We read with great interest the article by Okoli et al. titled “From the lecture hall to the cloud: Theoretical foundations for engaging virtual and hybrid didactics in emergency medicine” 1. We commend the authors for their thoughtful and timely synthesis, which advances the field by grounding virtual and hybrid educational strategies in robust pedagogical theory. As medicine educators navigating evolving teaching landscapes, we find this contribution particularly valuable. Okoli et al. effectively bridge theoretical models (including cognitive load theory, experiential learning, and adult learning principles) with practical applications for residency didactics. This connection is more than academic; it provides actionable guidance for designing virtual environments that promote learner engagement, psychological safety, and instructional alignment 1. Amid the ongoing integration of virtual learning into EM curricula, this theoretically anchored approach equips faculty with essential tools for intentional design and reflection. Many educators transitioned rapidly to digital teaching platforms during the pandemic, often without structured training in virtual pedagogy 2. As such, integrating the frameworks outlined by Okoli et al. into longitudinal professional development initiatives may enhance not only content delivery but also educators' self-efficacy and learner outcomes 3. Furthermore, the authors rightly highlight that replicating in-person lectures over video conference is pedagogically insufficient. We echo this concern and suggest that virtual and hybrid instruction must evolve from being a stopgap solution to a deliberate, evidence-informed modality. Doing so can widen access to quality training, accommodate diverse learning needs, and mitigate structural inequities in educational access 4, 5. In conclusion, Okoli et al. provide the field with more than a conceptual map; they offer a roadmap for transformative, theory-driven digital pedagogy in emergency medicine. Their article encourages us to elevate virtual instruction from reactive necessity to strategic opportunity. We urge educators, program directors, and academic institutions to heed this call and embed these insights into the future of EM training. The authors declare no conflicts of interest. Data sharing not applicable to this article as no datasets were generated or analyzed during the current study.
Millán‐Hernández et al. (Wed,) studied this question.