POLICE Magazine

MAR 2019

Magazine for police and law enforcement

Issue link: https://policemag.epubxp.com/i/1088348

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Page 35 of 80

POLICEMAG.COM 33 movement. "We can talk about all these things in the debrief," he says, "but only if we're using this tool the right way." McCue adds that a good instructor needs to be able to teach students how to correct mistakes in the debrief. "e simulator is a place where the student can make mistakes in a safe learning environment," he says. "e instruc- tor needs to be able to recognize those mistakes and teach the student what to do instead before the mistakes become habits out in the field." INSTRUCTOR TOOLS In addition to making the simulators themselves, all of the companies con- lucky, I want them to be right," he says. A valuable part of the debrief can be requiring the student to fill out a re- port on what happened, says Friddle. "If you are focusing on a specific policy or a specific case law, reporting can be useful, as it teaches the students how to articulate that policy or that case law," he adds. Bartel says VirTra customers should think about their training simulators as "more than just force option simu- lators." He explains that the sims can be used to teach legal principles, agen- cy policies, pre-force behaviors of the officer and suspect, officer safety, and even gunfight tactics such as cover and this tool to transfer knowledge to the student and without a good debriefing that knowledge is not exchanged," says McCue. Lon Bartel, senior subject matter ex- pert for VirTra, says many instructors do not know the best way to handle the debrief. "Most of the instructors I have seen over the last 20-plus years follow the same method," he says. "e stu- dent finishes up with the test and then they tell the student what they did right and what they did wrong. at's about performance, not learning. e experts interviewed for this arti- cle say a better way to handle the debrief is to have the student answer questions from the instructor. Bartel says VirTra teaches its customers the following four question debriefing plan. 1. What information did you have going in? 2. What did you see and what did you hear? 3. What did you do and why? 4. If you had it to do over again, what would you do differently and why? Of these four questions, perhaps the most important thing the instructor needs to discuss with the student is why they did something or would do some- thing. Bartel says sometimes students take a justified action for the wrong rea- son and they need a refresher in law and policy. "I don't want somebody to be In this Meggitt/FATS simulator, the instructor's familiarity with the scenario gives him the ability to seamlessly choose branching selections from the display on his tablet. PHOTO: VIRTR A PHOTO: MEGGIIT T VirTra's Virtual Instructor and V-VICTA curriculum give instructors valuable insight into the scenario they are using and certified training materials for their students.

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