Search

This exploratory study investigated whether using the Pedals Emergency Stop© interactive driving simulator exercise improved the understanding and performance of emergency braking among novice teen drivers. Seventy-one high school driver education students (aged 15–19) participated. All of the teens completed the Pedals Emergency Stop© interactive exercise driving simulator task and then an on-road ABS exercise in a driver’s education vehicle; there was no control group. Students’ ability to complete the simulator-based emergency braking task increased from an initial passing rate of only 18.3% to a maximum of 81.7% by the end of the simulation exercise. A positive trend was observed over successive simulator trials, with the linear effect explaining 51.1% of the variance in emergency stopping “pass” rates using the simulator task. In addition, participants who passed more trials during the Pedals Emergency Stop© simulator exercise were 12.3% more likely to fully activate the ABS during the on-road emergency stop activity using the driver’s education vehicle. Post-study surveys revealed that 95% of the participants improved their understanding of ABS as a result of the simulation-based training, and 98% felt there was a positive impact from the driving simulation exercise on their real-world emergency braking capabilities. Participants highly endorsed the Pedals Emergency Stop© exercise for ABS education and refresher training, with a rating of 4.7 out of 5. This study emphasizes the potential benefits of incorporating simulator-based exercises into driver education and training, with the long-term goal of promoting safe driving behaviors and outcomes.

Due to the advancements in real-time information communication technologies and sharing economies, rideshare services have gained significant momentum by offering dynamic and/or on-demand services. Rideshare service companies evolved from personal rideshare, where riders traveled solo or with known individuals, into pooled rideshare (PR), where riders can travel with one to multiple unknown riders. Similar to other shared economy services, pooled rideshare is beneficial as it efficiently utilizes resources, resulting in reduced energy usage, as well as reduced costs for the riders. However, previous research has demonstrated that riders have concerns about using pooled rideshare, especially regarding personal safety. A U.S. national survey with 5385 participants was used to understand human factor-related barriers and user preferences to develop a novel Pooled Rideshare Acceptance Model (PRAM). This model used a covariance-based structural equation model (CB-SEM) to identify the relationships between willingness to consider PR factors (time/cost, privacy, safety, service experience, and traffic/environment) and optimizing one’s experience of PR factors (vehicle technology/accessibility, convenience, comfort/ease of use, and passenger safety), resulting in the higher-order factor trust service. We examined the factors’ relative contribution to one’s willingness/attitude towards PR and user acceptance of PR. Privacy, safety, trust service, and convenience were statistically significant factors in the model, as were the comfort/ease of use factor and the service experience, traffic/environment, and passenger safety factors. The only two non-significant factors in the model were time/cost and vehicle technology/accessibility; it is only when a rider feels safe that individuals then consider the additional non-significant variables of time, cost, technology, and accessibility. Privacy, safety, and service experience were factors that discouraged the use of PR, whereas the convenience factor greatly encouraged the acceptance of PR. Despite the time/cost factor’s lack of significance, individual items related to time and cost were crucial when viewed within the context of convenience. This highlights that while user perceptions of privacy and safety are paramount to their attitude towards PR, once safety concerns are addressed, and services are deemed convenient, time and cost elements significantly enhance their trust in pooled rideshare services. This study provides a comprehensive understanding of user acceptance of PR services and offers actionable insights for policymakers and rideshare companies to improve their services and increase user adoption.

The rise of real-time information communication through smartphones and wireless networks enabled the growth of ridesharing services. While personal rideshare services (individuals riding alone or with acquaintances) initially dominated the market, the popularity of pooled ridesharing (individuals sharing rides with people they do not know) has grown globally. However, pooled ridesharing remains less common in the U.S., where personal vehicle usage is still the norm. Vehicle design and rideshare services may need to be tailored to user preferences to increase pooled rideshare adoption. Based on a large, national U.S. survey (N = 5385), the results of exploratory and confirmatory factor analyses suggested that four key factors influence riders’ willingness to consider pooled ridesharing: comfort/ease of use, convenience, vehicle technology/accessibility, and passenger safety. A binomial logistic regression was conducted to determine how the four factors influence one’s willingness to consider pooled ridesharing. The two factors that positively influence riders’ willingness to consider pooled ridesharing are vehicle technology/accessibility (B = 1.10) and convenience (B = 0.94), while lack of passenger safety (B = −0.63) and comfort/ease of use (B = −0.17) are pooled ridesharing deterrents. Understanding user-centered design and service factors are critical to increase the use of pooled ridesharing services in the future.

Rear-end crashes are a common crash scenario, which contribute to many traffic related injuries and fatalities. A performance driving center offers adult car control classes focused on defensive driving skills, which include both classroom and behind-the-wheel instruction on a closed-road course. One focus of the class is activation of the anti-lock braking system (ABS), which was designed to help drivers during emergency braking situations. In the classroom, participants learn what ABS is as well as how and when it functions. On the closed-road course, participants learn how to activate ABS and how the system feels when it is activated. The goal of this study was to understand how knowledge of and experience with ABS prior to the class relates to a driver’s ability to activate ABS. The participants’ ability to activate ABS was evaluated by the driving instructor using a behaviorally anchored rating scale. Participants completed a survey before and after the class to gain knowledge of and experience with ABS. The results of the study showed that participants who previously knew what ABS felt like or had prior practice/training activating ABS performed significantly better activating ABS than those who simply knew what ABS means or had previously experienced ABS activation during their first of multiple attempts.

In the US, teenage drivers have an increased risk of being involved in crashes. To address this, post-license advanced driving programs have emerged. This study gains parents’ perspectives while observing their teens’ involvement in a post-license driving program focused on a hands-on introduction to emergency braking, skid recovery and the dangers of distracted driving. Parents completed a survey after the program, and for comparison purposes, the teens also completed a survey at the end of the program. While the parents only observed the program, the results revealed that most learned useful information and would consider additional training for themselves. Almost all teens and parents reported anticipating changing their driving behaviors, specifically by reducing distractions, having a heightened awareness and changing their driving position. These results suggest that parents benefited from simply observing the class.

Traffic-related crashes impact drivers of all ages. Post-license driving classes have emerged to equip drivers with higher level skills needed to prevent and avoid emergency situations. A performance driving center offers teenage and adult car control classes designed to address defensive driving skills through both classroom instruction and hands-on practice on a closed-road track. To obtain the views from teenagers and adults, both groups completed a survey immediately after their classes, and the adults completed a phone interview six months later. Results from the teenage and adult survey showed that both groups reported the most important topics learned during the car control class were skid recovery, using the antilock braking system (ABS) and looking where the car should go. Both teenagers and adults reported that they plan to significantly change their driving behaviors, especially those concerning seating, hand and mirror positions. Overall, after the class, the teenagers and adults felt “moderately competent” in their ability to perform the exercises practiced during the class, which increased from the rating of “not competent” prior to the class. The results from the phone interview with the adults suggest that ABS braking was the most important topic six months later. ABS braking was also the single-most reported skill used after the class and the self-identified skill most used to avoid a crash. The phone interview showed that the adults accurately predicted their use of the behaviors (seating position, vision, distractions, etc.) and turned those behaviors taught during the class into habits of their daily driving. Overall, the results from the teenage and adult survey, as well as the phone interview with the adults, suggest that the participants benefitted from the knowledge and skills gained from the one-day car control class.

In the US, teenage drivers have an increased risk of being involved in crashes. To address this, post-license advanced driving programs have emerged. This study gains teenagers’ perspective of a post-license defensive driving program focused on a hands-on introduction to emergency braking, skid recovery and the dangers of distracted driving. The teenagers completed a survey immediately following the program and a phone interview three months later. The open-ended survey and phone interview items reflect the program’s key concepts. During the follow-up phone interview, the majority of teenagers reported using the skills experienced and half of the participants who participated in the phone interview reported using skills that they learned to avoid a crash. Almost all teenagers reported anticipating or changing their driving behaviors, specifically by reducing distractions, having a heightened awareness and changing their driving position. The survey and follow-up phone interview results suggest that the teenagers benefited from the skills introduced and, from the teenagers’ perspective, has helped them avoid crashes.

UnlabelledBMD and clinical risk factors predict hip and other osteoporotic fractures. The combination of clinical risk factors and BMD provide higher specificity and sensitivity than either alone. INTRODUCTION AND HYPOTHESES: To develop a risk assessment tool based on clinical risk factors (CRFs) with and without BMD.MethodsNine population-based studies were studied in which BMD and CRFs were documented at baseline. Poisson regression models were developed for hip fracture and other osteoporotic fractures, with and without hip BMD. Fracture risk was expressed as gradient of risk (GR, risk ratio/SD change in risk score).ResultsCRFs alone predicted hip fracture with a GR of 2.1/SD at the age of 50 years and decreased with age. The use of BMD alone provided a higher GR (3.7/SD), and was improved further with the combined use of CRFs and BMD (4.2/SD). For other osteoporotic fractures, the GRs were lower than for hip fracture. The GR with CRFs alone was 1.4/SD at the age of 50 years, similar to that provided by BMD (GR = 1.4/SD) and was not markedly increased by the combination (GR = 1.4/SD). The performance characteristics of clinical risk factors with and without BMD were validated in eleven independent population-based cohorts.ConclusionsThe models developed provide the basis for the integrated use of validated clinical risk factors in men and women to aid in fracture risk prediction.

Research examining driver training for young adults with intellectual disabilities has been limited since the 1970s. The current pilot and exploratory study investigated teaching pre-driving skills (i.e. lane keeping and speed maintenance) to young adults with intellectual disabilities using an interactive driving simulator to provide dynamic and immediate feedback to participants as well as quantifiable data to researchers and educators. Four students from a post-secondary transition course for students with intellectual disabilities (age 21-23) with an average full-scale IQ of 71.5 (range 64-76) participated. Participants practised their pre-driving skills (lane keeping and speed maintenance rather than complex driving environments) on a series of driving courses as well as a coordinated muscle movement activity related to driving for 1 h a day, 5 days a week. After 27 days, two of the four participants significantly improved their lane keeping and speed maintenance skills, while two participants failed to demonstrate steady improvement.