Education and training at Swedish civil and military simulation facillities


  • Sanna Aronsson
  • Henrik Artman
  • Joel Brynielsson
  • Sinna Lindquist
  • Robert Ramberg

Publish date: 2015-02-09

Report number: FOI-R--3957--SE

Pages: 78

Written in: Swedish


  • simulator
  • simulation based training
  • pedagogical models
  • debriefing
  • qualitative measurement
  • quantitative measurement


This report presents a study of simulation-based training facilities in both the civilian and the military domain in Sweden today. The purpose of this study was to highlight and exemplify experiences and results, inspire further development and adaptation of methods as well as frameworks and tools for simulation-based training. Furthermore, the study aimed at doing an inventory of the needs of new knowledge about effectiveness in training and education. The results should generate recommendations to the Swedish Armed Forces in general and to FLSC specifically. The study included an initial survey, demonstration of the simulation facility and qualitative interviews. The interviews were conducted with instructors and training officers at ten education/simulation sites. Focus for the interviews were on pedagogical models for training, methods and tools used to support planning and deployment of training, debriefing and analysis of training results and follow-up evaluation of training. The study shows that many simulation facilities do not use an explicit educational model, but in some cases the use of a pedagogical model can be outlined in the way they conduct their work. Furthermore, all facilities use qualitative measurements for valuing performance, while many would like to use quantitative measurements using data that is logged in the simulator. Most simulation facilities focus on the individual's competence and skill, while significantly less focus on the group's performance, collaboration and communication, which may be because of the lack of tools to evaluate the group's behavior. Many of the respondents expressed the importance of having an open climate among instructors and students and that the instructor has an important role to achieve this.