Introduction
Education is moving rapidly from didactic learning to experiential learning experiences like virtual simulation. The flexibility of virtual simulations as a synchronous or asynchronous, individual, small or large group experience provides students with ample opportunity to explore, repeat experiences, learn from their mistakes and reflect on their experiences. As a result of this pedagogical shift, educators are moving from the role of information dispensers to learning facilitators.
Uptake of virtual simulation increased markedly during the COVID pandemic when educators turned to this innovative teaching strategy to provide experiential learning opportunities. Educators quickly adapted their teaching practices; many with limited guidance. Because virtual simulations are a flexible teaching strategy, and because there is a move in education to provide learners with more experiential learning activities, virtual simulations will increasingly be used in education post-pandemic. As a result, there is a pressing need for professional development to help educators embed virtual simulations effectively in their programs.
Teaching with virtual simulation requires educators to develop a new skill set. The transition to virtual simulation is not easy because educators cannot simply transfer their usual in-person simulation practices to the virtual environment. Educators without in-person simulation experience are presented with an even greater challenge because, unlike in-person simulation, there are no clear practice guidelines for virtual simulation implementation. Fortunately, there are many formal and informal professional development opportunities available to help educators achieve those skills.
Professional development plays a critical role in the educator’s ability to teach effectively with virtual simulation. In this chapter, virtual simulation pedagogy and theory are discussed. Key components and considerations related to effective virtual simulation teaching in courses and programs are also presented.
