Each year hundreds of people die in collisions that are a direct result of emergency responder or military personnel driving; given this it has become increasingly important to mitigate these situations. One way to reduce these incidents is through simulator instruction. Although driving simulators have been used for several decades, we will address the absence of empirical evidence that systematically investigates how using this technology will not only enhance emergency response and military driver training programs, but will provide training opportunities not previously possible. We have optimized time on task by emphasizing the use of specific measurable scenarios significantly reducing the time needed to achieve intersection clearing proficiency in a simulator; however, until now evidence of the transferability of skills from a simulated driving environment to a real world setting has been missing. This paper will report on the results of Project Drive that is currently being conducted with over 1500 police cadets who train at the Royal Canadian Mounted Police Training Academy (RCMP). Through the use of only 7 scenarios, we have created instructional efficiencies resulting in cadets achieving maximum performance proficiency in a simulator. This instructional method has eliminated classroom sessions, and has permitted cadets to begin training in a police training vehicle at level that previously occurred in the field. We will discuss;

1). How our teaching methodology optimizes instruction time.

2). The extent that skills transfer between driving simulators to police vehicles during live problem-based scenario exposures.

3). We will also discuss the integration of this technology into a police driver training program that considers simulators as an enhancement of the training curriculum rather than treating simulator exercises as "bolt-on components."