MRDS use in Force on Force
In 2014, Sage Dynamics began an open-ended study of MRDS accuracy compared to iron sights during force on force courses. The testing is performed with a Simunitions FX Glock 17 conversion slide milled to accept a Trijicon RMR RM07 MRDS (6.5 MOA dot) as the only sighting system on the handgun. Generally, backup sights are advised on MRDS equipped handguns in the event that the optic fails, though for testing, Sage Dynamics wanted to remove the backup iron sights so that they could not be used unintentionally or otherwise on the MRDS handgun.
The MRDS performance is tracked against iron sight performance on an otherwise identical Simunitions FX Glock 17 conversion slide. For study purposes, a student will participate in 4 scenarios using either the MRDS FX gun, or the iron sight gun. MRDS experience is not required for those evaluated with MRDS use. Participants undergo the same scenarios regardless of which method of aiming is used.
The following data was gathered on 12 students using an MRDS FX gun and 12 students using traditional iron sights.
The 4 scenarios are designed to cover a wide range of potential use of force situations.
• Scenario A
Well lit room (photopic lighting), student will enter through a closed door with a holstered weapon. A Single roleplayer is positioned in view of the door, instructed to advance on the student with a prop weapon (large hammer) and use threatening language. Threat role player is instructed to not respond to verbal commands and to raise the hammer to strike. Threat role player’s starting position is no less than 12 feet from the door. Threat role player is instructed to
go to the ground/surrender if they take an incapacitating hit, or a strike to an area that may inadvertently remove their ability to otherwise attack (such as a hit to their weapon hand).
• Scenario B
Outdoor area, natural daytime lighting (photopic lighting). Three role players are positioned around the student exit door (student exits from inside to outside). Two role players are instructed to remain near the door and engage in a verbal argument. The third role player (scenario threat) is instructed to approach the arguing couple as soon as the student exits and brandish a firearm (simunitions FX handgun), threatening to kill one of the arguing role players. Threat role player is instructed to not respond to verbal commands and if/when the student draws their firearm, shoot one of the role players and then turn their weapon on the student. Threat role player is instructed to go to the ground/surrender if they take two incapacitating hits, or a strike to an area that may inadvertently remove their ability to otherwise attack (such as a hit to their weapon hand) or a combination thereof.
• Scenario C
Indoor area, dim lighting (mesopic lighting) Two threat role players are positioned in opposing corners of a center fed room (door in center of wall). One threat role player (threat 1) is facing the door, the other (threat 2) is placed opposite the laterality of the student (EG; if a student is left handed, the second threat role player is positioned in the right corner of the entry side of the room). Threat 1 is instructed to remain stationary until the student has entered, at which time they are to lift their shirt and display the butt of a firearm (simuntions FX firearm) while demanding the student’s wallet. Threat 2 is directed to move between the student and the exit door. Threat 2 is armed with a prop weapon (rubber knife). Threat 1 is instructed to advance on student to receive wallet and only draw their firearm if the student draws theirs. Threat 2 is instructed to only advance if student engages threat 1. Both threat role players are instructed to go to the ground/surrender if they take one incapacitating hit, or a strike to an area that may inadvertently remove their ability to otherwise attack (such as a hit to their weapon hand) or a combination thereof.
• Scenario D
Four role players are positioned in a hallway in dim lighting (low mesopic lighting) one role player is given a folding prop knife, the remaining three role players are unarmed. Upon student entry to the hallway, all 4 role players are instructed to verbally assault and threaten the student while crowding the student just outside of arms distance. The threat role player is instructed to get in front of the student’s direction of travel and produce the folding knife with a threat to cut the student while remining outside of arms distance. The role player is instructed to drop the knife as soon as the student draws their firearm and verbally say “I give Up.” The other three role players are instructed to flee when/if the student draws their firearm.
Continuity is maintained to the highest degree in the conduct of all 4 scenarios, with detailed instructions to the role players to not go off script or improvise content in any way. Given the live nature of force on force, it is impossible to ensure that each scenario plays out exactly as the others from student to student, but every effort is made to maintain consistency with role players, leaving the students actions as the only unpredictable aspect of the scenario.
Students are provided with their normal compliment of magazines (the number they generally carry) and use whatever their usual carry method is (IWB, OWB, etc).
Student background (LE/MIL or none) and years of shooting experience (rounded to the year) as well as experience with MRDS handguns (rounded to the year, if any) for those using MRDS in scenarios is also recorded.
Students are given no prior knowledge of the scenarios.
Shot placement on threat role players was recorded after each scenario using FX paint marks and role player identification of regions hit.
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Differences in experience between student’s overall years shooting experience was not statistically significant, nor was background of formal firearms training in law enforcement or military a large factor differentiating either test group.
One telling factor between the MRDS test group and the iron sights group was that of the 12 students that used MRDS, only 5 students had prior MRDS experience, and of those 5, the least experience was less than 1 year and the most experience was 3 years.