Driver education plays a critical role in reducing the number of deaths as a result of driving, especially for young people. My initial knowledge of driving came from our high school’s Driver Ed class. The cases and examples of different types of crashes and accidents were shocking. I learned in the very beginning that I needed to follow all the traffic rules and maintain focus while driving all the time.
Even though I did very well in the Driver Ed class and passed all the tests without any trouble, my driving skills were not perfect and didn’t feel I practiced enough with proper supervision. And as time went by, I wasn’t as vigilant as when the beginning. I had an accident about a year after I got my driver license. A car backed out of a narrow driveway while I was passing by. The trees must have blocked the other driver’s view. He backed right into the front of my car. I don’t know why I didn’t honk or stop my car. I only remember everything was like slow motion. I could see the license plate, the back of the car, the window, the slowly approaching and seemingly enlarging car. After that car hit mine, I was like being paralyzed. I literally felt chill sweat from my neck and my back. I think I cried. For a while I couldn’t stop my body from shaking. The other driver walked to me and nervously asked if I were hurt. Luckily nobody was hurt. Both cars’ bumpers were cracked.
I surely learned a lot from the accident and have been very careful since then. I also became a “cop without title” among my friends and families because I always reminded whoever was driving not to use their phones or be distracted when driving.
My experience prompted me to think what kind of driving education might help me more. If it helps me more, it probably can help other young drivers like me. I know I learned a lot from the accident. If a driver education can simulate or recreate the accident, I am sure it will bring more relevant experience to me and other young drivers. Simulation has been used in onboarding and ongoing training for doctors and pilots for years. For example, the National Simulator Program (NSP) Branch establishes standards for Flight Simulation Training Devices (FSTD). Airline pilots must complete two days of training and testing in a flight simulator every six months where they practice emergency procedures and normal operation. In physician education, simulation uses different tools and techniques to replicate real-life cases in a safe and controlled environment. It not only allows medical students, residents, or physicians to practice critical skills without harming patients, but also to learn how to react in emergency. “Studies have demonstrated that simulation training leads to better clinical performance, including more accurate diagnoses, timely interventions, and effective management of medical emergencies.” (1)
Simulation like Augmented Reality (AR) and Virtual Reality (VR) can create different scenarios when used in driver education such as heavy traffic, local crashes, highway accidents, remote roads, rainy conditions, snowing days, etc. In simulation training, students should drive behind the wheel like in real world. If a simulation is to drive from Philadelphia to Washington D.C which normally takes about two and half hours, then a student will need to drive in the VR simulation training for two and half hours. During the driving, the student may encounter reckless driver in Philadelphia area, heavy traffic in Baltimore, and a three-car accident around DC corridor. The student needs to make a series of decision on what to do after the accident, including but not limited to calling 911 (simulation of 911), taking pictures/videos, staying in safe area, etc. If the student becomes tired or sleepy, then the student needs to stop at a rest area either taking a nap or stretching out a bit. The simulation is not just about driving on the road. It can also include how to handle insurance claim, appear in a virtual court if summoned, pay for auto shop to fix the car, and how to handle situation when someone is hurt or there is death involved in the accident. The AR or VR training can create a virtual environment where students can practice all of these without hurting a real person. During the training, the students may seek help such as calling friends or family for support or go to Driver Ed teacher for information. If a student fails, then the student needs to go back and drive in the VR again. Can the student be drunk and drive? Yes of course. Then there will be police person stopping the car in the AR training, issuing a ticket or even putting the student in jail.
The Driver Ed shouldn’t be limited to just knowledge test or certain number of driving hours. It should create a near real environment where students can experience all types of driving situations especially emergency situations.
Reference:
1. The impact of simulation-based training in medical education: A review. Medicine 103(27):p e38813, July 05, 2024.