Citation

Porter MM. J. Gerontol. A Biol. Sci. Med. Sci. 2013; 68(5): 574-580.

Affiliation

Faculty of Kinesiology and Recreation Management, University of Manitoba, Winnipeg, Manitoba, Canada, R3T 2N2. michelle.porter@ad.umanitoba.ca.

Copyright

(Copyright © 2013, Gerontological Society of America)

DOI

10.1093/gerona/gls160

PMID

22879452

Abstract

BACKGROUND: There is emerging evidence that older driver training programs with on-road instruction are more effective than driver education programs that are conducted only in the classroom. Although most programs have provided this additional in-vehicle training with a driving instructor and a dual-braked vehicle, technology could assist in providing this feedback. It was hypothesized that participants who received video and global positioning system (GPS) feedback (Video group) in addition to classroom education would improve to a greater extent than those who received a classroom-based course alone (Education) or Control participants. METHODS: Fifty-four participants (32 men and 22 women), 70-89 years old, randomized to one of the three groups, completed the study. All participants underwent pre- and postintervention driving tests, in their own vehicle, on a standardized route, that were recorded with video and GPS equipment. The Video group met with a driving instructor to receive feedback on their driving errors in their preintervention driving test. A blinded assessor scored all driving tests in random order. RESULTS: The Video group significantly reduced their driving errors by 25% (p < .05) following the intervention, whereas the other two groups did not change significantly. Fifty-two percent of participants from the Video group improved their global safety rating, whereas only 5.3% in the Control and 22.2% in the Education groups did. CONCLUSIONS: This study suggests that direct driving feedback using video and GPS technology could be an effective and novel means to provide older driver education.

Language: en