The human brain is a complex system that allows us to focus our attention, process information, generate responses, and carry out behaviors. These processes are critical to our ability to perform various tasks and interact and perform within the world around us. Officers must rely on this to make rapid and high-impact decisions daily. Anxiety can significantly impact our cognitive processing and attentional control, ultimately affecting our performance. In this article, we will explore the mechanisms involved in cognitive processing, attentional control, and the impact of anxiety on these systems.

What Does Anxiety Do?

Anxiety can have a significant impact on performance by interfering with attentional processing and altering the neural mechanisms involved in cognitive processing. It increases distractibility, decreases the ability to focus selectively on important information, and generates negative thoughts and emotions that distract from the task at hand. Anxiety has also been shown to activate the amygdala, which processes emotional information and interferes with the normal functioning of the prefrontal cortex. This can lead to increased sensitivity to errors and decreased performance.

How Training in a Simulated Environment Can Help

The VirTra simulators provide a critical, experimental, controlled environment where we can develop confidence in our skills and coping strategies to negate anxiety. The Behavior Analysis Threat Recognition course is a perfect example. This NCP-certified course provides the ability to increase the difficulty and threat to match the participant level. Instructors can continue to push it or back it down if needed. This allows for techniques such as positive self-talk, cyclic sighing, or forced attentional drive to be honed.

The neural mechanisms involved in cognitive processing and attentional control play a critical role in our ability to perform various tasks and interact with the world. Anxiety can significantly impact performance by altering these systems. Understanding how anxiety affects attentional and cognitive processes is essential for developing strategies to mitigate its negative impact on performance. The VirTra simulators provide a highly flexible and adaptable tool to build the mitigation skills.

You may have heard the story of Deputy Kyle Dinkheller’s murder during an officer-involved shooting. The event was tragic, but Dinkheller lives on with how his story has helped train recruits and officers alike.

The original dashcam footage gave insight into a few tactics that were not properly used – or in some cases, not used at all. Some of the training points to look at include vehicle contact and approach, utilizing the radio for backup, and force options.

Vehicle Approach and Driver Exit

When Dinkheller pulled over Andrew Brannan, he asked him to step out of his vehicle to talk to him. This was what his agency’s training had officers do, however it is generally agreed upon that it is easier to control a person inside a vehicle.

A situation that seems mindless but can have serious consequences is how you approach the vehicle. There are many things to be aware of, such as:

  • Not positioning yourself or walking between the two vehicles. If the subject is in the car, they may shift to reverse. If the squad car is rear ended while you speak to the subject between the cars, you and the subject could be pinned between them.
  • Where to use the vehicle for cover and concealment. Using the length of the vehicle can provide cover.
  • Use the passenger side approach when possible, as it is typically the safest.

During vehicle approach, staying within the mitigation zone1 and maintaining control of where the subject is positioned can greatly increase safety.

“Man With a Gun” – When to Call for Backup

When Dinkheller used his radio to request backup, it caused Brannan to become more agitated. Sometimes negative reactions occur when a call is made within earshot of a subject, so officers should be mindful of when and where they use their radio.

Additionally, if you are engaged in the threat, your priority should be addressing it. Teaching officers to call for backup during a use of force event should be avoided. It can create a training scar with serious effects, such as not addressing the current situation, but relying on other units that may not arrive immediately.

The Right Tools, The Right Way

During the time of Dinkheller’s murder, ECW devices were not widely used. Dinkheller used a collapsible baton to get Brannan to stop his actions, but it was not used with full force. The hit combined with the fact that Brannan had a contaminated mindset made it so the strike had no effect. When a subject is mentally ill or under the influence of a substance, they do not always respond to pain compliance techniques.

Another less-lethal option would be going hands-on. If a subject is not listening to the commands given, an officer may start by grabbing the subject and trying to restrain them. Dinkheller, unfortunately, did not attempt to go hands-on although he could have based on Brannan’s actions.

Finally, there is the lethal option which could have been utilized at a certain point into the encounter. Dinkheller had a rifle available to him in the trunk of his squad car – a storage position that was normal for his agency at that time. Long guns should ideally be kept in the driver area of the squad for easier and faster access.

Putting the Techniques into Practice

The newest curriculum by VirTra – “My Story: Dinkheller” – gives officers of all experience levels a chance to learn from this past event. Instructors have access to training materials such as an instructor manual, slide presentation, testing material, and more. It can easily be taught to students right out of the box and is free for VirTra customers.

Along with the coursework is a brand-new scenario that puts you in a similar situation to what Dinkheller went through. You are on a rural road on a traffic stop with a mentally ill subject. What will you do in that position? Will you use de-escalation and be able to verbally calm the man, or possibly use a less lethal device? There are 80+ branching options depending on the user’s actions or the instructor’s choice.

See the video below for a glimpse at what this scenario is like. If you would like more information on this course, visit this page here.


  1. Lewinksi, W. D. (2013). The influence of officer positioning on movement during a threatening traffic stop scenario. Law Enforcement Executive Forum, 13(1), 98-109.

If you have been following VirTra for any amount of time, you may have noticed that we put great emphasis on our content. High-definition video and advanced hardware are not the only aspects that aid in training law enforcement. Most important is the training content that ensures effective knowledge transfer. VirTra’s efforts even go beyond intense and realistic scenarios – the VirTra content team of subject matter experts create curriculum for instructors to utilize in a fast, simple way.

This curriculum, known as V-VICTA® (VirTra – Virtual Interactive Coursework Training Academy) pairs VirTra’s immersive scenarios with actual NCP certified materials. VirTra customers receive lesson plans, scoring rubrics, presentations, class surveys and more. We know that it is time-consuming and difficult to create your own curriculum and have it certified, so VirTra has done all the legwork for its training partners.


Training that Transfers

V-VICTA has proven to be effective for Washington State Criminal Justice Training Commission (CJTC). Todd Brophy, the Firearms Range Training Coordinator, has incorporated the curriculum into his force options instruction classes. Brophy allows the CJTC students to learn in a classroom setting first, then coaches them while they practice in one of the 10 units, they use VirTra simulations for in their Firearms Program.

“The feedback we are consistently getting from the students is ‘we need more of this,’” said Brophy, who likes to allow his students to work in pairs for practice in communication skills and contact & cover concepts. “The students seem to enjoy the training and provide feedback of what they are taking away at the end of the session consistent with the learning goals and objectives we have identified for each training segment.”

Brophy’s successful method of using the curriculum combines his existing teaching modalities with V-VICTA’s. V-VICTA can be used in tandem with pre-developed ideas, or just used right out of the box. Some of the certified courses offered include:

Beyond VirTra’s in-house subject matter experts, we also partner with industry experts to ensure the quality of content. Before becoming available to customers, every course is submitted to IADLEST for NCP certification. IADLEST rigorously reviews every course to ensure it meets standards before it ever meets customer systems.

To receive V-VICTA and its updated content, you must be a current VirTra customer on an Annual Service Plan. To find out more about how to obtain V-VICTA curriculum, contact a product specialist here.

In 1998, Deputy Kyle Dinkheller was fatally shot during a traffic stop. The aftermath left his family and colleagues heartbroken, but his death was not in vain. The incident brought on a deeper look into police training, agency culture, and much more. In this way, Deputy Dinkheller has saved lives even after his passing.

The Incident and How it Became an Important Training Lesson

One of the first officer involved critical incidents recorded on a dashcam, 22-year-old Dinkheller struggled to control Vietnam combat veteran Andrew Brannan. Eventually Brannan retrieved a gun from his vehicle and ultimately shot and killed Dinkheller. You can watch the full video here.

It is important to keep in mind that officers had different tools in 1998. Almost no officers carried ECW / CEW devices and the use of a baton (like the one Dinkheller used) was more common. Still, there were several lessons to be learned by future officers, making this event more than just an unfortunate story.

Lessons Learned

  • Take care when calling for backup. Do it at an appropriate time and not when you should be addressing the threat. You may also want to call when a subject is not within earshot, if possible. During this incident, Brannan flew into a rage when he heard Dinkheller request backup on his radio.
  • Do not allow the subject to move around freely. Unless you have stated they can get back in their vehicle, they should not have the opportunity to walk back to their car – let alone reach in to retrieve something.
  • Command with Confidence. When reviewing the dashcam footage, it is apparent that Dinkheller’s voice sounds shaky and unsure. With a more commanding approach, you may be less likely to be challenged.
  • Position yourself and the subject appropriately. When speaking with the subject outside of the vehicle, standing between the two cars could put you both at risk. If a car were to rear end your squad, you may be pinned between the two cars. Be sure to allow space for reaction time in case the subject decides to run towards their vehicle or you.
  • Leadership and policies can impact officers’ actions. At one time, Dinkheller was forced to write an apology letter after stopping someone who was friends with the Sheriff. Unnecessary or inappropriate discipline like this can cause an officer to hesitate to take action.

VirTra’s “My Story”

The new course “My Story: Kyle Dinkheller” gives officers a different perspective of the incident that has been in so many training videos. The coursework is accompanied by a true-to-life scenario with more than 50 branching options. The traffic stop scenario allows for the officer to use de-escalation, less lethal tools, or lethal force depending on what the situation requires.

To obtain this coursework, you must be a current VirTra customer and on an Annual Service Plan. For more information, visit this webpage.


Originally published by Police1

The science behind simulation training is robust and well-established. However, many police trainers are not taking full advantage of simulators to not only impact outcomes but to improve the use of law enforcement’s limited training time.

There are many ways agencies can leverage these advantages. Accounting for the critical influence of the spacing effect and interleaving can have positive impacts on training efficacy.


The spacing effect is an established phenomenon in psychology that has been supported by several studies. [1-3]

By spacing out study sessions, the brain can consolidate information more effectively and transfer it from short-term memory to long-term memory enhancing learning and retention. [1,4]

Rather than cramming (massing) all necessary training into a single session, spread it out over several sessions. This will give officers time to process and consolidate the information they are learning, which can improve their retention of the material. [4]

Research has shown that spaced training sessions can improve the retention of skills and knowledge, [4] as well as reduce the risk of errors and accidents. This effect can be particularly useful in police firearms training, as it can help officers to learn and retain the necessary skills to use their weapons safely and effectively.

Many agencies engage in a quarterly 10-hour training day, or some type of massed practice. The reality is a half hour each week spread over that same quarter provides more training value.

I recommend a method called “extended briefing training.” This concept maximizes the value of the overlap that often occurs when one shift is coming to work while another is still on the road. This shift overlap provides a training opportunity that can mitigate overtime and staffing issues connected to training and bring significant results. These micro-training moments are impactful. When the simulator is available for this extended briefing training it can facilitate spaced practice. The VirTra simulator and certified VICTA content would allow for a 15-20min firearms practice session on Monday, work on contact and cover on Tuesday, threat discrimination on Wednesday, and de-escalation on Thursday. The following week these and other skills can be worked in.


Interleaving training involves mixing up different types and practice exercises rather than focusing on just one type at a time.

For example, rather than spending an entire session practicing one shooting technique, officers could alternate between practicing different techniques, engaging in scenario-based training, and reviewing relevant policies and procedures. This can help enhance learning by forcing officers to apply their skills and knowledge in a more varied and challenging context. [5,6]

Simulation training is a powerful way to create interleaving. Using a three-screen or five-screen simulator, concepts such as contact and cover, less-lethal deployment, de-escalation, active shooter and basic firearms skills can all be mixed into the training session. This prevents Maslow’s Hammer problem, where if you are over-reliant on a hammer, you are more apt to treat everything as if it is a nail. It also forces a key piece of all law enforcement contacts: decision-making.

This type of practice involves breaking training sessions into shorter, more frequent sessions, rather than one long session. For example, rather than conducting a four-hour training session, or that 10-hour session mentioned earlier, officers could instead have four one-hour training sessions spread out over several weeks. This can help to minimize the effects of fatigue and enhance learning. [7] Allowing officers to train with a deliberate focus on it, minus the fatigue that sets in mentally and physically within an hour for most, provides advantages over longer, less focused sessions.

Overall, by using the spacing effect and interleaving to enhance police training, officers can improve their ability to use their weapons safely and effectively and train in decision-making while reducing the risk of accidents and errors on the job. This can ultimately contribute to the safety and well-being of both officers and the communities they serve.



1. Cepeda NJ, Pashler H, Vul E, Wixted JT, Rohrer D. (2006.) Distribute practice in verbal recall tasks: A review of quantitiative synthesis. Psychological Bulletin, 132(3), 354-380.

2. Donovan JJ, Radosevich DJ. (1999.) A meta-analytic review of the distribution of practice effect: Now you see it, now you don’t. Journal of Applied Psychology, 84(5), 795-805.

3. Roediger HL, Karpicke JD. (2006.) The Power of Testing Memory: Basic Research and Implications for Educational Practice. Perspectives on Psychological Science, 1(3), 181–210.

4. Anderson R, Sebaldt A, Lin Y, Cheng A. (2019.) Optimal training frequency for acquisition and retention of high-quality CPR skills: a randomized trial. Resuscitation, 135, 153-161.

5. Shea JB, Morgan RL. (1979.) Contextual Interference Effects on the Acquisition, Retention, and Transfer of a Motor Skill. Journal of Experimental Psychology: Human Learning and Memory, 5, 179-187.

6. Taylor K, Rohrer D. (2010.) The effects of interleaved practice. Applied Cognitive Psychology, 24(6), 837-848.

7. Dempster FN. (1989.) Distributing and managing the conditions of encoding and practice. In L. S. Cermak & F. I. M. Craik (Eds.), Levels of processing in human memory (pp. 317-344). Lawrence Erlbaum Associates.

The biggest part of a training experience is its content. Big screens and fancy headsets may be flashy and eye-catching, but without the content to learn from, they won’t do much. Making high-quality scenarios that users can learn from involves many steps, extensive planning, and rigorous testing,


Creation with the Client in Mind

Before anything else, it must be determined what kind of scenarios our training partners will benefit from the most. Using suggestions from clients and keeping current affairs in mind, treatments are written by the SME’s. For example, in the wake of the George Floyd incident, the Content Department immediately began working on the “Duty to Intervene” videos and scenarios. It then goes to the director to be made into a working script and shot lists.

Since the addition of the V3™ Volumetric Capture Studio, VirTra will be capturing real people and inserting them into scenarios as 3D objects that can be used on both screen-based and VR platforms. It tackles the limitations of CGI. This ensures that the environment and characters are believable, thus leading to a more valuable training experience.


Professional Filming Sessions

Where some simulation companies use video filmed from a cell phone, VirTra involves professional equipment and actors. CGI used in most training simulations is simply not realistic enough to elicit emotional responses. In fact, some CGI characters “speak” without their lips even moving. Having a real person shown on-screen increases sympathetic response and more closely mimics real life.

The VirTra Difference involves professional equipment and paid actors. These filming sessions can take hours or sometimes multiple days to ensure footage acquired is up to standard. In-house subject matter experts who have law enforcement and/or military experience are on the set. This ensures the content being filmed will have relevance and realistic actions.


The End Product

After filming is wrapped up, the next step is editing and creating the dozens of branching options. Situations in the real world are fluid and evolving, so our scenarios are designed this way too. During an active shooter event, the suspect may drop their weapon and surrender, or begin firing at the officer. A seemingly calm person could pull a knife if the wrong words are used to communicate. All these possibilities must be edited and programmed.

Upon completion, scenarios are added to existing simulators and all new ones assembled going forward. Some scenarios and training videos are used in tandem with V-VICTA® curriculum. This coursework is NCP-certified by IADLEST and includes training manuals, testing materials, and more. We want to take the hard work out of the learning process so instructors can get their lessons right out of the box.


If you are interested in adopting this technology, contact a product specialist. Check out the video below for a quick rundown of how just a single scenario is filmed in a professionally organized manner.

The spacing effect is a well-known phenomenon that suggests learning is more effective when spaced out over time, compared to cramming information into one session (Cepeda et al., 2006). For police firearms training, which requires officers to develop and maintain critical skills that can be crucial in high-pressure situations, utilizing the spacing effect can be particularly beneficial.

To implement the spacing effect, the following steps can be taken:

Create a long-term training plan: Instead of relying on sporadic training sessions, develop a training plan that spans several weeks or months. Spacing out training sessions can help officers retain information better and develop their skills more effectively (Murre et al., 2015). The use of the “extended briefing training” concept recommended by VirTra is one way facilitate this.

Vary training activities: Keeping officers engaged through varied training activities such as live-fire exercises, simulated scenarios, and classroom sessions can help maintain motivation and promote learning (Kirschner & van Merriënboer, 2013). Interleaved training is known to be more effective than traditional blocked practice. The variation of simulation topics allows this to easily be obtained.

Provide regular feedback: Feedback is essential for learning, so providing frequent feedback to officers can help them track their progress and identify areas for improvement (Bangert-Drowns, 1991). Instructor interaction coupled with the TMaR video feedback system provides immediate and accurate feedback.

Encourage self-reflection: Encouraging officers to reflect on their training sessions and identify what they have learned can help reinforce learning and improve retention (Schunk, 2012). The use of the VirTra four foundational Socratic questioning method helps to guide this.

Incorporate spaced repetition: Spaced repetition involves revisiting materials at intervals over time. By utilizing spaced repetition during training sessions, officers can retain information more effectively and develop their skills more quickly (Kang et al., 2007).

Implementing the spacing effect into police firearms training, trainers can help officers develop and maintain critical skills necessary for their duties. To achieve this, trainers can create a long-term training plan, include varied training activities, provide regular feedback, encourage self-reflection, and incorporate spaced repetition.



Bangert-Drowns, R. L., Kulik, J. A., & Kulik, C. L. C. (1991). Effects of frequent classroom testing. Journal of Educational Research, 85(2), 89–99.

Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D. (2006). Distributed practice in verbal recall tasks: A review and quantitative synthesis. Psychological Bulletin, 132(3), 354–380.

Kang, S. H. K., McDermott, K. B., & Roediger, H. L. (2007). Test format and corrective feedback modify the effect of testing on long-term retention. European Journal of Cognitive Psychology, 19(4–5), 528–558.

Kirschner, P. A., & van Merriënboer, J. J. G. (2013). Do learners really know best? Urban legends in education. Educational Psychologist, 48(3), 169–183.

Murre, J. M. J., & Dros, J. (2015). Replication and analysis of Ebbinghaus’ forgetting curve. PLoS ONE, 10(7), e0120644.

Schunk, D. H. (2012). Learning theories: An educational perspective (6th ed.). Pearson Education, Inc.

Almost every country has some type of uniformed law enforcement. Where there are police, there are training protocols that are followed to ensure their success and safety. VirTra does not limit law enforcement training to only one region – we hope to help officers and their communities with worldwide simulator training solutions.

VirTra is currently in 40 countries around the world, spanning from regions in North America all the way to Asia. Naturally, every country has different laws and areas of focus. What may be a common crime in the United States might not be somewhere else. Part of having clients around the world is ensuring we have the flexibility to alter content and tools to meet another region’s training needs.


Different Countries, Different Training Tactics

What may be the norm for officers in the U.S. could be totally different in another country. Force options vary greatly around the world – not every officer has a TASER®, and the type of firearm used could be different. There are also significantly different training requirements in place to actually become a police officer.

One interesting example is our client in Norway. To be a member of the Norwegian Police Force, a student must spend three years in the academy. Keep in mind that Norway’s population is smaller than the U.S. and they experience less violent crime. It is rare for an officer involved shooting to take place, but when it does, officers in Norway want to be prepared. In the U.S., despite a larger population, some states require the same amount of training as a barber.

A recent article allowed the Norwegian Police Force to share how they use VirTra to train. Like many agencies around the world, Norwegian Police practice de-escalation skills. They also practice firearm training in the event it is necessary and justified.


Training Servicemembers Worldwide

Military personnel worldwide have utilized simulation training in various ways. Though protocol, weaponry, and laws differ in different countries (similarly to the way law enforcement differs), the need to be well trained is a global necessity.

Military in Edomex – the State of Mexico – finds VirTra’s scenarios to be useful in preparing for real-life situations. Whether it is an active shooter in a classroom or movie theater or a subject barricading themselves in a convenience store, military at the training facility in Santa Lucía aims for a realistic experience. Servicemembers enter their V-300® in their uniforms and vests as if they were responding to a true incident.

According to an article, Edomex military servicemembers attend a two-week workshop that includes simulator training. After learning theories in the classroom, the simulator provides a hands-on approach. Servicemembers are then moved to practice live fire.


It is a great honor for VirTra to be able to serve law enforcement personnel all around the globe. Not only is it good to know our training is trusted, but staff at VirTra have learned a lot from working with a diverse group of officers to provide worldwide simulator training. If you are from a law enforcement agency outside the United States, feel free to contact a product specialist to tailor a solution to fit your needs.



VirTra’s V-ST PRO® firing range simulator is an excellent marksmanship tool for police departments worldwide. Its V-Marksmanship® program is a highly effective tool for training and maintaining law enforcement marksmanship. (While the V-Marksmanship program is equipped on all simulators, this article focuses on the abilities of the V-ST PRO’s V-Marksmanship program.) Here are a few ways VirTra’s firing simulator provides a superior training experience and helps supplement training in a traditional firing range:

Customizable Ranges/Variables

The V-Marksmanship program allows instructors to use pre-designed environments and add an unlimited number of targets, environmental affects—wind direction and speed, weather, etc.— and other variables in a variety of distances to test and hone an officer’s skill.

Training after this manner allows instructors to test in multiple situations; something that is not able to be duplicated on the range. For instance, a certain day at the range may offer 80 degrees with a 5mph wind coming from the north and 30% humidity. This is the only variable an officer will train on that day. But with a simulator, instructors can change the variables drastically for every single shot.

Customizable Targets

Traditional firing ranges offer minimal variables for marksmanship training. For example, targets on ranges often are only able to “move” along motorized wires, track systems or are attached to robotic systems. While these options are certainly better than standard stationary targets, it could be more.

The V-Marksmanship program allows targets to be programmed to move front to back, left to right or in a box shape—and at different speeds. Now when officers stand in front of the V-ST PRO, they can engage in a training situation that would not be possible in the field.

Accurate Ballistics Calculator

Going into the V-Marksmanship technology, the program is equipped with an accurate ballistics calculator. This ballistics calculator duplicates the speed, trajectory and aim based on the type of weapon fired and the selected weather conditions. Furthermore, it is independently verified up to 2,500 meters with .02 milliradians accuracy—thus providing a powerful training that other marksmanship training simulator programs cannot provide.

Realistic Firing Experience

While the simulator, programs and technology are excellent, training is taken to the next level with the officer’s weapons. VirTra offers multiple weapon options to best fit the department’s needs:

Recoil Kits— The drop-in laser recoil kit is inserted into an officer’s duty weapon and outfitted with a laser, allowing it to interact with the simulator.
CO2 Magazine— As for the CO2 magazine, this provides realistic recoil as the officer pulls the trigger. Instructors can choose to outfit their trainee’s weapons with the just the recoil kit, or the recoil kit plus the magazine for added realism.
Non-Guns— VirTra also offers non-guns, which mitigate real weapons being brought into the training environment. For maximum realism, each non-gun tool has replicated the shape and weight of the weapon it represents: the Glock 17/22 will look, feel and act like the real thing.

VirTra’s firing range simulators and accessories are much more customizable and powerful than any traditional firing range, making them an ideal supplement for officer marksmanship training. With a wide variety of pre-programmed and customizable environments, variables, and weapons, this program can take marksmanship training to the next level. Learn more by contacting a VirTra specialist.

When an officer lets their emotions get the best of them, they often show signs of it before any drastic actions occur. This is a crucial window where the officer’s partner can intervene before they lose control. If signs are ignored, it could progress and lead to excessive force or another violation of a person’s Constitutional rights.

Does your agency have policies in place for intervention? Are your officers prepared to intervene? If your answer to both of these questions is not a solid and immediate ‘yes,’ then it is time to consider solidifying intervention procedures. By emphasizing the importance of reporting misconduct and establishing a plan when witnessing it, you are protecting both your staff and the community.

Practicing Intervention Skills

VirTra has created V-VICTA® curriculum dedicated to informing agencies about officers’ duty to intervene as well as how to go about it. Simulated scenarios based off real-life events are paired with an easy-to-follow lesson plan and engaging training videos. Aptly titled “Duty to Intervene,” this course has gone through rigorous review to receive NCP certification from IADLEST.

While policies and the way agencies train vary by state, one thing certain is that every officer – regardless of rank or seniority – has the duty to intervene. It is vital to incorporate it into your training program in some way, and there have been creative methods used.

One such example is Utah Attorney General’s Office who hosts training courses dedicated entirely to the duty to intervene. Training Specialist Will Fowlke has blended VirTra into several training topics throughout the years. The latest addition is Duty to Intervene.

Duty to Intervene and Report Officer Misconduct

Utah Attorney General’s Office hosted a 2-hour training course addressing the duty to intervene and importance of reporting misconduct. The course uses excerpts from VirTra’s Duty to Intervene curriculum and utilizes scenarios on their V-300®.

“The scenarios we use include Crowd Control, Constitutionalist, Tire Tantrum, and VirTra’s new Duty to Intervene Vignettes Series that include five custom made vignettes designed to hone officers’ intervention skills” said Mr. Fowlke when discussing the utilization of scenarios during the course. “We selected these scenarios to address unconstitutional use of force, unconstitutional search and seizure, and biased police practices.” The course allows attending officers to review and analyze body cam footage. Analyzing known protest incidents helps officers learn the right and wrong ways to intervene.

Mr. Fowlke stated that he received positive feedback on the course. Participants noted that being able to review footage and participate in hands-on simulator training was helpful. In the past, Utah Attorney General’s Office has created training for Autism, Active Shooter, and other topics while utilizing VirTra’s scenarios.


If you would like to learn how you can incorporate simulated scenarios into your existing training regime, contact a specialist.

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