Driver Training for Reducing Car Accidents

(DRIVER Trial)

Overseen By Jamillah T Millner, MPH

Age: < 18

Sex: Any

Trial Phase: Academic

Sponsor: Children's Hospital of Philadelphia

Disqualifiers: Non-Pennsylvania resident, others

No Placebo Group All trial participants will receive the active study treatment (no placebo)

Compensation: Varies

Number of Visits: 4

1300 Participants Needed

Trial Summary

Will I have to stop taking my current medications?

The trial information does not specify whether you need to stop taking your current medications.

What data supports the effectiveness of the treatment Behind-the-Wheel Driver Training for reducing car accidents?

The research on online training for mental health providers and medical students suggests that online training can be as effective as in-person training for improving knowledge and skills. This implies that online driver training, as part of Behind-the-Wheel Driver Training, might also be effective in enhancing driving skills and reducing car accidents. ^{1 2 3 4 5}

Is driver training generally safe for participants?

Driver training, including behind-the-wheel and simulator training, is generally considered safe for participants. Studies have focused on improving driving skills and confidence without reporting any significant safety concerns for those involved in the training. ^{6 7 8 9 10}

How does the treatment 'Behind-the-Wheel Driver Training and Online Driver Skills Training' differ from other treatments for reducing car accidents?

This treatment is unique because it combines practical, hands-on driving lessons with online training, offering a flexible and comprehensive approach to driver education. Unlike traditional classroom-based driver education, it provides real-world driving experience and the convenience of online learning, which can be more accessible and adaptable to individual schedules. ^{11 12 13 14 15}

What is the purpose of this trial?

This study will test the effectiveness of different types of driver training interventions for reducing young new driver crash risk early after licensure.

Research Team

Elizabeth A Walshe, PhD

Principal Investigator

Children's Hospital of Philadelphia

Flaura Winston, MD, PhD

Principal Investigator

Children's Hospital of Philadelphia

Dan Romer, PhD

Principal Investigator

Children's Hospital of Philadelphia/University of Pennsylvania

Eligibility Criteria

This trial is for Pennsylvania teens aged 16-17 who plan to get a driver's license within the next year, have less than 30 hours of driving practice, and have never taken an on-road licensing exam. Participants must have access to a vehicle post-licensure, their own cell phone, and internet access via smartphone/tablet/computer.

Inclusion Criteria

Have <30 hours of driving practice during permit phase

I am 16 or 17 years old and live in Pennsylvania.

I have an active Pennsylvania learner's permit.

Timeline

Screening

Participants are screened for eligibility to participate in the trial

2-4 weeks

1 visit (in-person)

Learner Phase

Participants are monitored through the learner phase with a smartphone app and monthly surveys. They receive one of three driver training interventions.

6-12 months

Monthly surveys (virtual)

Licensure Examination

Participants take the state license examination after completing the learner phase.

1 day

1 visit (in-person)

Post-Licensure Follow-up

Participants are monitored for crash risk and driving behavior for 6 months after licensure using a smartphone app and online surveys.

6 months

Surveys at 2, 4, and 6 months (virtual)

Treatment Details

Interventions

• Behind-the-Wheel Driver Training
• Online Driver Skills Training
• Online Vehicle and Driver Safety Training

Trial Overview The study is evaluating three types of driver training: online safety training, online skills training, and behind-the-wheel training. It aims to see which method best reduces crash risks for new drivers shortly after they get their licenses.

Participant Groups

Group I: Online Driver Skills Training Experimental Treatment 1 Intervention

Participants in the Online Driver Skills Training arm will complete an online driver skill training program known as Accelerated Curriculum to Create Effective Learning (ACCEL) for novice drivers. It requires up to two hours to complete and can be done from any internet-connected computer (at home, at school, etc.).

Group II: Behind-the-Wheel Driver Training Experimental Treatment 1 Intervention

Participants in the Behind-the-Wheel training arm will receive professional behind-the-wheel training course delivered in-person on the road by a local driving school instructor through our partnership with Driver Training Services.

Group III: Active Control: Online Vehicle and Driver Safety Education Active Control 1 Intervention

Participants in this arm will receive care as usual, and also complete an online video training module on vehicle and driver safety, with a short quiz at the end to determine compliance. The training content will not teach driving skills, as in the other online driver training arm. It requires up to two hours to complete and can be done from any internet-connected computer (at home, at school, etc.).

Behind-the-Wheel Driver Training is already approved in United States, Canada, European Union for the following indications:

Approved in United States as Behind-the-Wheel Driver Training for:

• Driver Education
• Young New Driver Crash Risk Reduction

Approved in Canada as Behind-the-Wheel Instruction for:

• Driver Training
• New Driver Safety

Approved in European Union as Practical Driving Lessons for:

• Driver Education
• Road Safety

Who Is Running the Clinical Trial?

Children's Hospital of Philadelphia

Lead Sponsor

Trials

749

Recruited

11,400,000+

National Institutes of Health (NIH)

Collaborator

Trials

2,896

Recruited

8,053,000+

Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD)

Collaborator

Trials

2,103

Recruited

2,760,000+

University of Michigan

Collaborator

Trials

1,891

Recruited

6,458,000+

University of Pennsylvania

Collaborator

Trials

2,118

Recruited

45,270,000+

Findings from Research

Asynchronous online training (AOT) can effectively improve mental health practitioners' knowledge for at least six months, even without the need for classroom training or supervision.

However, the impact of online training on skill acquisition remains unclear due to mixed results, indicating a need for further research to evaluate the effectiveness of different training methods.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

[Using Technology to Optimize the Training of Mental Health Providers in Evidence-Based Treatment: State of Knowledge]. Bond, S., Binet, É., Pudelko, B.[2021]

A study comparing online and in-person opioid overdose prevention training (OOPT) for first-year medical students found no meaningful differences in knowledge, attitudes, and preparedness, suggesting that online training is just as effective as in-person training.

The results indicate that online OOPT can be a viable alternative to traditional methods, but further research in a randomized controlled setting is needed to confirm these findings and explore the effectiveness of OOPT in broader populations.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Use of online opioid overdose prevention training for first-year medical students: A comparative analysis of online versus in-person training. Berland, N., Lugassy, D., Fox, A., et al.[2020]

A study involving 43 postgraduate health professionals showed that online training for Cognitive Behavior Therapy (CBT) was as effective as traditional in-person training in terms of content satisfaction and didactic quality.

While online training was generally well-received, there was a slight preference for in-person training regarding professional benefit and active participation, suggesting that online methods can be effectively integrated into CBT education even after social distancing measures are lifted.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Teaching Cognitive Behavior Therapy to Postgraduate Health Care Professionals in Times of COVID 19 - An Asynchronous Blended Learning Environment Proved to Be Non-inferior to In-Person Training. Soll, D., Fuchs, R., Mehl, S.[2021]

Integrating an 8-hour medication-assisted treatment (MAT) waiver training into the Internal Medicine clerkship curriculum at Wayne State University significantly improved medical students' comfort and knowledge regarding opioid use disorders (OUD), as evidenced by pre- and post-survey results from 141 students.

The training, which was provided for free online, resulted in increased familiarity with MAT and a higher likelihood of students feeling prepared to utilize MAT in their future practice, indicating a promising approach to addressing the physician shortage in OUD treatment.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Eight-hour medication-assisted treatment waiver training for opioid use disorder: integration into medical school curriculum. Lien, IC., Seaton, R., Szpytman, A., et al.[2021]

A study involving 191 patients who completed the Alcohol Change Course (ACC) showed that 69.6% were satisfied with the program, indicating its efficacy as an Internet-delivered cognitive behavior therapy for alcohol misuse.

Patients found skills like coping with cravings and managing risky situations particularly helpful, but many suggested increasing personal interaction and providing more information to enhance the course experience.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Improving internet-delivered cognitive behaviour therapy for alcohol misuse: Patient perspectives following program completion. Hadjistavropoulos, HD., Chadwick, C., Beck, CD., et al.[2021]

In Ohio, novice drivers aged 16 and 17 who underwent comprehensive licensing requirements, including behind-the-wheel training, had significantly lower crash rates in the first year after getting their licenses compared to those licensed at age 18, with a 27% lower crash rate in the first 2 months for 16-year-olds and 14% lower for 17-year-olds.

The study suggests that implementing mandatory driver education and training could enhance safety for young drivers, as those who received this training showed better performance on licensing exams and lower crash rates, indicating the potential benefits of comprehensive licensing policies.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Licensing Examination and Crash Outcomes Postlicensure in Young Drivers. Walshe, EA., Romer, D., Wyner, AJ., et al.[2022]

In a study involving 54 older adults (ages 70-89), those who received video and GPS feedback during driving instruction significantly reduced their driving errors by 25%, while those in classroom-only or control groups showed no significant improvement.

The use of technology for direct feedback not only enhanced driving performance but also led to a 52% improvement in global safety ratings among participants who received the video feedback, compared to much lower rates in the other groups.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Older driver training using video and global positioning system technology--a randomized controlled trial. Porter, MM.[2013]

The introduction of compulsory skid training in Finnish driver education in 1990 did not lead to a reduction in accidents during slippery road conditions, as shown by a study involving 41,000 novice drivers.

Drivers who received the new skid training reported higher confidence in their driving skills and felt less fear when driving in slippery conditions, suggesting that while confidence increased, it did not translate into improved safety outcomes.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Does increased confidence among novice drivers imply a decrease in safety? The effects of skid training on slippery road accidents. Katila, A., Keskinen, E., Hatakka, M., et al.[2019]

Error training in a driving simulator significantly improved participants' ability to transfer skills to real driving tests and enhanced their coping strategies for new driving situations, despite reducing their self-confidence in driving skills.

Guided error training showed only weak benefits over errorless learning and did not improve self-confidence or transfer skills to novel driving tests, suggesting that active engagement with errors may be more effective than passive observation.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Learning from errors in a driving simulation: effects on driving skill and self-confidence. Ivancic, K., Hesketh, B.[2019]

A study involving 78 older drivers showed that combining basic in-class training with on-road training and driving simulator practice significantly reduced driving errors by about 30% compared to basic training alone.

The findings support the effectiveness of individualized driver training programs in enhancing safe driving performance among older adults.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

The combined effects of on-road and simulator training with feedback on older drivers' on-road performance: Evidence from a randomized controlled trial. Sawula, E., Polgar, J., Porter, MM., et al.[2019]

The transition to virtual training for intrauterine contraception during the COVID-19 pandemic allowed healthcare providers to continue their education without needing to travel, using online materials and livestreamed sessions.

Participants in the virtual training reported a high level of skill acquisition and positive impacts on their clinical practice, indicating that this method is effective for teaching essential clinical skills.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Virtual Skills Training Format for Teaching Intrauterine Contraception Insertion During Coronavirus Disease 2019. Metcalf-Wilson, K., Bates, A., Webb, S., et al.[2022]

An online learning course on traumatic dental injury (TDI) was developed for medical students, highlighting the importance of cross-disciplinary education in enhancing their knowledge of dental trauma.

The study identified ten key features essential for designing effective online courses, such as prioritizing relevant information, promoting self-confidence, and using visual aids to enhance understanding, which can improve the overall learning experience.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

What is important to medical students' online learning of dental trauma in medical education. Yeng, T.[2023]

A pilot study involving 19 dietetics students revealed that while online training offered benefits like flexibility and reduced commute, it also presented challenges such as increased workload and communication issues with preceptors.

Despite 52.6% of students feeling they adequately acquired PDEP competencies, a significant 94.7% reported negative impacts on their mental health, indicating a need for improvements in online training methods to support both competency acquisition and mental well-being.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Impact of the COVID-19-induced shift to online dietetics training on PDEP competency acquisition and mental health. Van, K., Beauchamp, DM., Rachid, H., et al.[2022]

A study involving over 1,300 students found that home-study driver education programs (CD ROM, workbook, and Internet/workbook) are as effective as traditional classroom courses in teaching driver education, with some home-study formats showing slightly better knowledge and attitude scores.

The results suggest that home-study courses could be more widely adopted, potentially making driver education more accessible and affordable, especially when integrated into a two-stage driver education system.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

The effectiveness of home-study driver education compared to classroom instruction: the impact on student knowledge and attitudes. Masten, SV., Chapman, EA.[2019]

The VINCENTweb course, a no-cost online training program focused on injury prevention and control, received positive feedback from participants, particularly those with lower education levels, indicating its accessibility and effectiveness.

Participants reported high levels of learning and satisfaction, suggesting that internet-based distance learning can be a valuable tool for continuing education in public health, especially in areas that are often underrepresented.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Implementation and evaluation of a Web-based continuing education course in injury prevention and control. Bernhardt, JM., Runyan, CW., Bou-Saada, I., et al.[2019]

References

1. Canada pubmed.ncbi.nlm.nih.gov

[Using Technology to Optimize the Training of Mental Health Providers in Evidence-Based Treatment: State of Knowledge]. [2021]

2. United States pubmed.ncbi.nlm.nih.gov

Use of online opioid overdose prevention training for first-year medical students: A comparative analysis of online versus in-person training. [2020]

3. Switzerland pubmed.ncbi.nlm.nih.gov

Teaching Cognitive Behavior Therapy to Postgraduate Health Care Professionals in Times of COVID 19 - An Asynchronous Blended Learning Environment Proved to Be Non-inferior to In-Person Training. [2021]

4. United States pubmed.ncbi.nlm.nih.gov

Eight-hour medication-assisted treatment waiver training for opioid use disorder: integration into medical school curriculum. [2021]

5. Netherlands pubmed.ncbi.nlm.nih.gov

Improving internet-delivered cognitive behaviour therapy for alcohol misuse: Patient perspectives following program completion. [2021]

6. United States pubmed.ncbi.nlm.nih.gov

Licensing Examination and Crash Outcomes Postlicensure in Young Drivers. [2022]

7. United States pubmed.ncbi.nlm.nih.gov

Older driver training using video and global positioning system technology--a randomized controlled trial. [2013]

8. England pubmed.ncbi.nlm.nih.gov

Does increased confidence among novice drivers imply a decrease in safety? The effects of skid training on slippery road accidents. [2019]

9. England pubmed.ncbi.nlm.nih.gov

Learning from errors in a driving simulation: effects on driving skill and self-confidence. [2019]

10. England pubmed.ncbi.nlm.nih.gov

The combined effects of on-road and simulator training with feedback on older drivers' on-road performance: Evidence from a randomized controlled trial. [2019]

11. United States pubmed.ncbi.nlm.nih.gov

Virtual Skills Training Format for Teaching Intrauterine Contraception Insertion During Coronavirus Disease 2019. [2022]

12. Australia pubmed.ncbi.nlm.nih.gov

What is important to medical students' online learning of dental trauma in medical education. [2023]

13. Canada pubmed.ncbi.nlm.nih.gov

Impact of the COVID-19-induced shift to online dietetics training on PDEP competency acquisition and mental health. [2022]

14. England pubmed.ncbi.nlm.nih.gov

The effectiveness of home-study driver education compared to classroom instruction: the impact on student knowledge and attitudes. [2019]

15. United States pubmed.ncbi.nlm.nih.gov

Implementation and evaluation of a Web-based continuing education course in injury prevention and control. [2019]