What is covered in a Flight Instructor Refresher Course (FIRC)?

Here are the notes taken from a full 2019 Online Flight Instructor Refresher Course (FIRC). Note that all FIRCs are different, and content can and is changed over time. The goal of this post is to give instructors an idea of what they might expect to cover when taking a FIRC.

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• Performance Based Objectives (PBO)
  • Set measurable, reasonable standards that describe desired performance of students
  • To be effective, must be clear, measurable, and repeatable
  • Consist of description of skill/behavior, conditions under which its applied, criteria of assessment
• Decision Based Objectives
  • Develop judgement and ADM skills
  • Emphasize higher-level learning than PBO
  • Best in scenario based training
  • Maneuvers may be integrated into specific real world scenarios
• Scenario Based Training (SBT)
  • Real world scenarios. Knowledge without application is worth very little.
  • ADM, risk management, situational awareness
  • Line Oriented Flight Training (LOFT) and CRM use SBTs
  • Maneuver based training (MBT) is all motor skills, good for certification but thats all
  • What If questions, open-ended, 
  • Prior to SBT, make sure student knows following:
    • Purpose of flight scenario destinations
    • Desired Learning Objectives
    • Desired level of student performance
    • Desired level of automation assistance
    • Possible inflight scenario changes (mainly for advance students)
  • Based on concept of Situated Cognition, the idea that knowledge cannot be known and fully understood independent of its context.
  • SBT similar to experiential model of learning bc learning seldom takes place from rote learning. Immersion is often necessary. Immediate feedback. 
  • SBT should be tailored to student, with 3 elements:
    • Clear objective
    • Tailored to needs of student
    • Capitalize on nuances of local environment
  • Repetition of SBT is good, but revisions are necessary. Don’t make needless or complicated revisions, though. Save complexity for full scale capstone experience. 
  • From course:
    • Main Points to Remember about Scenario-based Training
      • SBT is situated in a real context and is based on the idea that knowledge cannot be known and fully understood independent of its context.
      • SBT accords with a performance improvement and behavior change philosophy of the learning function.
      • SBT is different from traditional instructional design and one must be aware of the differences to successfully employ SBT.
      • All learning solutions should employ both traditional and scenario-based training.
      • Traditional learning elements should service the scenario-based training elements.
      • It is essential to place boundaries around scenarios to make the transitions between scenarios and traditional learning as efficient as possible.
      • Open-ended qualitative learner feedback is key to successful scenario revision, but revisions should not further complicate the scenario unless highly justified.
  • An assessment that makes use of student performance within the context of SBT is call Learner-Centered Grading LCG (or Student-Centered Grading.)
    • Replay: student walks you through, where to CFI/student perceptions not match?
    • Reconstruct: what could/should/would student have done different
    • Reflect: Easiest/Most difficult/most imporant/uncomfortable part? Avoid Y/N Q’s
    • Redirect: How do things from today apply to last time/next time?
• Endorsement for flight proficiency for practical test and signature on 8710 is good for 2 calendar months. Should be the same dates.
• You may customize endorsements for any special circumstances of the applicant. However, at a minimum, the appropriate section of 14 CFR 61 that has been completed must be cited.
• Lesson Plan Resources:
  • AC 00-45H Aviation Weather Services
    https://www.faa.gov/documentLibrary/media/Advisory_Circular/AC_00-45H.pdf     
  • Advisory Circulars - Checklist
    http://www.faa.gov/regulations_policies/advisory_circulars/ 
  • AC 60-22 - Aeronautical Decision Making
    http://www.faa.gov/regulations_policies/advisory_circulars/index.cfm/go/document.information/documentID/22624 
  • Air Safety Foundation
    http://www.aopa.org/asf/ 
  • Aviation Safety Reporting Program (FAA) Advisory Circular
    http://www.faa.gov/regulations_policies/advisory_circulars/index.cfm/go/document.information/documentID/1019713 
  • Aviation Safety Reporting System (ASRS) - NASA forms
    http://asrs.arc.nasa.gov/ 
  • Endorsements (FAA) AC 61-65
    https://www.faa.gov/documentLibrary/media/Advisory_Circular/AC_61-65G.pdf     
  • FITS - FAA/Industry Training Standards – FAA/Industry Training Standards program
    http://www.faa.gov/training_testing/training/fits/ 
  • Flight Review Guidance (FAA)
    http://www.faa.gov/pilots/training/media/flight_review.pdf 
  • Airplane Flying Handbook
    https://www.faa.gov/regulations_policies/handbooks_manuals/aviation/airplane_handbook/media/airplane_flying_handbook.pdf     
  • Aviation Instructor's Handbook (FAA-H-8083-9A)
    https://www.faa.gov/regulations_policies/handbooks_manuals/aviation/aviation_instructors_handbook/media/FAA-H-8083-9A.pdf     
  • Human Factors Awareness
    https://www.faa.gov/regulations_policies/handbooks_manuals/aircraft/media/amt_handbook_addendum_human_factors.pdf     
  • Instrument Procedures Handbook - FAA-H-8261-A
    http://www.faa.gov/regulations_policies/handbooks_manuals/aviation/instrument_procedures_handbook/ 
  • Instrument Flying Handbook
    http://www.faa.gov/regulations_policies/handbooks_manuals/aviation/media/FAA-H-8083-15B.pdf  and 
  • Aeronav Digital Terminal Procedures Publication
    http://www.faa.gov/air_traffic/flight_info/aeronav/digital_products/dtpp/ 
  • FAA Aeronautical Navigation Products (Aeronav)
    http://www.faa.gov/air%5Ftraffic/flight%5Finfo/aeronav/ 
  • Personal Minimums Checklist (PAVE)
    http://www.faa.gov/training_testing/training/fits/guidance/media/personal%20minimums%20checklist.pdf 
  • Pilot's Handbook of Aeronautical Knowledge
    https://www.faa.gov/regulations_policies/handbooks_manuals/aviation/phak/media/pilot_handbook.pdf     
  • Risk Management Brouchers
    https://www.faa.gov/regulations_policies/handbooks_manuals/aviation/pilot_risk/     
  • Practical Test Standards
    https://www.faa.gov/training_testing/testing/test_standards/     
  • Airman Certification Standards
    https://www.faa.gov/training_testing/testing/acs/     
  • Security - TSA Information for General Aviation Airports and Users
    https://www.tsa.gov/sites/default/files/2017_ga_security_guidelines.pdf     
  • Stall & Spin Awareness (FAA Advisory Circular)
    https://www.faa.gov/documentLibrary/media/Advisory_Circular/AC_61-67C_Chg_2.pdf     
  • Weather Decision-Making Guide
    https://www.faa.gov/training_testing/training/fits/guidance/media/pers%20wx%20risk%20assessment%20guide-v1.0.pdf
• SRM 
  • The 5 P’s
    • Plan
    • Plane
    • Pilot
    • Passengers
    • Programming
  • 5 P’s applied to
    • Pre-flight
    • Pre-takeoff
    • Hourly, or at the midpoint of the flight
    • Pre-descent
    • Just prior to the final approach fix, or, for VFR operations, just prior to entering the traffic pattern
    • If an emergency arises
• Steps to Assess and Manage Risk:
  • Identify hazards
  • Assess the risks associated with those hazards
  • Analyze the controls
  • Make control decisions
  • Use the controls
  • Monitor the results
• Law of Primacy
  • Learning something correctly first time
• Being professional:
  • Be sensitive to cultural considerations
  • Minimize student frustrations in classroom and cockpit
  • Motivate students
  • Keep students informed
  • Approach students as individuals
  • Give credit where credit is due
• Practice these characteristics from FAA AIH
  • Sincerity - CFI is straightforward and honest. No pretentiousness.
  • Acceptance of students  - Accept faults and problems. Student and CFI are important to each other, working towards the same objective. 
  • No Degradation. No ridicule. Respect at all times. 
  • Personal appearance and habits. Hygiene. 
  • Demeanor. Attitude and behavior. Word choice and speech. Calm, thoughtful, disciplined demeanor. 
  • Proper language. 
• AC 61-98 is for flight reviews and IPCs. 5 critical areas in this AC for GA safety:
  • Loss of control
  • Pilot proficiency
  • Traffic pattern ops
  • Criteria for stabilized approaches
  • IMC
• Regulatory purpose of flight review is to provide regular evaluation of pilot skills and aeronautical knowledge. Flight review is equivalent to regular medical checkup, and from it, a pilot proficiency program can be devised to keep pilot current. 
• Suggestion General Flight Review Format:
  • Review Part 91
  • Pilot Deviations
  • Automation Competency
  • AOA
  • Review maneuvers and procedures
    • Takeoffs
    • Stabilized approaches to landing
    • Slow flight
    • Stall recognition, stalls, and stall recovery
    • Spin recognition and avoidance
    • Recovery from unusual attitudes
    • Instrument flying
• TAA have fewer accidents overall, but more fatal accidents.
• AATDs can be utilized for the majority of the IPC as specified in the Letter of Authorization issued for the device. However, the circling approach, the landing Task, and the multiengine airplane Tasks must be accomplished in an aircraft or FFS (Level B, C, or D).
  • For simulated instrument flight, a view-limiting device needs to be used and a safety pilot needs to be on board.  A pilot cannot log an IAP for currency in an aircraft without logging actual or simulated instrument time.  The safety pilot must meet current medical requirements, occupy the other control seat, and be appropriately rated in the category and class of aircraft flown.  The pilot operating under simulated instrument conditions must also log the name of the safety pilot.
  • When conducted in an aircraft, flight simulator, flight training device, or aviation training device, the pilot must be flying the airplane solely by reference to instruments and  be established on each required segment of the IAP to the minimum descent altitude (MDA) or decision altitude/decision height (DA/DH).
    • InFO15012 recognizes that during simulated instrument flight in an aircraft, it may be necessary to deviate from the final approach segment for safety reasons (e.g., in order to avoid traffic or other hazards). In these cases, the pilot may still log the IAP, provided the aircraft has passed the final approach fix (FAF).
  • The FAA does not require the ceiling to be at MDA or DA/DH during a flight in IMC.​
  
  
• Deviations are either Ground/Surface or Airborne.
  • Airborne PDs are from altitude departures or airspace infringement
  • Ground include runway incursions, which are on the rise.
    • “Any occurrence at an aerodrome involving the incorrect presence of an aircraft, vehicle, or person on the protected area of a surface designated for the landing and takeoff of aircraft.” They are only officially recognized at towered airports.
  • PDs overall have increased notably over the years
  • Visual Flight Rules (VFR) Deviations
    • Flight into Instrument Meteorological Conditions (IMC)
    • Airspeed deviations (mainly a problem for pilots of high-performance aircraft)
    • Airspace violations
    • Low-level flight and minimum altitude violation
  • Instrument Flight Rules (IFR) Deviations
    • Altitude deviations
    • Course or clearance deviations
    • Airspeed deviations (more common during IFR operations where greater restrictions exist like those associated with holding)
    • Missing compulsory reporting points
• Diagrams can be found in free downloadable TERPS
  • https://www.faa.gov/air_traffic/flight_info/aeronav/digital_products/dtpp/
• Chart supplements only revised every 8 weeks. Check NOTAMs for changes
• Solo students are not permitted to participate in LAHSO. If given a LAHSO clearance, your students must inform ATC that they are unable to accept a LAHSO clearance.
• LAHSO clearances should only be given when weather conditions permit. The ceiling must be greater than 1,000 feet, and visibility must be better than 3 statute miles.
• A Compliance Action is not adjudication, nor does it constitute a finding of violation.
• Areas were enforcement action will be taken first include:  Intentional and reckless deviations, Regulatory violations involving law enforcement-related activities, when required by law, failure to adhere to agreed-upon corrective actions or repeated violations.
  • Enforcement actions include:
  • - Warning letters
  • - Formal letters of correction
  • - Suspension
  • - Revocation
• This philosophical evolution towards a "just culture" is not intended to mislead or deny you of your rights. You are free to exercise your Airman Rights without repercussions. Refusal to speak or correspond with FAA personnel, or obtaining legal counsel immediately after an event, does not rule out Compliance Action. Under the compliance philosophy, the FAA hopes to work with you to resolve any noncompliance with the regulations (14 CFR) without the need for any legal enforcement action.
• PAVE checklist: Identify risks associated with 
  • Pilot
  • Aircraft
  • enVironment
  • External Pressures
• CARE checklist (determine whether the identified hazards constitute risk):
  • Consequences
  • Alternatives
  • Reality
  • External Factors
• TEAM checklist: Risk Management
  • Transfer:  Should this risk decision be transferred to someone else (e.g., should you consult an A&P mechanic?)
  • Eliminate:  Is there a way to eliminate the hazard?
  • Accept:  Do the benefits of accepting risk outweigh the dangers?
  • Mitigate: What can you do to mitigate the risk?
• Safety issue? Voluntary reports can be made to the Commercial Aviation Safety Team (CAST), General Aviation Joint Steering Committee (GAJSC), Aviation Safety Information and Sharing (ASIAS), Aviation Safety Reporting System (ASRS), Aviation Safety Action Program (ASAP) and Air Traffic Safety Action Program (ATSAP), to name just a few.
• BASIC MED
  • If you have never held an FAA medical or have not held an FAA medical within the past 10 years, you will need to get a medical certificate before operating under BasicMed.
  • Additional qualifications under BasicMed are:
    • Possess a U.S. driver's license - you must comply and meet any restrictions that may appear on the U.S. driver's license.
    • Get a physical exam with a state-licensed physician, and have that physician complete the Comprehensive Medical Examination Checklist (CMEC). Be sure to keep the CMEC.
    • Complete the BasicMed online medical education course. Keep the course completion document issued to you by the course provider.
  • Aircraft Requirements are:
    • Fly an aircraft that is authorized to carry no more than 6 occupants.
    • Fly an aircraft with a maximum certificated takeoff weight of no more than 6,000 pounds.
  • Operating requirements:
    • Fly with no more than five passengers.
    • Operate under VFR or IFR, within the United States, at less than 18,000 feet MSL, not exceeding 250 knots.
    • Flight cannot be operated for compensation or hire (except as a CFI).
  • Recurrent requirements:
    • Have a CMEC that shows that your most recent physical examination was within the past 48 months.
    • Be sure you are being treated by a physician for medical conditions that may affect the safety of flight. This requires that persons operating under BasicMed need to communicate honestly and openly with their primary care physician about any medical condition that may affect the safety of flight.
    • Be sure you have a course completion certificate that was issued by a BasicMed medical training course provider within the past 24 calendar-months.
  • Persons exercising the privileges of a commercial pilot or ATP certificate must continue to hold a first or second class medical certificate in accordance with § 61.23(a)(1) and (2).
  • Special Issuance Medical Certificates
    • For certain conditions, a person wishing to operate under BasicMed must complete the process for obtaining an authorization for special issuance of a medical certificate.  The person is required to obtain only one special issuance medical certificate for each condition, then they may operate under BasicMed. 
    • Persons who have, or are newly diagnosed with, a cardiovascular, neurological, or mental health condition may not use BasicMed until they have been found eligible for special issuance of a medical certificate. Once issued a medical certificate, the person may then use BasicMed if they meet all other requirements of the Federal Aviation Administration (FAA) Extension, Safety, and Security Act of 2016 (FESSA).
    •  Medical conditions requiring one special issuance before operating under BasicMed are broken down into 3 categories; mental health disorder, neurological disorder, and cardiovascular condition.  Reference AC 68-1A for a more detailed description of these conditions at: https://www.faa.gov/documentlibrary/media/advisory_circular/ac_68-1a.pdf
    • The process to participate in BasicMed: 
      • 1) Print out the BasicMed Examination Checklist and bring it to your personal doctor.
      • 2) Take the BasicMed online medical course (AOPA is the only entity that offers this) and print the completion certificate.
      • 3) Keep the examination checklist and completion certificate in your logbook
• For TSA purposes, a “flight school” by definition does include a CFI.
• Flight Training: 49 CFR 1552.1 defines flight training as "instruction received from a flight school in an aircraft or aircraft simulator. Flight training does not include recurrent training, ground training, a demonstration flight for marketing purposes, or any military training provided by the Department of Defense, the U.S. Coast Guard, or an entity under contract with the Department of Defense or U.S. Coast Guard." (Boldface added) This definition may come in handy when you're figuring out what to do with your foreign flight students while they wait for TSA approval to fly.
• Before allowing your domestic students to begin flight training, they must present you or the flight school with appropriate evidence of U.S. citizenship. Evidence must be shown by one of the following:
  • A valid, unexpired US Passport.
  • An original birth certificate of the United States, American Samoa or Swains Island, and a government-issued picture ID.
  • An original certification of birth abroad with raised seal (Form FS-545 or DS-1350) and a government-issued picture ID.
  • An original certificate of U.S. citizenship with raised seal (Form N-560 or N-561), or a Certificate of Repatriation (Form N-581), and a government-issued picture ID
  • An original U.S. naturalization certificate with raised seal (Form N-550 or N-570) and a government-issued picture ID.
• Collect the proof of citizenship by making copies of the students' documents or by making the following endorsement in both the instructor's and student's logbook.
  • "I certify that [student's name] has presented me a [type of document presented and the relevant control or sequential number on the document, if any] establishing that [he or she] is a U.S. citizen or national in accordance with 49 CFR 1552.3(h). [Date and instructor's signature and CFI number.]"
  • Keep in mind the documentation must be maintained for a minimum of five years. The good news is, once a student provides the instructor with proof of US citizenship, flight training can begin immediately as long as the student trains at the same flight school. If the student changes flight schools at any time, the process must be repeated.
• Good distraction tests for students:
  • Drop a pencil. Ask the student to pick it up.
  • Ask the student to determine a heading to an airport using a chart.
  • Ask the student to reset the clock to Universal Coordinated Time.
  • Ask the student to get something from the back seat.
  • Ask the student to read the outside air temperature.
  • Ask the student to call the Flight Service Station (FSS) for weather information.
  • Ask the student to compute true airspeed with a flight computer.
  • Ask the student to identify terrain or objects on the ground.
  • Ask the student to identify a field suitable for a forced landing.
  • Have the student climb 200 feet and maintain altitude, then descend 200 feet and maintain altitude.
  • Have the student reverse course after a series of S-turns.
• Single-engine airplanes certificated in the normal category have not been tested for more than a one-turn or three-second spin. Due to the limited spin testing, their performance characteristics beyond these limits are unknown. Single-engine normal category aircraft are placarded against intentional spins for this reason.
• Normal category multi-engine airplanes have no spin testing requirements.  Therefore, their spin performance characteristics are unkown and may be unrecoverable.
• Under the rule, ADS-B OUT performance will be required to operate in:
  • Class A, B, and C airspace.
  • Class E airspace within the 48 contiguous states and the District of Columbia at and above 10,000 feet MSL, excluding the airspace at and below 2,500 feet above the surface.
  • Class E airspace at and above 3,000 feet MSL over the Gulf of Mexico from the coastline of the United States out to 12 nautical miles.
  • Around those airports identified in 14 CFR part 91, Appendix D.
• Once a student is familiar with TAA cockpit on ground, go flying. Spend most time working the systems during arrival phase, when splitting attention between flying and setting up or changing approaches on the FMS.
• Good weather forecasts are likely to be correct for up to twelve hours. A forecast for bad weather is not likely to be correct for the same period. Ceiling and visibility forecasts are not reliable beyond two or three hours. In other words, a twelve-hour forecast of good weather has a reliability factor of about 80 percent, whereas a twelve-hour forecast of bad weather is only about 45 percent reliable. In cases where distinct weather systems—such as fronts and precipitation—are involved, there is a tendency to forecast too optimistically.
• Some high-reliability forecasts that are usually about 75 percent accurate, concern the passage of fast-moving cold fronts and are accurate within plus or minus two hours. The passage of slow-moving warm fronts is accurate within plus or minus five hours. Rapidly lowering ceilings preceding a warm front are accurate to within plus or minus 200 feet and have a time accuracy of plus or minus 4 hours. In areas where radar is available, the forecast of thunderstorms is accurate to within one or two hours.
• If your students understand which forecasts are most reliable and which may be potentially inaccurate, they will be able to factor reliability into their aeronautical decision making (ADM). Forecasts with the lowest reliability typically involve the location and occurrence of severe turbulence, heavy icing, tornadoes, ceilings of 100 feet or less, and the location of immature thunderstorms.
• Most weather related accidents are fatal
• You may obtain visual contact of the interceptor at this time—don't panic. If you determine you are the target of an air intercept, take the following actions:
  • Maintain your present heading, altitude, and airspeed for now, and watch for signals from the interceptor aircraft (we'll go over those in just a moment).
  • If you are in radio contact with ATC, let them know you have been intercepted and request further instructions. If not in contact with ATC, tune your radio to the aircraft emergency frequency (VHF 121.5, UHF 243.0—these frequencies may be referred to as "guard" while airborne) and check in with your call sign and location. Intercepting aircrew will make every effort to contact you on the local ATC frequency or Guard.
  • If your aircraft is equipped with a transponder, squawk Mode 3/C of 7700.
  • Comply with any visual signals received. If the intercepting aircraft rocks its wings signaling you have been intercepted, rock your wings gently to acknowledge.
  • If there is a significant difference in performance capabilities between the interceptor aircraft and your aircraft, you will likely see the interceptor employing the use of drag devices or making gentle S-turns to maintain position relative to you. Throughout this phase of the intercept, you may rest assured that the professionals executing the intercept have your safety in mind. Should the safety of the intercept ever be in doubt, the intercepting aircrew will terminate the intercept.
  • Phase Three: Post-Intercept Phase
    • Once the objective of the intercept has been completed, the interceptor will clear off by way of a breakaway maneuver. This maneuver is simply an abrupt turn away from your aircraft. Do not confuse this abrupt turn away from you as a signal to follow (the signal to follow is a gentle turn to the required heading.) Depending on instructions received during the intercept, you may be required to land immediately once the intercepting aircraft breaks away. If in doubt, it is always a good policy to land as soon as practical after flying formation with a fighter jet!
• All pilots are required to have recurrent training at least once every 24 calendar months. The most common type of recurrent training is the Flight Review (covered in Lesson 3), in which pilots receive a minimum of one hour of flight instruction and one hour of ground instruction at least once within a 24-month period. Participation in the WINGS program is an alternative to the Flight Review that benefits both the pilot and the instructor.​