Simulation—Innovative Training
DEPARTMENTS
Gene Carlson’s Volunteers Corner
An important component of every fire department is training. Training teaches the new firefighter the basic skills necessary to function on the fireground. Training also continues to hone these skills and serve as a refresher for older members of the department.
One of the problems that all training officers have to face and overcome in order to be effective is keeping the training sessions interesting while making them relevant to the locale and practical for the department. A factor that does not make training any easier is the lack of training facilities and resources in many small and mediumsized communities.
To compound this is the reality that often the number of alarms is small and the number of actual working fires even fewer. Most firefighters are suppression oriented and enjoy extinguishment. However, as the number of times they apply their skills goes down, their retention of good firefighting practices also decreases. Thus, how does the department retain a high level of performance, and do this in an interesting, pertinent manner? One solution is to use simulation in training and drills.
There are several different forms of simulation that can be used. These generally fall into two main categories: visual, and props or devices that are designed to resemble and function as close to the real thing as possible. Both can be used to make drills and training sessions an interesting learning experience. While some are adaptable to teaching classroom theory, others can be used to teach, review, or sharpen actual fireground skills.
A simple yet effective form of simulation is to take slides of familiar locations in your district. Project these on white paper such as butcher’s paper, table covering, or the end of a paper roll. Then, the student (or instructor) can indicate on the paper with a marking pen the action required. Other students can add to this, or the roll of paper advanced and an alternate solution presented. The instructor can make suggestions or beneficial comments at any point. If aerial photographs of buildings can be obtained, layouts of operations for anticipated fires can be designed. A similar technique will assist in teaching forcible entry or ventilation when the instructor has photos of a facade or roof structure.
Another good form of simulation is a tabletop exercise. Model cities can be constructed and lessons in response, positioning, and water supply discussed. Communications, command, and working with mutual aid units can be practiced. A command post exercise with role playing for the entire staff is another alternative. Buildings for the tabletop can be obtained from model railroad kits, high school students in manual arts classes, or best of all, made by the firefighters themselves based on information obtained during inspections of local establishments.
Visual simulation of smoke and/or fire can be projected on slides to add realism. This is used to indicate fire spread, the need for and location of ventilation, stream placement, attack positions, rescue, or many other tactical operations.
A major benefit to this type of training is that basic principles can be taught with immediate positive feedback from the instructor. Then, as the student progresses, more difficult and complex simulations can be assigned that incorporate decision-making principles that are already familiar to the student. The limitations of this visual simulation rest only in the inventiveness of the instructor. This type of simulator can be purchased or built in the fire station.
Most firefighters benefit from participating in manipulative skill drills that are enhanced by simulating actual situations or problems. With a little imagination, training can actually become fun. A good example is performing a relay pumping operation by pumping through 10 feet of one-inch pipe rather than 1,000 feet of hose. This evolution can be easily set up and taken down while teaching the same hydraulics lessons. More time can be spent on practicing and using the data that is important, and less time washing hose. Not all simulation will end that way!
Simulation can often be localized by having drills at actual buildings within the first-due area. Permission to use the buildings should be obtained before the drill to avoid any misconceptions. Training of this type is realistic and serves to make firefighters familiar with their response district, with the possible obstructions they could encounter, with the necessary apparatus positioning and ladder placement, use of special equipment, etc.
Another good experience is to set up a maze or obstacle course in the station for breathing apparatus familiarity, confidence building, and controlled breathing practice. Later, search and rescue or buddy-breathing techniques can be learned or reviewed. Vacant or abandoned, but safe buildings can also be used for this purpose.
A widely used form of simulation is to use autos from a junkyard for extrication classes. To learn the skills with the tools, it is a must to practice on real vehicles. Accidents can be “created” using live “victims” with a variety of injuries requiring triage, treatment, and extrication.
Fire departments with drill towers can improve their simulation capability by building an apartment on one or more of the upper floors. Numerous tactical problems can then be created. Drawing a layout of the apartment and furniture, or searching for and removing a downed firefighter are just two of the drills that may be used. The area can be filled with smoke or the lens of the face-mask covered to obscure visibility.
The best form of simulation is live firefighting drills. These may be flammable liquid or gas props, hazardous material incidents, or structural fires. Training in a structural firefighting building or a structure scheduled for demolition will best prepare the student for the environment he will be working in. Actual response to a fire after suitable pre-burn time allows evaluation of the overall company operation. This must be followed immediately by a fair, honest and thorough critique to gain maximum benefit.
Don’t settle for an average drill, but use the skills of your members and the resources of your area to create more realistic, practical, active drills. Everyone will learn and retain more!