What is Scenario-Based Training?
Note: Scenario-based training is a form of problem-based learning (PBL). Its educational concepts are described in the teaching process.
Scenario-based training (SBT) is an instructional method that uses a highly structured script of real-world experiences to address aviation training objectives in an operational environment. It is rooted in the principle that learning is more memorable and meaningful when connected to real-world contexts.
Reality is the ultimate learning situation. SBT strives to simulate it as closely as possible.
Traditional Versus Scenario-Based Training
Maneuver-based training (MBT) is a traditional approach to aviation instruction that focuses on teaching flight maneuvers through repetitive practice. It places limited emphasis on decision-making.
Scenario-based training (SBT) does not replace MBT. It builds upon the foundational skills learned by addressing the more complex decision-making skills needed for flying in the real world.
SBT fits well within a blended learning approach. Maneuvers requiring repetition are still practiced. Once the basic skills are obtained, they are integrated into realistic scenarios. This approach helps learners understand how the skills are applicable in real-world situations.
Why Conduct Scenario-Based Training?
Reference: FAA-S-ACS-6
Scenario-based training (SBT) gives the learner an opportunity to:
- Develop critical-thinking skills.
- Practice making decisions by responding to realistic events.
- Correlate existing knowledge and skills into real-life applications.
These goals can be reached when the lesson material is presented as an authentic problem in a situated environment. This allows the learner to “make meaning” of the information.
Knowledge without application is worth very little.
What Studies Reveal About Scenario-Based Training
- Pilots trained using SBT methods often display stick-and-rudder skills equal to or better than pilots trained with the maneuver-based approach.
- A pilot lacking SBT instruction must search his or her memory to link an action or procedure to a situation.
- SBT-trained pilots tend to respond more rapidly and accurately in real-world scenarios.
Using Scenarios in Preparation for Practical Exams
SBT is mandated during practical exams to assess applicants’ decision-making and risk-management strategies. Recommending instructors should integrate scenarios into their training methods, reflecting the approach used by exam evaluators.
When to Conduct Scenario-Based Training
Scenario-based training (SBT) should be integrated into all training stages, including flight reviews. Scenarios are suitable for use in ground, simulator, and flight training lessons.
Prerequisite Knowledge and Skills Required
Before a learner can engage in a scenario, he or she needs basic subject knowledge and skills. However, when instructors begin with simple scenarios, very little subject knowledge is required to start taking advantage of SBT.
When to Shift from Traditional to Scenario-Based Training
Note: The recommended progression of SBT is described in the system safety approach to flight training.
Early in training, traditional (maneuver-based) training is beneficial for building a strong foundation. Later, instructors should begin using scenarios that require learners to apply their knowledge and skills.
Instructors can begin using scenarios by interjecting simple “what if” events, such as dealing with emergency procedures (simulated). As trainees progress, the complexity of scenarios can be increased, allowing learners to demonstrate their cumulative knowledge and skills.
Phases of Flight that are Appropriate for Scenarios
SBT is not limited to specific training phases, such as cross-country flights. It can be applied in various training settings, including flights in the local practice area, by appropriately adjusting the length and complexity of scenarios. Scenarios can be started and stopped, blending with traditional types of practice.
Methods of Scenario Training
There are two basic approaches to conducting scenario training:
- Complete Flight Scenarios: One continuously running scenario that covers all flight phases. This method best simulates a realistic flight and is most suitable for cross-country training.
- Isolated Scenarios: Traditional learning methods are mixed with short scenarios. This method offers great flexibility and is suitable for ground and flight training.
Note: Practical exams are generally conducted using a hybrid approach. The flight details are provided beforehand, but separate isolated questions are used so that all required Tasks can be evaluated.
Complete Flight Scenarios
Before the flight begins, the learner is given the essential details of the flight, which may include the departure and destination airports, expected weather, and weight and balance information. These details may be provided hours or even days before the scheduled flight, allowing the learner to conduct the preflight planning.
Example: “You are taking two relatives to a wedding in San Diego in your Cessna 172. The flight begins this afternoon, and you will return later tonight. Actual weather reports and forecasts should be used. One passenger weighs 165 pounds, and the other weighs 115 pounds. You are bringing the wedding gift, a 50-pound set of dishes.”
Trigger Events in Complete Flight Scenarios
As the flight progresses, the instructor interjects unexpected events, such as weather changes or technical issues. These are called trigger events. They prompt learners to take action or make decisions. Each new event builds on the previous, as during a real flight.
Example: “During the preflight inspection, you turn the master switch on, turn on all the external lights, and perform a walk-around. You notice that the landing light is inoperative. What do you do?”
Isolated Scenarios
In isolated scenarios, instructors pose situational questions that present a hypothetical event or problem. These are open-ended questions framed in the form of a scenario. Once the problem is solved, the scenario ends. New events are treated separately ( “new plane, new day”).
Examples:
- “During your preflight inspection, an FAA aviation safety inspector (ASI) introduces himself and says he wants to conduct a ramp inspection. After checking your pilot and medical certificates, the ASI asks how you determined that the airplane was in an airworthy condition.”
- “You just received your pilot certificate and are taking your parents on a local flight. Your mother wants to see her house from the air. She asks you to descend and circle around it so she can take pictures.”
Pre-Training Considerations
In the preparation phase of scenario-based lessons, instructors should:
- Assess the learner’s experience and specific training needs.
- Create decision-based objectives that focus on developing critical thinking skills.
- Develop scenarios that are relevant to the learner’s real-world flying activities.
- Integrate necessary flight maneuvers into the scenarios as needed.
Scenario Development
Good scenario planning ensures that training is relevant and practical, aligning with the learner’s needs and goals. Well-crafted scenarios support skill development and critical thinking, leading to better learning outcomes.
Steps to Create a Scenario
- Identify the learning objectives (preferably decision-based).
- Decide on a format (ground or flight).
- Devise a situation (a script) that leads to the desired learning outcomes.
- Incorporate as many training tasks as possible.
- Incorporate a problem that the learner will need to resolve.
- Identify the trigger event (beginning of the scenario).
- Plan transitions between the scenario and traditional learning and vice-versa.
- Identify decision points and key areas for feedback and learner reflection.
- Identify positive and negative outcomes (success and failure).
Scenario Components
Flight training scenarios should include:
- A purpose (reason to go).
- The scenario destination(s).
- The desired learning outcomes.
- The desired level of learner performance.
- Possible inflight scenario changes.
- Consequences if the mission is not completed.
Ground training scenarios should include:
- A narrative of the task goal.
- The desired learning outcomes.
- The desired level of learner performance.
- Possible scenario changes.
Characteristics of Well-Planned Scenarios
A good scenario:
- Has a clear set of objectives.
- Does not have an obvious solution.
- Requires the learner to make decisions.
- Incorporates as many training tasks as possible.
- Aligns previous knowledge with new information.
- Capitalizes on the nuances of the local environment.
- Appeals to the learner (involves something the learner would do).
- Mimics what the learner will encounter outside of the training environment.
Best Practices for Integrating Risk Management into Scenarios
- Simulate Real-World Conditions: Use scenarios that include passenger complications, adverse weather, and inflight emergencies.
- Incorporate Time-Sensitive Risks: Use scenarios that require quick decision-making, such as sudden changes in flight conditions or unexpected mechanical issues.
- Develop Mitigation Strategies: Use scenarios that require contingency planning, such as rerouting for weather or handling unexpected traffic delays.
Scenario Development Ideas
While no single list of scenarios applies to all learners, the following table can help instructors devise custom scenarios tailored to each learner’s specific practice needs and the unique features of the local environment.
Element | Options |
---|---|
People Involved | Pilot, Flight Instructor, ATC, Family Members, Business Partners, Passengers, Maintenance Crew, Airport Staff |
Passenger Challenges | Illness, Anxiety, Passenger Interference, Small Child, Unruly Passenger |
Pilot Factors | Illness, Medication, Stress, Alcohol, Fatigue, Emotion |
Purpose of Flight | Cross-Country, Local Flight, Proficiency Training, Instrument Training, Night Training, Mountain Flying, Coastal Navigation, Recreational Flight |
Mission-Specific Tasks | Visiting Friends or Family, Business Trips, Attending Conferences, Transporting Cargo, Aerial Photography, Charity Flights, Fly-ins, Weekend Getaways, Fishing or Hunting Trips |
Flight Phases | Preflight, Taxi, Takeoff, Climb, Cruise, Descent, Approach, Landing, Postflight |
Places | Busy Airport, Nontowered Airport, Unfamiliar Airport, Home Airport, Mountainous Area, Coastal Area, Practice Area, Private Airstrip, Unpaved Runway |
Flight Conditions | VFR, IFR, Night, Day, Marginal VFR |
Weather Challenges | Low Visibility, Thunderstorms, Icing Conditions, Turbulence, Fog, Wind Shear, Crosswinds, Snow, Heavy Rain, High-Density Altitude |
Airspace Challenges | Class A, Class B, Class C, Class D, Class E, Class G, Restricted Areas, Prohibited Areas, Warning Areas, Military Operations Areas (MOA), Alert Areas, Temporary Flight Restrictions (TFR), National Security Areas (NSA) |
Communication Challenges | Lost Communications, Unreasonable ATC Instructions, Unclear Communications with Other Aircraft |
Operational Challenges | Go-Around Decisions, Diversion to Alternate Airport, Holding Patterns, Wake Turbulence, Traffic Pattern Adjustments, Low Fuel, Weight and Balance Adjustments, Maneuvering in Confined Areas |
System and Equipment Malfunctions | Go-Around Decisions, Diversion to Alternate Airport, Holding Patterns, Wake Turbulence, Traffic Pattern Adjustments, Low Fuel, Weight and Balance Adjustments, Maneuvering in Confined Areas |
Emergency Situations | Bird Strike, Medical Emergency, Forced Landing, Emergency Descent, Lost Procedures, In-Flight Fire, Engine Fire on Ground, Cabin Door Opening in Flight, Engine Failure During Takeoff |
Example Scenarios
Engine Failure: During a cross-country flight, you encounter an engine failure while cruising at 5,000′. You are over an unfamiliar airport and expect a crosswind landing.
Communication Failure: During a local flight, you lose communications shortly after takeoff from a busy Class D airport. You can return for an immediate landing, divert to a nearby, nontowered airport, or consider other alternatives.
Passenger Anxiety: On a cross-country flight over a coastal area, you encounter turbulence, causing a passenger to panic. You need to manage the passenger’s anxiety and decide whether to make an unplanned stop.
Checklist Dilemma: During the preflight check for a local flight, you discover that the aircraft checklist is missing. You must decide whether to continue the flight without it or, wait until you can buy a new checklist, or consider other alternatives.
Maintenance Dilemma: While preparing for a proficiency flight, you discover a screw missing near the fuel selector. A screw is found on the carpet, and you have a screwdriver in your flight bag. Will you install the screw or delay the flight to get maintenance involved? Consider the possibility that the screw may not be the correct one and could interfere with the fuel selector’s operation.
Planning Effective Scenario-Based Questions
When developing scenario-based questions, instructors should:
- Use open-ended questions to encourage reflection and problem-solving.
- Challenge learners without causing frustration, gradually reducing guidance as capabilities increase.
- Ensure the information provided serves a purpose to avoid overwhelming learners and reducing engagement.
- Craft questions that guide learners toward the desired learning outcomes.
Effective scenario questions allow learners to:
- Formulate possible solutions.
- Evaluate and decide on the best solution.
- Judge the appropriateness of their decision.
- Reflect on whether the decision led to the best outcome.
Instructor Actions During SBT
Scenario Briefing
Key points to cover in the preflight briefing include:
- The purpose of the flight.
- The destination.
- The desired learning outcomes.
- The desired level of performance.
- Constraints on the exercise (e.g., use of the autopilot and instructor guidance).
- Possible inflight scenario changes.
Instructors should clearly define when each scenario starts and ends to avoid confusion. Learners need to know what aspects will be covered through traditional training and what will be supervised as part of the scenario training.
Role of the Instructor During Scenarios
In a scenario, instructors balance teaching and mentoring. Initially, they demonstrate and train traditionally. As learners progress, the instructor shifts to a facilitator role, encouraging independent performance and decision-making. This approach fosters learner ownership and engagement in their training.
How to Promote Independent Performance
To gradually reduce guidance and encourage independent performance, instructors should:
- Allow learners to make decisions about the flight, such as the cruise altitude and route.
- Pose questions or situations that encourage the exploration of options and possibilities.
- Use unexpected events as teachable moments to impart important lessons.
- Gradually introduce more complex scenarios to challenge learners’ decision-making abilities.
When to Intervene During a Scenario
Instructors must recognize when stopping the scenario is necessary to prevent reinforcing poor judgment or creating hazardous situations.
A training scenario should be stopped when:
- The learner recognizes the situation as inviting poor judgment and objects to continuing.
- The learner fails to recognize a hazardous situation.
Post-Training Considerations
When conducting scenario-based training (SBT), a collaborative assessment is used to evaluate whether specific learning criteria were met. Collaborative assessment includes learner self-assessment and a detailed assessment by the aviation instructor.
An effective scenario debriefing includes:
- Reviewing decisions and actions to identify strengths and weaknesses.
- Encouraging consideration of alternative approaches.
- Setting specific goals for continued development in risk management skills.
- Comparing the learner’s performance to a rubric to assess proficiency.