Guest Blog for ATS by Robert Avsec
The training of firefighters and officers has come a long way since I began my career in 1981. Back then, 8 mm movies, 35 mm photograph slides, and transparencies (or overlays) were the only off-the-shelf training products available for instructors. And training had to take place in a physical location, such as, the fire training center or the fire station.
For ad hoc “graphics” in the classroom, the instructor’s options were a chalkboard or clear vinyl sheets (transparencies) that the instructor could draw or write on and have it projected on the screen on an overhead projector (Google the names for those pieces of equipment to see what they looked like).
Today’s Classroom
Today, with computer technology the classroom can be anywhere: the fire training center; the fire station; or the student’s home. Computer networks can enable fire departments to simultaneously conduct fire training classes or post-incident reviews with on-duty personnel in every fire station. The cost of flat-screen television sets has dropped significantly, allowing computerized training to be viewed on “the big screen.” No more crowding the crew around the desktop PC!
The availability and affordability of quality on-line training courses is helping fire departments to stretch their training dollars. Students can acquire the required knowledge for a subject, e.g., breathing apparatus, by completing course material on-line. Instructor-led sessions—and the money to pay for them—can then be used for instruction on breathing apparatus practical skills and students practicing those skills to develop competency.
The money departments save is only one of the benefits of incorporating online training with more traditional forms of training. Online training videos and interactive online courses have made learning more convenient and have also increased learner comprehension.
Having access to quality visual training via the internet has increased efficiency by creating opportunity for pre-classroom training and post-classroom review. With options to take interactive courses online, students are learning the basics and are more prepared than ever before for hands-on training and most importantly, real life emergencies.
Training Simulators, Part I
Oh, how I would have loved to train on fire strategy and tactics and managing the emergency incident scene using today’s simulators! ICS meets Mortal Combat! The explosion of the video gaming industry and virtual reality technology has provided the impetus for a growing number of companies to develop fire training simulators that more closely replicate real fireground operations than ever before. And this technology could not have come at a better time.
Many fire departments are responding to fewer working structure fires because of improved fire and building codes, better fire code enforcement, better fire prevention education, and more buildings with fire sprinkler systems. Many fire departments are also losing experienced members to retirement, staffing reductions and other forms of attrition. Fire simulators can be a cost-effective tool to provide needed experience to newer members in a relatively shorter period of time.
Continuing advances in fire simulator technology now provide fire departments with the ability to train not only individuals, but also teams of firefighters. Just like in the real world, a team of firefighters can work through virtual reality scenarios where their actions have real consequences. Don’t control the flow path and cool the environment before making entry and the room flashes over. Don’t apply the appropriate GPM fire flow and the fire continues to grow.
Training Simulators, Part II
Improved fire training technology is not just part of the classroom learning environment any longer. Live burn simulators with computer technology are now available for both fixed burn buildings and mobile fire training simulators, e.g., towable modular units, that can enable fire departments in a region to share the simulator (And the initial cost and on-going maintenance costs).
Today’s fixed facility live burn building is a comprehensive system consisting of, among many features:
• Heat resistant tiles (that provide better protection for structural components);
• Moveable walls and partitions that enable instructors to change the configuration of interior rooms;
• Individual room simulators, e.g., a kitchen or bedroom configuration, with temperature sensors that make the fire go out when the proper fire flow is applied to the target for the required amount of time;
• Handheld computerized remote controls that enable instructors to manage simulator features from both inside and outside of the live burn facility; and
• Temperature sensors that can trigger an automatic system shut-down if temperatures exceed operational guidelines.
These new live burn simulators are also more environmentally-friendly since they can be designed to use propane or natural gas for fuel. This eliminates the smoke and soot produced by the burning of Class A materials, as well as the problem of dealing with the contaminated water that results from extinguishing Class A fires.
The new technology also provides a safer, more effective and more efficient training environment for firefighters and instructors. Firefighters and instructors are not needlessly exposed to the toxic materials and carcinogens contained in the smoke and soot produced by the burning of Class A materials. Nor are they needlessly exposed to unnecessarily high interior temperatures because of the simulator’s environmental control features. These are both important aspects for instructors as they are typically working inside the burn building or modular unit two or three times more often during a training session than are the students.
Live fire training is more effective because the student gets immediate feedback for the actions they take to control the fire. If they apply the right GPMs to the simulator target area for the right amount of time, the fire goes out. If not, the fire continues to burn or even grows in intensity.
The management of live fire training sessions is greatly improved when using today’s fire simulators as well. There is less downtime between burns, so students get more fire scenarios per hour (Instructors do not have to remove wet and unburned Class A materials and restock fire cribs with new Class A material). Logistics are greatly reduced as there is no need to stockpile Class A materials for burning prior to the training session and those materials do not have to be moved into the burn building.
Training Simulators, Part III
Exterior fire training simulators are now available on the market for a wide variety of training scenarios. Some examples are:
• Vehicle fire simulators that have the same features as their burn building cousins (propane or natural gas fueled fire, temperature sensors and computerized remote controls for instructors);
• Hazardous materials simulators that present multiple types of liquid and gas leaks that must be controlled; and
• Flammable liquid spill simulators where propane or natural gas flows up from under steel mesh pads to simulate an open flammable liquid spill fire.
Technology will continue to have a positive impact on fire service training. From entry-level training through advanced training for fire officers, I’m confident the items discussed in this article will continue to improve. I also believe that we’ll continue to see newer technologies come about that will continue to expand the scope of training that firefighters can receive to prepare them for real world emergencies.
For more information on Action Training Systems video resources call 800.755.1440 ext 3 or email info@action-training.com
Battalion Chief Robert Avsec (Ret.) served with the Chesterfield (Va.) Fire & EMS Department for 26 years. He was an active instructor for fire, EMS, and hazardous materials courses at the local, state, and federal levels, which included more than 10 years with the National Fire Academy. Chief Avsec earned his bachelor of science degree from the University of Cincinnati and his master of science degree in executive fire service leadership from Grand Canyon University. He is a 2001 graduate of the National Fire Academy’s Executive Fire Officer Program. Since his retirement in 2007, he has continued to be a life-long learner working in both the private and public sectors to further develop his “management sciences mechanic” credentials. He makes his home near Charleston, W.Va.
