Paul Palmisciano DPE Checkride Gouges

Oral Emphasis

Paul is known for being systematic on the oral. He starts by going through every knowledge test deficiency code, so come prepared with your PLT codes and the underlying topics fully reviewed. From there, expect heavy coverage of:

• Teaching fundamentals — law of primacy, constructive feedback techniques, and special emphasis areas (all of them)
• Risk management acronyms: PAVE, IMSAFE, ARROW, AAVIATES, NWKRAFT, and the 3 Ps (notably, he did not want CARE or TEAM)
• Regulations — flight instructor currency requirements, flight review duration and requirements (1 hr ground, 1 hr flight per FAR, with AC 61-98D guidance), 100-hour vs. annual inspection signoff authority (AP vs. IA)
• NTSB 830 — incident vs. accident distinction, the $25,000 threshold for accident classification
• Airspace classifications (A, B, C, D, E, G) and aeronautical chart interpretation
• Airport signs, markings, and taxi awareness — displaced threshold vs. arresting zone vs. moved threshold, runway stripe lengths, enhanced taxi centerline markings (150 feet)
• Aerodynamics — chord line definition
• Navigation — VOR receiving and communication, magnetic variation (be careful with +/- conventions)
• Carburetor systems

Common Questions

Paul asks about real-world scenarios and expects you to connect regulations and concepts to practical situations. Pilots reported:

• Being asked to explain the sender/receiver/symbol communication model
• Questions about the differences between specific runway and taxiway markings — not just identification, but understanding why they matter
• Detailed airspace questions tied to actual chart reading
• Being shown or referenced specific accident reports and videos as a basis for taxi awareness and decision-making discussion — he uses real accident case studies (including a Pilatus/Cessna ground collision and go-around scenario resources) to drive the conversation
• Regulatory questions framed around "what does the CFI have discretion over" rather than simple recall

Practical Focus

The flight portion is comprehensive and creative. Paul chains maneuvers together rather than treating each one as an isolated event:

• Soft field takeoff and landing, short field takeoff and landing
• Turns around a point — he expects you to talk through the maneuver as you fly it (teaching demonstration)
• Eights on pylons
• Chandelle transitioning directly into a power-on stall to the horn — maneuver chaining is a hallmark
• Steep turns
• Slow flight
• Power-off stall initiated from a 30-degree bank, taken to full break
• Unusual attitude recovery with a twist — he had the pilot close their eyes under foggles, fly standard rate turns in both directions followed by a steep turn, then open eyes and recover
• Simulated instrument work under foggles — 500 fpm climbs, standard rate turns to a heading
• Engine fire scenario leading into an emergency descent and power-off approach

He expects consistent use of checklists throughout the flight.

Examiner Style

Paul is thorough and methodical — he covers a lot of ground on both the oral and the flight. He has a structured approach, starting with knowledge test deficiencies and expanding outward. He incorporates real-world accident scenarios and multimedia resources into the oral discussion, suggesting he values practical awareness over rote memorization. On the flight side, he tests adaptability by combining and chaining maneuvers in unexpected sequences rather than following a predictable order. He appears to be fair but expects solid preparation and the ability to think on your feet.

What Surprised Pilots

• The unusual attitude setup was notably creative — eyes closed under foggles through multiple turns before being asked to recover, which is more involved than many pilots expect
• The maneuver chaining (chandelle directly into a power-on stall) caught pilots' attention — be ready for one maneuver to flow immediately into another
• He uses specific accident case study links and videos as discussion material during the oral — come prepared to discuss real-world scenarios, not just recite regulations
• He was specific about not wanting certain acronyms (CARE, TEAM) while expecting thorough knowledge of others — know which frameworks he values
• The emphasis on taxi awareness and very specific marking knowledge (like the 150-foot enhanced centerline) goes deeper than many pilots prepare for