What instructional technique does the FIRC suggest for teaching emergency procedures?

The recommendation for using simulation and role-playing scenarios as an instructional technique for teaching emergency procedures is rooted in the need for experiential learning, particularly in high-stakes environments like aviation. This approach allows students to engage in realistic situations that they may encounter in actual flight scenarios.

By using simulations and role-playing, students can practice their responses to emergencies in a controlled setting, which helps them develop critical decision-making skills and muscle memory. This hands-on experience enables them to better retain the information and understand the dynamics of emergency situations. Additionally, it fosters an active learning environment, where students can collaborate and communicate, enhancing their ability to react effectively under pressure.

While lecture-based instruction, written exams, and observation of experienced pilots can contribute to learning, they do not provide the same level of practical application. Lecture-based instruction can deliver information, but without practical application, it may not saturate the learning experience effectively. Written exams assess knowledge but do not prepare students for the real-time decision-making required in emergencies. Observing experienced pilots offers insights, but lacks the interactive component necessary for skill development. Therefore, simulation and role-playing stand out as the most effective method for preparing students for handling emergencies.