# Remote Virtual Simulation for Incident Commanders--Cognitive Aspects
## 7 Discussion  
Successfully performing an RVS examination (during the COVID-19 pandemic) may trigger more RVS training and examination also after the pandemic. The RVS examination proved to be technically feasible in Sweden, with the lowest bandwidth of 30/30 Mbps [71]. The impact of training in virtual environments, and transfer to real settings is a research objective. Since we always offer the best training available to every responder, it is impossible to conduct research involving a \"non-treatment\" control group. Research during the police-student education, with the possibility of offering training to the control group after the research was completed [72; 73], shows that student-groups who trained on the communication procedure with a helicopter (one group LS, one group VS, control-group only read manual with procedures) performed similarly independent of the simulation format, and better than the control group. Similar results arose also from a study of procedural learning on tank-maintenance procedures [74]. The two simulation formats gave similar results upon assessing the students in the physical realm, and better than no-simulation training. [PERSON] [75] studied the effect of VS training on fire ground ICs decision making, out of their self-evaluation and perceived confidence, and [PERSON] [76] studied the transfer of virtual knowledge to the physical environment, connected to the acceptance of the virtual training. The LS physical examination format is very well established. Some virtual (on-site) assessments have been reported [1; 67], while the present study is, to our knowledge, the first remote IC-1 examination mentioned in the research literature. Psychological and social variables, which may have affected the students and enhanced their positive attitude towards RVS (for example, a wish to comply with the researchers) [77; 78], are considered less prevalent in the remote setting, compared to VS training on-site (which was evaluated equally positively in 2019--see Table 1). Additionally, in an examination setting, the students are focused on their own performance, since \"it counts\" to pass the exam. The seriousness of the situation was likely to provoke honest reactions on behalf of the students, as to the perceived quality of the arrangement. The study demonstrates the necessary, likely minimum, steps of familiarization and technology implementation in emergency response training for successful implementation of RVS examinations. * The technology had previously been used for VS training on-site. Thereby, existing technical, scenario design, and conduction competence saved time and guaranteed usability. * It was possible to perform a pilot test with experienced ICs. The positive evaluation motivated the final decision to use the RVS examination. * A key component was the competence and interest of one champion and support from experienced VS instructors who were assigned time to participate. The experience of successful RVS examinations has motivated a broader implementation of RVS training and examination at MSB, and this can inspire other fire academies in taking similar steps. This may provide further opportunities to study the implementation process as a future contribution to the (R)VS literature. However, it takes time to develop skills to design, build, and run RVS exercises with high quality. There is a risk that the organizations do not understand the competence needed and therefore do not allocate enough resources for the instructors to deliver scenarios of sufficient quality, which could result in less acceptance of RVS. While a stricter investigation of possibilities and challenges regarding the potential value for remote examinations may need further investigation, indeed the present study demonstrated added benefits for remote training as a solution to be included in future education.