a University of the Sunshine Coast Accident Research (USCAR) , Faculty of Arts and Business , University of the Sunshine Coast , Queensland , Australia.
Traffic Inj Prev. 2015;16(2):109-15. doi: 10.1080/15389588.2014.909594. Epub 2014 Oct 8.
Teen drivers remain at considerable risk of injury and fatality during the earliest years of independent driving. Multistage licensing programs, such as graduated driver licensing (GDL), have been implemented in numerous jurisdictions as a form of exposure control, mandating minimum practice periods and driving restrictions such as night driving and passenger limits. However, the teen driver's experiences of GDL during the learner phase, and the driving and other advice they recommend be shared with all learners, remains unknown at this time.
Thirty-seven learner drivers (aged 16-18 years, mean = 16.7, mode = 16; 9 males) from 2 high schools (one private, 3 males; one public) participated in one of 2 (group 1: private school, n = 17) 45-min group discussions.
Two themes emerged: (1) learning to drive and (2) supervision of the learner driver. A wealth of experiences and advice pertaining to the subthemes of supervisor behavior, GDL, road environment, vehicle logistics, and interacting with other road users were shared by learners. Numerous recommendations are made pertaining to each subtheme, such as clear instruction and feedback, tips for negotiating complex infrastructure, and normalizing of outcomes like stalled vehicles when first learning to drive. Furthermore, it appears that current approaches of issuing supporting literature at the commencement of the learner phase are insufficient.
The wealth of experiences and advice shared by the learner drivers should be considered in refining the content and process of the learner license phase. Moreover, the nonuse of learner resources suggests that alternative mechanisms of engagement and information dissemination need to be explored.
青少年司机在独立驾驶的最初几年仍然面临相当大的受伤和死亡风险。多层次许可计划，如分级驾驶许可（GDL），已在许多司法管辖区实施，作为一种暴露控制形式，要求最低的练习期和驾驶限制，如夜间驾驶和乘客限制。然而，青少年司机在学习阶段对 GDL 的体验，以及他们推荐与所有学习者分享的驾驶和其他建议，目前尚不清楚。
来自 2 所高中（一所私立，3 名男性；一所公立）的 37 名学习驾驶员（年龄 16-18 岁，平均值=16.7，模式=16；9 名男性）参加了 2 个 45 分钟小组讨论中的 1 个。
出现了两个主题：（1）学习驾驶和（2）学习驾驶员的监督。学习者分享了与监督者行为、GDL、道路环境、车辆物流和与其他道路使用者互动等子主题相关的丰富经验和建议。针对每个子主题提出了许多建议，例如明确的指示和反馈、在复杂基础设施中谈判的技巧，以及在初次学习驾驶时对车辆熄火等结果的正常化。此外，似乎在学习阶段开始时发布支持性文献的当前方法是不够的。
学习驾驶员分享的丰富经验和建议应在完善学习许可证阶段的内容和流程中加以考虑。此外，学习资源的非使用表明需要探索替代的参与和信息传播机制。
