ABSTRACT
In keeping with the philosophy of the Systematic Approach to Training (SAT) introduced by the International Atomic Energy Agency (IAEA), there has recently been an explicit call for training simulation to provide an effective learning environment capable of promoting the development of technical, communicational, and cooperation skills, and the evaluation of both individual and crew performance with the greatest possible objectivity (IAEA, 1989, 1994). To meet these requirements, simulation must give
trainees carefully designed, informative feedback for technical and social learning and, in addition to the usual evaluation by instructors, must utilise the possibilities for operators’ self-assessment. If conducted properly, selfassessment could be a powerful tool, among other things, to increase objectivity, enhance operators’ self-knowledge and understanding of their fellow operators, and improve communication skills within the group. Experience has shown that short evaluation sessions immediately after simulation training can be unique and psychologically valuable situations that, with properly designed methods, can be used effectively to increase the preparedness of crews and, hence, the safety of operations. A number of aspects characterise the situation that exists immediately after a cognitively demanding simulation:
• The experiences and memories that the crew members have of the details of simulated malfunctions, their own behaviour, and the activities of fellow operators are quite vivid and fresh.
