In this paper we present a review of existing aviation safety metrics and we lay the foundation for our four-years research project entitled “Measuring Safety in Aviation – Developing Metrics for Safety Management Systems”. We reviewed state-of-the-art literature, relevant standards and regulations, and industry practice. We identified that the long-established view on safety as absence of losses has limited the measurement of safety performance to indicators of adverse events (e.g., accident and incident rates). However, taking into account the sparsity of incidents and accidents compared to the amount of aviation operations, and the recent shift from compliance to performance based approach to safety management, the exclusive use of outcomes metrics does not suffice to further improve safety and establish a proactive monitoring of safety performance. Although the academia and aviation industry have recognized the need to use activity indicators for evaluating how safety management processes perform, and various process metrics have been developed, those have not yet become part of safety performance assessment. This is partly attributed to the lack of empirical evidence about the relation between safety proxies and safety outcomes, and the diversity of safety models used to depict safety management processes (i.e. root-cause, epidemiological or systemic models). This, in turn, has resulted to the development of many safety process metrics, which, however, have not been thoroughly tested against the quality criteria referred in literature, such as validity, reliability and practicality.
Background: Concepts such as participation and environment may differ across cultures. Consequently, to use a measure like the Participation and Environment Measure for Children and Youth (PEM-CY) in other than the original English-speaking contexts, cultural adaptation needs to be assured. The aim of this study was to cross-culturally translate and adapt the PEM-CY into German as it is used in Germany, Austria and Switzerland. Methods: Fifteen parents of children and adolescents with disabilities from three German speaking countries participated in three rounds of think-aloud interviews. We followed the procedure of cultural equivalence guidelines including two additional steps. Data was analyzed by content analysis using semantic, idiomatic, experiential and conceptual equivalence. Results: Results show adaptations mainly focused on experiential and conceptual equivalence, with conceptual equivalence being the most challenging to reach. Examples of experiential equivalence included adapting the examples of activities in the PEM-CY to reflect those typical in German speaking countries. Conceptual equivalence mainly addressed aspects of “involvement” and “environment” of children and adolescents and was reached through adaptations such as enhanced instructions and structures, and additional definitions. Conclusions: This study presents a cross-cultural translation and adaptation process to develop a German version of the PEM-CY that is suitable for Germany, Austria and Switzerland. Using a modified cultural adaptation process, a culturally adapted version of PEM-CY (German) is now available for research, practice and further validation.
Background: Concepts such as participation and environment may differ across cultures. Consequently, to use a measure like the Participation and Environment Measure for Children and Youth (PEM-CY) in other than the original English-speaking contexts, cultural adaptation needs to be assured. The aim of this study was to cross-culturally translate and adapt the PEM-CY into German as it is used in Germany, Austria and Switzerland. Methods: Fifteen parents of children and adolescents with disabilities from three German speaking countries participated in three rounds of think-aloud interviews. We followed the procedure of cultural equivalence guidelines including two additional steps. Data was analyzed by content analysis using semantic, idiomatic, experiential and conceptual equivalence. Results: Results show adaptations mainly focused on experiential and conceptual equivalence, with conceptual equivalence being the most challenging to reach. Examples of experiential equivalence included adapting the examples of activities in the PEM-CY to reflect those typical in German speaking countries. Conceptual equivalence mainly addressed aspects of “involvement” and “environment” of children and adolescents and was reached through adaptations such as enhanced instructions and structures, and additional definitions. Conclusions: This study presents a cross-cultural translation and adaptation process to develop a German version of the PEM-CY that is suitable for Germany, Austria and Switzerland. Using a modified cultural adaptation process, a culturally adapted version of PEM-CY (German) is now available for research, practice and further validation.
