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Please use this identifier to cite or link to this item: http://hdl.handle.net/11375/25356
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DC FieldValueLanguage
dc.contributor.advisorVrkljan, Brenda-
dc.contributor.authorSangrar, Ruheena-
dc.date.accessioned2020-04-03T04:17:23Z-
dc.date.available2020-04-03T04:17:23Z-
dc.date.issued2020-
dc.identifier.urihttp://hdl.handle.net/11375/25356-
dc.description.abstractDriving is the preferred mode of transportation among community-dwelling older Canadians. Unfortunately, drivers aged 70+ have a high risk of being injured or killed in a collision. Many collisions are caused by poor driving habits, which could be avoided by improving their behind-the-wheel behaviours. The manuscripts in this thesis describe the development of an evidence-based and user-informed driver training program aimed at refreshing older adults’ driving skills. First, a systematic review of older driver training programs was undertaken to examine evidence specific to the impact of this training on improving road safety knowledge, self-perceived driving abilities, and on-road performance. Results highlighted the breadth of approaches used to train older drivers. Interventions were most effective when feedback was tailored to the specific needs of an aging driver. The second manuscript outlines a qualitative descriptive analysis exploring older adults’ motivations to participate in driver training with key stakeholders (i.e., older drivers and service delivery providers). Findings indicated having insight into one’s driving abilities, experiencing a near-miss or crash, as well as an openness to improving behind-the-wheel skills were factors that could influence seeking out and participating in such training. Stakeholders also emphasized considerations for educating older drivers. The final manuscript describes the design and evaluation of a driver training program. In this randomized controlled trial, older drivers watched either a video of tailored feedback on their driving or a generic video on aging-in-place. When the on-road performance was compared between treatment groups, those who received tailored feedback significantly reduced the number of errors they made behind-the-wheel. Ensuring driver training programs are designed to consider the specific needs and preferences of older adults is critical, which can lead to innovations that help maintain driving ability and community mobility in later life.en_US
dc.language.isoenen_US
dc.subjectOlder Adultsen_US
dc.subjectDriver Trainingen_US
dc.subjectDriver Educationen_US
dc.subjectRefresher Programen_US
dc.subjectOlder Driveren_US
dc.subjectFeedbacken_US
dc.subjectSystematic Reviewen_US
dc.subjectRandomized controlled trialen_US
dc.titleROADSkills: Developing an evidence-based and user-informed approach to refreshing older adults' driving skillsen_US
dc.title.alternativeRefreshing older adults' driving skillsen_US
dc.typeThesisen_US
dc.contributor.departmentRehabilitation Scienceen_US
dc.description.degreetypeThesisen_US
dc.description.degreeDoctor of Philosophy (PhD)en_US
dc.description.layabstractBeing able to drive is important to many older Canadians. Unfortunately, drivers aged 70+ have a high risk of being injured or killed in a car crash. Many crashes could be avoided by improving their driving skills. This thesis describes the development of an older driver training program. The first study examined research evidence on such programs where tailoring feedback was key to improving on-road performance. In the second study, older adults and other stakeholders identified what was important when designing training for aging drivers. They felt the focus should be on areas of improvement as well as strengths when behind-the-wheel. In the final study, older drivers underwent training where they watched either a video with feedback on their driving or a generic video on aging-in-place. Those who received feedback made fewer mistakes behind-the-wheel. Findings emphasize the importance of including older adults’ needs and preferences when designing driver training programs.en_US
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