Train the Simulator Trainer and Assessor Course (TSTA)

Course Topics

  • Introduction to Simulation Training in the Maritime Industry
  • Definitions
  • Concept of Simulation
  • Effectiveness of Simulation Training
  • Benefits of Simulation Training
  • Basic Simulator Design and Types of Simulators
  • Simulator Equipment
  • Basic Elements of Simulation
  • Simulator Systems Classified
  • Different types of Simulators based on Functions
  • Software Components of Simulators
  • Layout of Full Mission Simulators
  • Simulators used for Mandatory Simulator based Training
  • Selected Objectives and Trai ning Tasks
  • Simulating Bridge Simulator to a level of Physical Realism 
  • Have Sufficient behavioural Realism for Bridge Simulator
  • Simulators used for the Assessment of Competence 
  • Simulating Engine Simulator to a level of Physical Realism  
  • Have Sufficient behavioural Realism for Engine Simulator
  • Scope of Simulation Training
  • Competencies from STCW with regard to Simulation Training
  • Training and Assessment - Regulation-I/6
  • Training and Assessment - Section A-I/6
  • Guidance regarding Training and Assessment - Section B-I6
  • Use of Simulators - Regulation-I/12
  • Standards governing the Use of Simulators - Section A-I/12
  • Guidance regarding Use of Simulators - Section B-I/12
  • Relationship between the Simulator Instructor and Simulation
  • Seven Standards of Competence as laid down in STCW
  • Non-Mandatory Simulators as per STCW
  • Simulator Class for Bridge Operations as an Example
  • Simulator Class for Machinery operations as an example
  • Simulator Instructor
  • Role from Sole voice of Authority to Varied Roles
  • Trainer's Attitude on Teaching Effectiveness and Student's Performance
  • Familiarization with the Simulators as an Essential Pre-Requisite
  • Correlation of Subject Knowledge with its usage on Simulators
  • Different Pedagogical and Instructional Techniques
  • Key Element of Establishing trust and Rapport with the Students
  • Conceptualizing a Simulator Training Programme
  • General Principle of Conceptualizing and planning a Training Programme
  • Simulator based learning Objectives
  • Stage 1 of Simulation based Compliance
  • Competence for Maintaining a Safe Engineering Watch
  • Stage 2 Dealing with detailing the Simulator Programme
  • Situational Analysis
  • Setting of the level of Simulation
  • Simulator Characteristics and Specification
  • Three Parameters of Organization of the Simulation Course Plan
  • Designing of sample Instructor Worksheet
  • Student Evaluation Sheet
  • Course feedback form
  • Effective Interpersonal and Communication Skills
  • Various Elements of Communication skills
  • Commonly Mistaken Statements as fact or Opinion
  • Constructive feedback Techniques
  • Challenging behaviour that might be expected from Students
  • Varied Reactions from students Including Disruptive behaviour
  • Dealing with Difference in Reactions from Stuc
  • Various Questioning Techniques
  • Examples of Different kinds of Questions
  • Specific type of Questioning Techniques
  • Conducting a Simulation Exercise
  • Setting the Scene
  • Professional Development and Competence Enhancement
  • Role Play and Responsibilities
  • Role of the Facilitating Team
  • Four Components of the Simulation Session
  • External and Internal factors Affecting the Simulation Session
  • Preparation both Technically and Psychologically for Simulation Session
  • Assessment
  • Competence-Based Assessment System
  • Performance Evaluation and Certification Assessment
  • Competency based Training and Assessment System
  • Advantages of Simulators for Assessment
  • Eight steps of the Assessment Process
  • Example of Setting Assessment Criteria
  • Learning Objectives, Domains, Evaluation Method 
  • Choice of Assessment Criteria

Introduction to Simulation Training in the Maritime Industry

Introduction to Simulation Training in the Maritime Industry




For the effective education and training of seafarers, it is important that the three key elements of learning, knowledge, skill and attitude, are incorporated into the learning programme.


Traditional methods of instruction have been largely adopted for maritime training courses, however with the advancement of technology and reducing costs, the industry is witnessing the increasing introduction of technology into the classrooms, including the use of simulation technology.


A competent seafarer is required to carry out a range of tasks and operations both in routine and unpredictable situations. He/she needs to have the ability to multi-task, take appropriate decisions at the right time, prioritize and work together effectively in a team. The application of theoretical knowledge in practical and at times demanding circumstances requires a seafarer to be able to assimilate many aspects of a situation real time.


The use of simulators provides a learning platform where all three elements of learning can be integrated into a valuable learning experience.


The Manila Amendments to the STCW Convention have also embraced the use of simulators for training and assessment of competence. It is therefore important that the potential for utilizing this valuable training tool is realized to the maximum.


The four elements involved in providing training based on simulators show an intensive interaction:


  • Simulator equipment
  • Training programme
  • Student
  • Instructor.


The four elements are also dependent on each other. Any change to one of the elements  will influence the other. This implies that the various elements should not be considered separately but always in relation to one another.


The role of the instructor for ensuring the successful implementation of simulation training programmes cannot be over-emphasized. It is the skill and sensitivity of the instructor that can allow the simulator to be used as a powerful means for an individual to practise and hone his/her skills in a safe environment. Creating a conducive atmosphere for learning and assimilation of the experience is as key an element as the actual features and performance of the simulator itself.