# Risk Assessment for the Development of Emergency Scenarios for Tram Driver Training
## 5 Discussion
It may also be part of the training program to make the participant aware of the consequences of their actions by including in the training scenario events that result from human error (e.g., a passenger being knocked over in a vehicle, a passenger being slammed by a door). The identified opportunities for creating new training programs based on VR technology demand a change in the approach to creating scenarios. This is because their preparation is associated with entirely different challenges than those encountered in developing standard training scenarios and improving the basic skills of trainees. Training scenarios should be based on a risk assessment that identifies the relevant adverse events in a tram driver's work and allows for a risk assessment of their occurrence. Our research has shown that the number of such events is very high, but it is not reasonable to include all of them in training programs. Above all, preparing training scenarios for events with a very low probability of occurrence and insignificant consequences is economically unjustified (costs of preparing and implementing the scenario versus benefits of the acquired skills). In addition, too many developed scenarios would generate a very high time commitment for participants completing an entire training cycle. Implementing a training program based on many scenarios is unacceptable because staying too long in the virtual world can cause simulation sickness in trainees. Therefore, limiting the number of scenarios to events with unacceptable risks of occurrence is necessary. For this reason, the risk evaluation stage is critical to identify those adverse events that decision-makers consider required to reproduce in the virtual world. The research results also proved that the nature of the occurring event is critical when creating emergency scenarios. The classification of adverse events adopted in the research, based on the source of the occurring threat, became a guideline for creating two variants of emergency scenarios. * OPTION 1: Training scenarios that replicate hazardous situations. They aim to enable the trainee to acquire new skills for dangerous situations. The trainee can learn about the emotions accompanying a specific crisis and develop correct behavior patterns per the established procedure. Option 1 is mainly assigned to scenarios describing events for which the threat comes from the environment or the technical system. * OPTION 2: Scenarios which extend the standard training scenario to include an emergency situation. They aim to inform the trainee of the consequences of wrong decisions and mistakes. The trainee can learn about the emotions accompanying a specific emergency and develop behavior to limit the consequences. The main scenarios that qualify for Option 2 are those describing incidents where the human factor is the source of the risk. In the case of Option 2, the training scenario is an extension of the baseline scenario, and its activation should depend on the mistakes made by the trainee. However, it is possible for a trainee who wishes to test their skills in hazardous situations to activate an emergency scenario consciously. These scenarios can also be used to work on the emotions accompanying the driver in difficult situations, where the attitude and reactions of the driver determine the amount of consequences of an adverse event. Developing multi-variant training scenarios makes identifying a dedicated training delivery scheme necessary. It is necessary to establish the sequence in which the different groups of scenarios are implemented to ensure the effectiveness of the required training. Motorists can only implement emergency scenarios after acquiring the relevant competencies for which they are trained in the base scenarios. A lack of the knowledge and skills needed to implement standard procedures may result in inappropriate emergency responses or unconsciously unsafe actions. For this reason, new motorists must first acquire the baseline skills to improve their competence further.