An incident commander (IC) is expected to take command in any incident to mitigate consequences for humans, property, and the environment. To prepare for this, practice-based training in realistic simulated situations is necessary. Usually this is conducted in live simulation (LS) at dedicated (physical) training grounds or in virtual simulation (VS) situations at training centers, where all participants are present at the same geographical space. COVID-19-induced restrictions on gathering of people motivated the development and use of remote virtual simulation (RVS) solutions. This article aims to provide an increased understanding of the implementation of RVS in the education of Fire Service ICs in Sweden. Data from observations, questionnaires, and interviews were collected during an RVS examination of two IC classes (43 participants) following an initial pilot study (8 participants). Experienced training values, presence, and performance were investigated. The results indicated that students experienced higher presence in RVS, compared with previous VS studies. This is likely due to the concentration of visual attention to the virtual environment and well-acted verbal counterplay. Although all three training methods (LS, VS, and RVS) are valuable, future research is needed to reveal their respective significant compromises, compared with real-life incidents.

预计事故指挥官 (IC) 将指挥任何事故，以减轻对人类、财产和环境的影响。为此，有必要在现实模拟情况下进行基于实践的培训。通常这是在专用（物理）训练场的实时模拟（LS）或训练中心的虚拟模拟（VS）情况下进行的，所有参与者都在同一地理空间。COVID-19 引发的对人员聚集的限制推动了远程虚拟仿真 (RVS) 解决方案的开发和使用。本文旨在加深对在瑞典消防服务 IC 教育中实施 RVS 的理解。来自观察、问卷调查的数据，在初步试点研究（8 名参与者）之后，在对两个 IC 班级（43 名参与者）进行 RVS 考试期间收集了访谈。对经验丰富的培训价值、存在和表现进行了调查。结果表明，与以前的 VS 研究相比，学生在 RVS 中的存在率更高。这可能是由于视觉注意力集中在虚拟环境和表现良好的口头反击。尽管所有三种训练方法（LS、VS 和 RVS）都很有价值，但与现实生活中的事件相比，未来的研究需要揭示它们各自的重大妥协。这可能是由于视觉注意力集中在虚拟环境和表现良好的口头反击。尽管所有三种训练方法（LS、VS 和 RVS）都很有价值，但与现实生活中的事件相比，未来的研究需要揭示它们各自的重大妥协。这可能是由于视觉注意力集中在虚拟环境和表现良好的口头反击。尽管所有三种训练方法（LS、VS 和 RVS）都很有价值，但与现实生活中的事件相比，未来的研究需要揭示它们各自的重大妥协。