Live Fire Training as Simulation: The Role of Fidelity - CFBT-US!
Live Fire Training as Simulation: The Role of Fidelity - CFBT-US! Live Fire Training as Simulation: The Role of Fidelity - CFBT-US!
Valdivia, Chile January 2010 Live Fire Training as Simulation The Role of Fidelity CFBT-US Not just what and how, but why!
- Page 3: For the things we have to learn bef
- Page 6 and 7: What’s the Difference? Fuel Char
- Page 8 and 9: The Building Purpose built training
- Page 10 and 11: Fidelity The extent to which a simu
- Page 12 and 13: Importance of Fidelity Simulations
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- Page 19 and 20: Intended Use Fire development Noz
- Page 21 and 22: Questions Remain What level of fide
- Page 23 and 24: British Fire Service College
- Page 25 and 26: British Fire Service College
- Page 27 and 28: Fire & Rescue Academy Malaysia
- Page 29 and 30: Washington Hall-Lancashire Fire Bri
- Page 31 and 32: Swedish Civil Contingencies Agency
- Page 33 and 34: Gresham (OR) Fire & Emergency Servi
- Page 36: ed.hartin@cfbt-us.com 1 (503) 793-1
Valdivia, Chile<br />
January 2010<br />
<strong>Live</strong> <strong>Fire</strong> <strong>Training</strong><br />
<strong>as</strong> <strong>Simulation</strong><br />
<strong>The</strong> <strong>Role</strong> <strong>of</strong> <strong>Fidelity</strong><br />
<strong>CFBT</strong>-<strong>US</strong><br />
Not just what and how, but why!
For the things we have<br />
to learn before we can<br />
do, we learn by doing.<br />
Aristotle<br />
Nicomachaen Ethics
Understanding & Application<br />
Is there a disconnect between the<br />
training and operational contexts?
What’s the Difference?<br />
Fuel Characteristics<br />
Fuel Load<br />
Ventilation Pr<strong>of</strong>ile<br />
Heat Rele<strong>as</strong>e Rate<br />
<strong>The</strong>rmal Environment
What’s the Difference?<br />
Improperly designed training may provide<br />
the learner with an inaccurate perspective<br />
on the fire environment which can lead to<br />
dis<strong>as</strong>trous consequences.<br />
Not all that is learned is taught!
<strong>The</strong> Building<br />
Purpose built training structures differ from<br />
those more typical <strong>of</strong> the built environment.<br />
Gypsum Board Ceramic Tile Steel<br />
<strong>The</strong>rmal Conductivity<br />
Specific Heat<br />
Compartmentation<br />
Ventilation Pr<strong>of</strong>ile
<strong>The</strong> Fuel<br />
NFPA 1403 Specifications and Limitations
<strong>Fidelity</strong><br />
<strong>The</strong> extent to which a<br />
simulation reflects reality<br />
Physical <strong>Fidelity</strong><br />
Functional <strong>Fidelity</strong>
A Simple Model<br />
Functional <strong>Fidelity</strong><br />
Low Medium High<br />
Physical <strong>Fidelity</strong><br />
Low Medium High
Importance <strong>of</strong> <strong>Fidelity</strong><br />
<strong>Simulation</strong>s are intended<br />
to model reality<br />
On the surface it high<br />
fidelity makes sense.<br />
All models are wrong, but<br />
some are useful!<br />
A more important question is: What<br />
<strong>as</strong>pects <strong>of</strong> fidelity are important?
Important Questions<br />
What degree <strong>of</strong> simulation fidelity is<br />
necessary?<br />
What are the key elements <strong>of</strong> fidelity<br />
for various learning outcomes?<br />
Is live fire training the only way to<br />
achieve these outcomes?
What’s the Difference?<br />
<strong>Training</strong> effective t<strong>as</strong>k performance in<br />
stressful situations requires that the<br />
following conditions be met:<br />
Exposure and conditioning to stressors<br />
Prevent built-up anxiety<br />
Minimize interference with skill acquisition
Maintaining Balance<br />
<strong>Fidelity</strong> must match the<br />
purpose <strong>of</strong> training activity!
Intended Use<br />
<strong>Fire</strong> development<br />
Nozzle technique<br />
Door entry<br />
Risk <strong>as</strong>sessment<br />
Integrated tactics
Questions Remain<br />
What are the most effective methods<br />
<strong>of</strong> developing firefighters’<br />
understanding <strong>of</strong> compartment fire<br />
behavior?<br />
What is necessary to effectively<br />
facilitate transfer <strong>of</strong> this knowledge<br />
from training to the operational<br />
context?
Questions Remain<br />
What level <strong>of</strong> fidelity is necessary in<br />
live fire training do develop and<br />
maintain critical skills?<br />
How can technological simulation<br />
(computer or video b<strong>as</strong>ed) be used to<br />
augment live fire training to maintain<br />
pr<strong>of</strong>iciency?
Questions Remain<br />
To what extent might non-live fire<br />
simulation (e.g., two dimensional or<br />
immersive virtual reality computer b<strong>as</strong>ed<br />
simulation) be used to develop<br />
compartment firefighting competencies?
British <strong>Fire</strong> Service College
British <strong>Fire</strong> Service College
British <strong>Fire</strong> Service College
<strong>Fire</strong> & Rescue Academy Malaysia
<strong>Fire</strong> & Rescue Academy Malaysia
<strong>Fire</strong> & Rescue Academy Malaysia
W<strong>as</strong>hington Hall-Lanc<strong>as</strong>hire <strong>Fire</strong> Brigade (UK)
Swedish Civil Contingencies Agency College-Sandö
Swedish Civil Contingencies Agency College-Sandö
Swedish Civil Contingencies Agency College-Roserberg
Gresham (OR) <strong>Fire</strong> & Emergency Services (<strong>US</strong>A)
EHRA-TEC (Germany)
ed.hartin@cfbt-us.com<br />
1 (503) 793-1296<br />
http://www.cfbt-us.com
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