Dr. Simon Flandin is a Researcher in the CRAFT lab at the Faculty of Psychology and Educational Sciences at the University of Geneva. His research consists of analysing the occupational and training activity of professionals in order to determine the best methods of generating transformations that improve performance, health, and development. His research approach is grounded in French-speaking Ergonomics and in Enaction theory, and his main fieldworks are video and simulation uses in various contexts of vocational education and professional development. Since 2016 his research agenda is polarized by safety and crisis management training. In 2019, he was the first educational scientist to obtain a SNSF (Swiss National Science Foundation) Ambizione Fellowship.Prof. Christine Vidal-Gomel is a Full Professor of Educational and Training Sciences. She is affiliated with the Centre de Recherche en Éducation de Nantes (CREN) at the University of Nantes (France). Herresearch approach consists of analyzing the activity and development of professionals from the theoretical and methodological frameworks of French-speaking Ergonomics and Professional Didactics. She works on the design of 'enabling' training situations, integrating professional development and occupational health and safety. She carries out field studies in different domains, such as healthcare, building and civil engineering, and autonomous vehicle driving.Dr. Raquel Becerril Ortega is an Industrial Engineer and Associated Professor in Educational Sciences in the CIREL laboratory (University of Lille, France). Her work consists of analysing occupational and training activity in order to design and develop adult training courses using simulation. She teaches to both academic and professional audiences. Her main interests are theories of adult learning and training, training design, simulation, and occupational activity analysis. In 2018, she obtained a research Fellowship from the French National Institute for Research in Digital Science and Technology to contribute to a research and development program on simulation training at the University of Santiago, Chile.

• Chapter 1.  An Introduction to Simulation Training through the Lens of Experience and Activity Analysis.- Part I:  Experience and Activity-based Conceptualizations of Simulation Design and Outcomes.- Chapter 2. Simulation-based learning for technical gestures in healthcare: What kind of experience is required? .- Chapter 3. Four lines of analysis for civil security crisis simulations: insights for training design.- Chapter 4. Renewing the tools for simulation based training in medical education: How Situated Cognition approaches can help us?.- Chapter 5. The psychological validity of training simulations: Analysis of a simulation with role-playing games to experiment the gesture of “relational touch”.- Chapter 6. Design process for a virtual simulation environment for training healthcare professionals in geriatrics.- Chapter 7. Ergo-scripting in activity-based training design:  An illustration from the design of a virtual environment.- Part II: Empirical Lessons From Experience And Activity-based Approaches To Simulation Training.- Chapter 8. Simulation to experiment and develop risk management in exceptional crisis situations: the case of the Casualty Extraction Teams.- Chapter 9. Analyzing the collective activity of firefighters during urban fire simulation.- Chapter 10. Subjective Evidence Based Ethnography: an alternative to debriefing for large-scale simulation-based training?.- Chapter 11. A study of police cadets’ activity during use-of-force simulation-based training: empirical lessons and insights for training design.- Chapter 12. How do simulated high-intensity situations train leaders to maintain their ability to act in unfamiliar, unforeseen or uncertain environments?.- Chapter 13. On care and the sensitive experience of caregiver activity in simulation situations: a possible model for encounters between health practitioners and their patients to enhance communication training.- Part III: Promising Avenues For Simulation Training Design And Research.- Chapter 14. New questions for interventions and research in simulation training based on actors’ activity.- Chapter 15. Simulation in healthcare, a resource in times of crisis. a look back and a look forward.

Dr. Simon Flandin is a Researcher in the CRAFT lab at the Faculty of Psychology and Educational Sciences at the University of Geneva. His research consists of analysing the occupational and training activity of professionals in order to determine the best methods of generating transformations that improve performance, health, and development. His research approach is grounded in French-speaking Ergonomics and in Enaction theory, and his main fieldworks are video and simulation uses in various contexts of vocational education and professional development. Since 2016 his research agenda is polarized by safety and crisis management training. In 2019, he was the first educational scientist to obtain a SNSF (Swiss National Science Foundation) Ambizione Fellowship.Prof. Christine Vidal-Gomel is a Full Professor of Educational and Training Sciences. She is affiliated with the Centre de Recherche en Éducation de Nantes (CREN) at the University of Nantes (France). Herresearch approach consists of analyzing the activity and development of professionals from the theoretical and methodological frameworks of French-speaking Ergonomics and Professional Didactics. She works on the design of 'enabling' training situations, integrating professional development and occupational health and safety. She carries out field studies in different domains, such as healthcare, building and civil engineering, and autonomous vehicle driving.Dr. Raquel Becerril Ortega is an Industrial Engineer and Associated Professor in Educational Sciences in the CIREL laboratory (University of Lille, France). Her work consists of analysing occupational and training activity in order to design and develop adult training courses using simulation. She teaches to both academic and professional audiences. Her main interests are theories of adult learning and training, training design, simulation, and occupational activity analysis. In 2018, she obtained a research Fellowship from the French National Institute for Research in Digital Science and Technology to contribute to a research and development program on simulation training at the University of Santiago, Chile.

• Chapter 1.  An Introduction to Simulation Training through the Lens of Experience and Activity Analysis.- Part I:  Experience and Activity-based Conceptualizations of Simulation Design and Outcomes.- Chapter 2. Simulation-based learning for technical gestures in healthcare: What kind of experience is required? .- Chapter 3. Four lines of analysis for civil security crisis simulations: insights for training design.- Chapter 4. Renewing the tools for simulation based training in medical education: How Situated Cognition approaches can help us?.- Chapter 5. The psychological validity of training simulations: Analysis of a simulation with role-playing games to experiment the gesture of “relational touch”.- Chapter 6. Design process for a virtual simulation environment for training healthcare professionals in geriatrics.- Chapter 7. Ergo-scripting in activity-based training design:  An illustration from the design of a virtual environment.- Part II: Empirical Lessons From Experience And Activity-based Approaches To Simulation Training.- Chapter 8. Simulation to experiment and develop risk management in exceptional crisis situations: the case of the Casualty Extraction Teams.- Chapter 9. Analyzing the collective activity of firefighters during urban fire simulation.- Chapter 10. Subjective Evidence Based Ethnography: an alternative to debriefing for large-scale simulation-based training?.- Chapter 11. A study of police cadets’ activity during use-of-force simulation-based training: empirical lessons and insights for training design.- Chapter 12. How do simulated high-intensity situations train leaders to maintain their ability to act in unfamiliar, unforeseen or uncertain environments?.- Chapter 13. On care and the sensitive experience of caregiver activity in simulation situations: a possible model for encounters between health practitioners and their patients to enhance communication training.- Part III: Promising Avenues For Simulation Training Design And Research.- Chapter 14. New questions for interventions and research in simulation training based on actors’ activity.- Chapter 15. Simulation in healthcare, a resource in times of crisis. a look back and a look forward.

Dr. Simon Flandin is a Researcher in the CRAFT lab at the Faculty of Psychology and Educational Sciences at the University of Geneva. His research consists of analysing the occupational and training activity of professionals in order to determine the best methods of generating transformations that improve performance, health, and development. His research approach is grounded in French-speaking Ergonomics and in Enaction theory, and his main fieldworks are video and simulation uses in various contexts of vocational education and professional development. Since 2016 his research agenda is polarized by safety and crisis management training. In 2019, he was the first educational scientist to obtain a SNSF (Swiss National Science Foundation) Ambizione Fellowship.Prof. Christine Vidal-Gomel is a Full Professor of Educational and Training Sciences. She is affiliated with the Centre de Recherche en Éducation de Nantes (CREN) at the University of Nantes (France). Herresearch approach consists of analyzing the activity and development of professionals from the theoretical and methodological frameworks of French-speaking Ergonomics and Professional Didactics. She works on the design of 'enabling' training situations, integrating professional development and occupational health and safety. She carries out field studies in different domains, such as healthcare, building and civil engineering, and autonomous vehicle driving.Dr. Raquel Becerril Ortega is an Industrial Engineer and Associated Professor in Educational Sciences in the CIREL laboratory (University of Lille, France). Her work consists of analysing occupational and training activity in order to design and develop adult training courses using simulation. She teaches to both academic and professional audiences. Her main interests are theories of adult learning and training, training design, simulation, and occupational activity analysis. In 2018, she obtained a research Fellowship from the French National Institute for Research in Digital Science and Technology to contribute to a research and development program on simulation training at the University of Santiago, Chile.

• Chapter 1.  An Introduction to Simulation Training through the Lens of Experience and Activity Analysis.- Part I:  Experience and Activity-based Conceptualizations of Simulation Design and Outcomes.- Chapter 2. Simulation-based learning for technical gestures in healthcare: What kind of experience is required? .- Chapter 3. Four lines of analysis for civil security crisis simulations: insights for training design.- Chapter 4. Renewing the tools for simulation based training in medical education: How Situated Cognition approaches can help us?.- Chapter 5. The psychological validity of training simulations: Analysis of a simulation with role-playing games to experiment the gesture of “relational touch”.- Chapter 6. Design process for a virtual simulation environment for training healthcare professionals in geriatrics.- Chapter 7. Ergo-scripting in activity-based training design:  An illustration from the design of a virtual environment.- Part II: Empirical Lessons From Experience And Activity-based Approaches To Simulation Training.- Chapter 8. Simulation to experiment and develop risk management in exceptional crisis situations: the case of the Casualty Extraction Teams.- Chapter 9. Analyzing the collective activity of firefighters during urban fire simulation.- Chapter 10. Subjective Evidence Based Ethnography: an alternative to debriefing for large-scale simulation-based training?.- Chapter 11. A study of police cadets’ activity during use-of-force simulation-based training: empirical lessons and insights for training design.- Chapter 12. How do simulated high-intensity situations train leaders to maintain their ability to act in unfamiliar, unforeseen or uncertain environments?.- Chapter 13. On care and the sensitive experience of caregiver activity in simulation situations: a possible model for encounters between health practitioners and their patients to enhance communication training.- Part III: Promising Avenues For Simulation Training Design And Research.- Chapter 14. New questions for interventions and research in simulation training based on actors’ activity.- Chapter 15. Simulation in healthcare, a resource in times of crisis. a look back and a look forward.