Abstract Objective The contribution of active involvement in full-scale disaster exercises to learning processes is widely recognized. Accordingly, this study seeks to explore the learning gains of individuals who participated as live actors and observers in a full-scale avalanche exercise conducted with international collaboration. Methods This study used a mixed-methods approach integrating qualitative and quantitative research methods. Descriptive statistical techniques were employed to analyze quantitative data, while thematic analysis was utilized to interpret the qualitative data. Results Participants reported high levels of satisfaction in the domains of field knowledge (76.5%), Critical Decision-Making (74.6%), motivation (60.8%), and self-confidence (49.1%). On the other hand, they raised concerns regarding the inadequacy of instructions (58.8%), the lack of up-to-date practices (47%), the realism of the scenario (54.9%), safety measures (56.8%), and communication (72.5%). Conclusions The findings suggest that participants demonstrated development in both cognitive and affective domains, regardless of the specific roles they assumed during the exercise. In the cognitive dimension, improvements were observed in high-angle rescue, avalanche search methodologies, understanding of team roles, intervention procedures, prioritization criteria, and safety assessment. In the affective dimension, advancements were noted in recognizing ethical issues, exploration of authority boundaries, willingness to intervene, and self-confidence.
Melikşah Turan (Thu,) studied this question.