| Abstrakt: |
INTRODUCTION: Pilots in training, as well as new hires, must not only cope with learning a tremendous amount of novel information on an ongoing basis, but also demonstrate proficiency with applying said information in the cockpit. While traditional means of pilot selection have been of benefit to aviation schools and airlines alike, some pilots predicted to be efficient in moving through programs do not live up to expectations. METHODS: This study examined the efficacy of a novel, Online Aviator Cognitive Assessment tool (OA Assess) to predict the number of hours required to complete flight training in 17 aviation student volunteers attending Kent State University, a part 141 program. High school GPA, ACT/SAT scores, academic skill rankings in organization, reading, math, and writing, current college GPA, and years in college were also examined for comparison purposes. RESULTS: Correlation matrix analysis indicated significance between the OA Assess and TOTAL number of flight hours required through commercial rating (r=-.85, p=.033), as well as hours to solo (r=-.90, p=.015) and obtain a PPL (r=-.668, p=.035); it also predicted final IFR checkride scores (r=.74, p=.006) and hours required to complete the final CFI course (r=- .99, p=.036); it was not correlated with the commercial phase itself (r=-.37, p=.363). The modified OA Assess z-score was 106 for the top 50% of students, compared to a score of 11 in the bottom 50%. The OA Assess showed significance in 6 out of 7 (85.7%) main comparisons while all other pilot selection variables showed significance in 4 out of 63 (6.3%) combined, with none seen multiple times. DISCUSSION: While grades, standardized test scores, and academic skills have been factors used to judge an aspiring pilot's potential, the cognitive assessment tool used here (OA Assess) was far superior to predicting actual time in the cockpit likely required to complete flight training. Directly examining underlying cognitive capacities critical to flight performance and safety, including processing speed, working memory, and executive controls can assist pilots and programs alike with selection-based decision-making in easily accessible, online platforms. Students or new hires with relatively lower "aviator cognition" can be easily identified and may benefit from reliable cognitive training exercises to improve their capacities, before or during training or transitions, thereby potentially reducing both personal and organizational costs. Learning Objectives 1. Participants will become aware of a novel approach to pilot selection that appears more effective than traditional approaches. 2. Participants will learn about novel ways to understand pilots' actual performance in the cockpit as related to brain functioning, defining the term "Aviator Cognition". 3. Participants will understand the limitations of traditional approaches in lieu of the OA Assess tool (aviator cognition) that readily discriminates between those that are likely to require less hours in the cockpit to complete training or transitions. [ABSTRACT FROM AUTHOR] |
