Several posts described the difficulties of flying with raw data, relating this with 'deficiencies' in modern instrument displays. These posts suggest novice-like behaviour and difficulties with situation awareness; projection, predictive ability. No aspersions on the ability of skill of the authors, but an observation relating to the wider industry; aviation operates with a lower level of expertise than previously, yet it is 'safer'.
Improved technology, relyability, etc, reduces the need for higher levels of expertise in both normal and abnormal operations. Pilot training is matched to operational need, generally scenarios which have reduced opportunity to develop expertise.
There are fewer 'surprises' requiring revised awareness and understanding; thus even moderately surprising situations have greater impact because of their rarity and lower expert ability to manage them.
In addition, older generations of crew are part of this evolution, there is reduced expertise in training and mentoring.
Automation dependency is a fact of modern operations.
The belief that more hand flying will improve the level and extent of expertise is not supported by science. Many texts identify the need to experience challenging situations to develop non-normal manual and mental flight skills, to achieve a higher level of expertise.
Developing expertise requires time and opportunity, neither being readily available in modern aviation. The current standard appears good enough when compared with safety data - the industry is safe; it could be safer, but beware false beliefs or generating negative training.
'Accelerated Proficiency and Facilitated Retention' - Accelerated Learning, Expertise, Learning Retention, Skill Acquisition, Skill Proficiency, Training.
https://apps.dtic.mil/dtic/tr/fulltext/u2/a536308.pdf
Summary page 8 "
It typically takes years of experience for professionals to master their domain. … domain complexity and the need for extended and continuing practice at rare and difficult cases."
Expertise and proficiency page 29 -
Levels of proficiency Table3 2.1 - 2.2 page 31 - 33.
Characteristics of effective scenario-based training Table 4.8 page 148