Public support for logbooks during the supervised practice driving phase of graduated driver licensing: a national survey of teens and parents in the USA.

Verification of the completion of supervised practice driving hours for teenagers is challenging. Electronic logbooks could provide an objective alternative to paper logbooks. Factors influencing the adoption of electronic logbooks are poorly understood. We conducted a survey of a nationally representative sample of teenagers and parents in the USA to address these gaps in understanding. The survey was fielded to teenagers who were currently learning to drive or had a full driver's licence, and parents of teenager with a learner's permit or a driver's licence. We measured (1) support for supervised practice driving requirements and logbook requirements, (2) preferences between paper and electronic logbooks and (3) features that would make an electronic logbook useful. Most parents and teenagers supported both supervised practice driving and logbook requirements. The overwhelming majority of teenagers and parents preferred an electronic logbook over paper. Electronic logbooks that provide (1) summary information about completed drives, (2) parent certification of drives and (3) automatic trip detection were features that were rated most useful by respondents. This is the first study to measure teen and parent support for the logbook format to track supervised practice driving. Public support for electronic logbooks is high, suggesting that policy makers could consider adding an electronic logbook requirement to graduated driver licensing systems to objectively measure completed practice driving hours. Driver educators could also promote the use electronic logbooks to track practice and calibrate behind-the-wheel lessons to the amount of practice driving that has been completed.

Ehsani JP ，Duren ML ，Hellinger A ，Sabit A ... -  《-》

Can a Smartphone Application Be Used to Measure Practice Driving Behavior During the Learner Permit Period? A Step Toward Performance-Based Licensing.

Supervised practice during the learner stage of graduated driver licensing is required in all U.S. states and some international jurisdictions. Several U.S. states require driving hours to be recorded in a paper logbook, making it susceptible to errors or falsification. A smartphone app that operates as an electronic logbook could serve as an alternative. The purpose of this study was to measure the impact of the logbook format (i.e., paper versus electronic) on self-reported driving behavior. Parent‒teen dyads were enrolled and assigned to electronic (n=147) and paper (n=131) logbook groups using a block design. This study was conducted in Maryland. Data were collected for 6 continuous months while teenagers held a learner permit between January 2020 and December 2021. Electronic logbook to measure practice driving. Self-reported driving between the electronic and paper logbook groups. For those using electronic logbooks, an agreement between self-reported trips and electronic logbook trips and perceptions of using an electronic logbook to measure driving. There were no statistically significant differences in any measures of self-reported practice driving by logbook type (electronic versus paper). Agreement between self-reported and electronic logbook‒recorded trips ranged between 68.6% and 79.0% (allowing a difference of 2 trips per week). User satisfaction with the electronic logbook was high, with 93.0% of teenagers and 91.9% of parents stating that they would recommend the app to a friend. An electronic logbook is a viable approach to measuring practice driving. Eventually, it could become part of a system where practice requirements are verified, allowing states to move toward performance-based graduated driver licensing.

Ehsani JP ，Weast RA ，Chirles TJ ，Hellinger A ，Yenokyan G ，Zhang Y ... -  《-》

Attitudes of teenagers and their parents to Pennsylvania's graduated driver licensing system.

McKay MP ，Coben JH ，Larkin GL ，Shaffer A ... -  《-》

Driving errors of learner teens: frequency, nature and their association with practice.

Despite demonstrating basic vehicle operations skills sufficient to pass a state licensing test, novice teen drivers demonstrate several deficits in tactical driving skills during the first several months of independent driving. Improving our knowledge of the types of errors made by teen permit holders early in the learning process would assist in the development of novel approaches to driver training and resources for parent supervision. The purpose of the current analysis was to describe driving performance errors made by teens during the permit period, and to determine if there were differences in the frequency and type of errors made by teens: (1) in comparison to licensed, safe, and experienced adult drivers; (2) by teen and parent-supervisor characteristics; and (3) by teen-reported quantity of practice driving. Data for this analysis were combined from two studies: (1) the control group of teens in a randomized clinical trial evaluating an intervention to improve parent-supervised practice driving (n=89 parent-teen dyads) and (2) a sample of 37 adult drivers (mean age 44.2 years), recruited and screened as an experienced and competent reference standard in a validation study of an on-road driving assessment for teens (tODA). Three measures of performance: drive termination (i.e., the assessment was discontinued for safety reasons), safety-relevant critical errors, and vehicle operation errors were evaluated at the approximate mid-point (12 weeks) and end (24 weeks) of the learner phase. Differences in driver performance were compared using the Wilcoxon rank sum test for continuous variables and Pearson's Chi-square test for categorical variables. 10.4% of teens had their early assessment terminated for safety reasons and 15.4% had their late assessment terminated, compared to no adults. These teens reported substantially fewer behind the wheel practice hours compared with teens that did not have their assessments terminated: tODAearly (9.0 vs. 20.0, p<0.001) and tODAlate (19.0 vs. 58.3, p<0.001). With respect to critical driving errors, 55% of teens committed a total of 85 critical errors (range of 1-5 errors per driver) on the early tODA; by comparison, only one adult committed a critical error (p<0.001). On the late tODA, 54% of teens committed 67 critical errors (range of 1-8 errors per driver) compared with only one adult (p<0.001). No differences in teen or parent gender, parent/teen relationship type or parent prior experience teaching a teen to drive were observed between teens who committed a critical error on either route and teens that committed no critical errors. A borderline association between median teen-reported practice quantity and critical error commission was observed for the late tODA. The overall median proportion of vehicle operation errors for teens was higher than that of adults on both assessments, though median error proportions were less than 10% for both teens and adults. In comparison to a group of experienced adult drivers, a substantially higher proportion of learner teens committed safety-relevant critical driving errors at both time points of assessment. These findings, as well as the associations between practice quantity and the driving performance outcomes studied suggest that further research is needed to better understand how teens might effectively learn skills necessary for safe independent driving while they are still under supervised conditions.

Durbin DR ，Mirman JH ，Curry AE ，Wang W ，Fisher Thiel MC ，Schultheis M ，Winston FK ... -  《-》

Effect of the teen driving plan on the driving performance of teenagers before licensure: a randomized clinical trial.

Mirman JH ，Curry AE ，Winston FK ，Wang W ，Elliott MR ，Schultheis MT ，Fisher Thiel MC ，Durbin DR ... -  《-》