Practicing in relation to the outcome of the driving test

Introducing accompanied driving in Denmark. Safety-related differences between youth licensing with immediate or delayed access to solo driving

In Denmark, the legal license age was lowered from 18 to 17, to allow practice with an experienced driver before solo driving from age 18. The change gives the candidate driver a choice between: a) licensing at age 17 followed by a phase of accompanied driving until solo driving at age 18 (L17), and b) licensing at age 18 (or older) giving immediate access to solo driving (L18). The purpose of this study is: First, to explore safety-related differences between youth choosing the L17 or the L18 option, with a particular focus on safety attitude and self-assessed driving skills. Second, to map patterns in the use of accompanied driving and its predictors as well as the interaction between the L17 driver and the accompanying person (ACP). A sample of 632 drivers (53% male) between 17 and 19 years of age completed a survey. Among the participants 61% licensed through L17 and 39% through L18. Our results identify different risk profiles between L17 and L18. A higher score on perceptual-motor skills, lower score on safety skills and lower support to speed limits predicted L17. Female L17 were more safety-oriented compared to male L17. L17 who had experienced a supportive atmosphere and engagement in complex traffic situations during the drive were more likely to indicate that accompanied driving had improved their driving skills. However, results also indicate that the amount of experience obtained by L17 may be insufficient to obtain a safety benefit. Measures to address speeding and other risk-taking behaviours among male candidate drivers are needed to ensure a safety benefit of the Danish accompanied driving scheme. In addition, requirements may be needed to increase the amount of accompanied driving. Finally, parent guidelines could support the creation of a positive atmosphere during the drive.

A thousand years of crash experience in three hours: An online hazard perception training course for drivers

A key goal of driver training is to teach drivers to avoid crashes. However, in traditional driver training, drivers are unlikely to see even a single example of the class of event that we want them to learn to avoid. We developed a six-session automated online hazard perception training course for drivers, which incorporates a range of evidence-based strategies and employs extensive video footage of real crashes. We evaluated this course in a randomized control trial by examining its effects on previously-validated computer-based measures of hazard perception, hazard prediction, speed choice, following distance, and gap acceptance propensity, as well as self-rated measures of driver skill, safety, and real world transfer. We found that the course resulted in significant improvements in hazard perception response time and hazard prediction scores, and significantly longer vehicle following distances. Additionally, all participants in the trained group reported that their real world driving behaviour had improved. No significant training effects were found for the other measures. The results suggest that the course can improve key behaviours associated with crash risk.

The Roles and Performance of Professional Driving Instructors in Novice Driver Education

This review article aimed to analyse existing literature regarding the roles and performance of professional driving instructors (PDIs) in novice driver education (DE). A systematic classification scheme was adopted to analyse identified articles to determine the study context of PDIs in novice DE, the competency level of PDIs in relation to experienced and learner drivers and the contributions of PDIs to the novice driver learning process. A total of 14 original research articles were identified, with no systematic reviews or meta-analyses available. Overall, all of the articles were found to be inadequate in providing an in-depth understanding of the roles and performance of PDIs in novice DE. There is an urgent need to improve current understanding of the roles of PDIs in novice DE and to work towards an internationally recognised PDI management approach.

Gender differences in driver's license theory test scores in the Netherlands

INTRODUCTION

Gender differences were investigated in a sample of persons (N=34,755) who completed the driver's license theory test in the Netherlands.

RESULTS

Contrary to recent findings from Sweden, no gender differences were found.

IMPACT OF INDUSTRY

The present study signifies the importance of standardization in driver testing.