Improve the performance of simulated flight training by teaching students according to their aptitude under the guidance of heart rate/heart rate variability

  AIM   To explore the use of heart rate variability indicators for objective evaluation in simulated flight practice classes and the teaching effect of aptitude-based instruction.

  METHODS   Thirty-two male undergraduate students majoring in aerospace medicine were assessed at the initial stage of learning simulated flight by expert scoring method and recorded ECG data. According to the ratio of landing and resting LFnu, the students were divided into excessive tension group and moderate tension group, and they were given aptitude-based instruction. By the end of the targeted training, ECG data were measured again in the final assessment and the students were scored by experts again. By comparing the flight scores and HR/HRV indexes of the two examinations, the effectiveness of aptitude-based instruction was assessed.

  RESULTS   In the final assessment, there was no significant difference in heart rate between the two groups in the same flight stage, and the significant difference in heart rate variability indexes were significantly lower than that in the initial assessment. There was no significant difference in the final assessment expert scores between the two groups. The enhanced score in excessive tension group was higher than that in moderate tension group.

  CONCLUSION   The use of heart rate variability index to group students and aptitude-based instruction in simulated flight practice classes can effectively improve the flight simulation performance of students in excessive tension group and provide experience for further improving the teaching effect of flight simulation practice courses for students majoring in aerospace medicine.