section
Special Issue
Volume
Issue
Number
Page
 
3.2
1.8
Journals
Safety
Special Issues
Driver/Rider Training
share announcement

Driver/Rider Training

A special issue of Safety (ISSN 2313-576X).

Deadline for manuscript submissions: closed (31 August 2016) | Viewed by 33761

Special Issue Editor

Dr. Teresa Senserrick

E-Mail Website
Guest Editor
Faculty of Science, University of New South Wales, Sydney, NSW 2052, Australia
Interests: young and novice drivers and motorcyclists; education and training; graduated licensing; disadvantaged and vulnerable road users; policy and practice

Special Issue Information

Dear Colleagues,

Driver and motorcyclist training continue to be popular as a presumed means to reduce road traffic crashes and related road trauma. The evidence to support this, however, is patchy. There are few evaluations that include actual crashes and/or injuries as outcome variables. Those that do tend to report a lack of impact and sometimes even increased crashes. It is important then to ensure that driver and rider training programs continue to be subject to evaluation and improvement, with the results widely disseminated. This Special Issue will focus on recent innovations and advances in the driver and rider training field that show promise in achieving the goal of reduced road trauma. Of particular interest are training program evaluations that include crash and/or injury outcomes or validated proxy measures.

Dr. Teresa Senserrick
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Safety is an international peer-reviewed open access quarterly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • driver training
  • motorcycle rider training
  • driver education
  • motorcycle rider education
  • road traffic crashes
  • road traffic injuries

Benefits of Publishing in a Special Issue

  • Ease of navigation: Grouping papers by topic helps scholars navigate broad scope journals more efficiently.
  • Greater discoverability: Special Issues support the reach and impact of scientific research. Articles in Special Issues are more discoverable and cited more frequently.
  • Expansion of research network: Special Issues facilitate connections among authors, fostering scientific collaborations.
  • External promotion: Articles in Special Issues are often promoted through the journal's social media, increasing their visibility.
  • e-Book format: Special Issues with more than 10 articles can be published as dedicated e-books, ensuring wide and rapid dissemination.

Further information on MDPI's Special Issue polices can be found here.

Published Papers (5 papers)

Download All Papers
Order results
Result details
Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:

Research

Jump to: Other

544 KiB  
Article
Enhancing Higher-Order Skills Education and Assessment in a Graduated Motorcycle Licensing System
by Teresa Senserrick, Duncan McRae, Phil Wallace P, Liz de Rome, Paul Rees and Ann Williamson
Safety 2017, 3(2), 14; https://doi.org/10.3390/safety3020014 - 13 Apr 2017
Cited by 7 | Viewed by 5741
Abstract
Prior to 2016, motorcycle licensing in Victoria, Australia, required off-road (range) skills testing only, focusing on vehicle-handling skills. The objective of this research was to develop an education and assessment curriculum commensurate with best practice that included on-road components and increased focus on [...] Read more.
Prior to 2016, motorcycle licensing in Victoria, Australia, required off-road (range) skills testing only, focusing on vehicle-handling skills. The objective of this research was to develop an education and assessment curriculum commensurate with best practice that included on-road components and increased focus on awareness, judgment, and decision-making skills. No single best-practice curriculum was identified in the published literature. Therefore, to guide development of a new curriculum, a best-practice novice driver education framework, Goals for Driver Education, was adapted into the Goals for Rider Education framework. Applying Training Needs Analysis, the target population of learner motorcyclists was identified as largely male and aged under 30 years, with the target crash problem including a high proportion of single-vehicle loss-of-control crashes. Tailored content was developed based on exemplary Australian and international curricula, behaviour change theory, and adult learning principles; including transitioning from training to coaching and from testing to competency-based assessment. The result is Victoria’s new Motorcycle Graduated Licensing System (M-GLS) education and assessment curriculum, comprising three stages: pre-learner (Motorcycle Permit Assessment), learner (Check Ride), and pre-licence (Motorcycle Licence Assessment). Subject to potential refinements and on-going evaluation, this work lays the foundation for establishing a best-practice approach to novice motorcyclist education for licensure. Full article
(This article belongs to the Special Issue Driver/Rider Training)
►▼ Show Figures

Figure 1

224 KiB  
Article
Evaluation of Beginner Driver Education in Oregon
by Dan Mayhew, Ward Vanlaar, Larry Lonero, Robyn Robertson, Kyla Marcoux, Katherine Wood, Kathryn Clinton and Herb Simpson
Safety 2017, 3(1), 9; https://doi.org/10.3390/safety3010009 - 21 Feb 2017
Cited by 10 | Viewed by 8006
Abstract
Although driver education (DE) is widely accepted as an effective teen driver safety measure and widely available in the United States, Canada and elsewhere, evaluations have generally failed to show that such formal programs actually produce safer drivers. To address the issue of [...] Read more.
Although driver education (DE) is widely accepted as an effective teen driver safety measure and widely available in the United States, Canada and elsewhere, evaluations have generally failed to show that such formal programs actually produce safer drivers. To address the issue of safety effects as part of a larger investigation, two studies were conducted to examine whether the Oregon Department of Transportation (ODOT)-approved DE program was associated with reductions in collisions and convictions. In the first study, DE status among a relatively small sample of teens who completed an online survey was not found to have a significant effect on collisions and convictions. In the second study, of a much larger population of teen drivers, DE status was associated with a lower incidence of collisions and convictions. On balance, this suggests that the safety effects of DE are either neutral, based on the results of the first Oregon study, or cautiously optimistic based on the results of the second study. The implications of these findings are discussed in terms of making improvements in DE that are evidence-based, and the need for further evaluation to establish that improved and new programs meet their safety objectives. Full article
(This article belongs to the Special Issue Driver/Rider Training)
538 KiB  
Article
Factors Influencing Learner Permit Duration
by Johnathon P. Ehsani, Kaigang Li, Brydon J. B. Grant, Pnina Gershon, Shelia G. Klauer, Thomas A. Dingus and Bruce Simons-Morton
Safety 2017, 3(1), 2; https://doi.org/10.3390/safety3010002 - 22 Dec 2016
Cited by 7 | Viewed by 4335
Abstract
An increasing number of countries are requiring an extended learner permit prior to independent driving. The question of when drivers begin the learner permit period, and how long they hold the permit before advancing to independent licensure has received little research attention. Licensure [...] Read more.
An increasing number of countries are requiring an extended learner permit prior to independent driving. The question of when drivers begin the learner permit period, and how long they hold the permit before advancing to independent licensure has received little research attention. Licensure timing is likely to be related to “push” and “pull” factors which may encourage or inhibit the process. To examine this question, we recruited a sample of 90 novice drivers (49 females and 41 males, average age of 15.6 years) soon after they obtained a learner permit and instrumented their vehicles to collect a range of driving data. Participants completed a series of surveys at recruitment related to factors that may influence licensure timing. Two distinct findings emerged from the time-to-event analysis that tested these push and pull factors in relation to licensure timing. The first can be conceptualized as teens’ motivation to drive (push), reflected in a younger age when obtaining a learner permit and extensive pre-permit driving experience. The second finding was teens’ perceptions of their parents’ knowledge of their activities (pull); a proxy for a parents’ attentiveness to their teens’ lives. Teens who reported higher levels of their parents’ knowledge of their activities took longer to advance to independent driving. These findings suggest time-to-licensure may be related to teens’ internal motivation to drive, and the ability of parents to facilitate or impede early licensure. Full article
(This article belongs to the Special Issue Driver/Rider Training)
►▼ Show Figures

Figure 1

2520 KiB  
Article
Exploring the Use of Cognitive Behavioural Therapy (CBT) for Reducing Rider Stress and Stress-Related Anxiety, Anger, and Worry
by Kristen Fernández-Medina and Nick Reed
Safety 2016, 2(4), 22; https://doi.org/10.3390/safety2040022 - 20 Oct 2016
Cited by 3 | Viewed by 7600
Abstract
Stress can have serious implications on road safety and evidence suggests that it could lead to increases in driving errors, lapses, and even crashes. Motorcyclists are a vulnerable road user group, and lapses in attention and risky behaviours resulting from stress could increase [...] Read more.
Stress can have serious implications on road safety and evidence suggests that it could lead to increases in driving errors, lapses, and even crashes. Motorcyclists are a vulnerable road user group, and lapses in attention and risky behaviours resulting from stress could increase the risk of collision. However, few safety interventions for reducing stress have been developed and evaluated, especially in motorcyclists. The purpose of this research was to develop and pilot a Cognitive Behavioural Therapy (CBT) course for the treatment of rider stress. Five motorcyclists experiencing a range of life and work stressors completed the CBT course between January and March 2015. Findings from the Driver Stress Inventory and Driver Behaviour Questionnaire showed positive trends in the overall reduction of rider stress traits, such as aggression, thrill seeking, and dislike of riding. Qualitative data showed that participants engaged well with the intervention and believed it had aided them in their riding-related stress. Although these results are promising, the results warrant further investigation in order to validate CBT as a viable means of reducing the collision risk both for this already vulnerable road user group and other driver categories. Full article
(This article belongs to the Special Issue Driver/Rider Training)
►▼ Show Figures

Figure 1

Other

Jump to: Research

400 KiB  
Commentary
Learning to Drive Safely: Reasonable Expectations and Future Directions for the Learner Period
by Bruce Simons-Morton and Johnathon P. Ehsani
Safety 2016, 2(4), 20; https://doi.org/10.3390/safety2040020 - 19 Oct 2016
Cited by 51 | Viewed by 7407
Abstract
The young driver problem is typified by high crash rates early in licensure that decline with experience, but are higher initially and decline more slowly for the youngest novices. Despite considerable effort, only Graduated Driver Licensing System (GDLS) policies have been shown to [...] Read more.
The young driver problem is typified by high crash rates early in licensure that decline with experience, but are higher initially and decline more slowly for the youngest novices. Despite considerable effort, only Graduated Driver Licensing System (GDLS) policies have been shown to improve novice young driver safety outcomes. Unfortunately, GDLS policies are mostly limited to countries with a relatively young licensure age. Meanwhile, it is not entirely clear how GDLS and other young driver transportation safety efforts, including driver training and testing, supervised practice and parental management of young drivers, can best be configured. Notably, professional training can foster improvements in vehicle management skills that are necessary, but do not assure safe driving behavior. Substantial recent research has focused on training methods to improve driving skills, but the safety benefits of driver training have not been established. While prolonged practice driving increases experience and provides supervisors with opportunities to prepare novices for independent driving, the transition to independent driving challenges novices to employ, on their own, poorly-mastered skills under unfamiliar and complex driving conditions. Licensing policies and parental management practices can limit the complexity of driving conditions while novices gain needed driving experience. Nevertheless, an emerging body of literature suggests that future advances in training and supervision of novice teenage drivers might best focus on the translation of learning to independent driving by fostering safe driving attitudes and norms, judgment, dedicated attention to driving tasks and self-control at the wheel. Full article
(This article belongs to the Special Issue Driver/Rider Training)
►▼ Show Figures

Figure 1

Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:
 
Displaying articles 1-5
Back to TopTop