The methodology underlying the VIPS system relies on Donald A. Schön's theory of the "Reflective Practitioner" *, which states that a practitioner effectively acquires knowledge in a two-stage process:

• Reflection-in-action. In this first stage, the practitioner encounters a new situation while practicing his profession (such as consulting a patient). The practitioner mobilizes his/her existing explicit and implicit knowledge to take what ought to be appropriate action. Surprise and decision making in the context of uncertainty are key to this first learning phase.
  
  
• Reflection-on-action. In the second phase, after the action has been completed, the practioner recalls the process and establishes links between the actions he or she has accomplished in the first phase, the observed consequences and formal knowledge such as articles found in the literature.

To learn more about how VIPS came into existence, click on one of the links below:

• VIPS and the medical education paradigm shift
• The history of the invention of VIPS
• Key features of a good simulation program
• Key benefits.

* Schön, D. (1987) Educating the Reflective Practitioner, San Francisco: Jossey-Bass. 355 + xvii pages