In this study, we assess the impact of driver education on the risk of collisions in a Graduated Licensing System (GLS). Ontario's GLS requires all new drivers to successfully pass through two stages of graduated license (referred to as G1 and G2, respectively) before full licensure is granted. Surveys of driving behaviour and related factors were administered to Grades 11 and 12 students with a graduated license in seven Ontario schools in 1996 and 1998. A total of 1533 students completed the survey in 2 years. Multivariate logistic regression analysis revealed a significantly lower odds of self-reported collision involvement among G1 license holders with driver education (OR: 0.31, 95% CI: 0.12-0.83). No significant effects were observed for G2 license holders. Other significant predictors of collisions include sex of driver, months of licensure and kilometers driven for G2 license holders. These results suggest that the impact of driver education may be dependent on the stage of driver learning in which it occurs. (A) "Reprinted with permission from Elsevier".
Abstract