Citation

Wang X, Xing Y, Luo L, Yu R. Accid. Anal. Prev. 2018; 117: 114-120.

Affiliation

College of Transportation Engineering, Tongji University, Shanghai, 201804, China; The Key Laboratory of Road and Traffic Engineering, Ministry of Education, Shanghai, China.

Copyright

(Copyright © 2018, Elsevier Publishing)

DOI

10.1016/j.aap.2018.04.008

PMID

29689423

Abstract

Risky driving behavior is one of the main causes of commercial vehicle related crashes. In order to achieve safer vehicle operation, safety education for drivers is often provided. However, the education programs vary in quality and may not always be successful in reducing crash rates. Behavior-Based Safety (BBS) education is a popular approach found effective by numerous studies, but even this approach varies as to the combination of frequency, mode and content used by different education providers. This study therefore evaluates and compares the effectiveness of BBS education methods. Thirty-five drivers in Shanghai, China, were coached with one of three different BBS education methods for 13 weeks following a 13-week baseline phase with no education. A random-effects negative binomial (NB) model was built and calibrated to investigate the relationship between BBS education and the driver at-fault safety-related event rate. Based on the results of the random-effects NB model, event modification factors (EMF) were calculated to evaluate and compare the effectiveness of the methods.

RESULTS show that (1) BBS education was confirmed to be effective in safety-related event reduction; (2) the most effective method among the three applied monthly face-to-face coaching, including feedback with video and statistical data, and training on strategies to avoid driver-specific unsafe behaviors; (3) weekly telephone coaching using statistics and strategies was rated by drivers as the most convenient delivery mode, and was also significantly effective.

Copyright © 2018 Elsevier Ltd. All rights reserved.

Language: en

Keywords

Behavior-Based safety; Commercial vehicle drivers; Education method effectiveness; Event modification factors; Random-effects negative binomial model