Objective This study aims to investigate the application of a virtual simulation teaching platform for the training anesthesiology residents in universities in China and to explore the factors that influence the quality of the virtual simulation teaching. Methods Fifty‑five anesthesiology teachers who participated in "the 16th Training Session of the Training Center for Medical (Anesthesiology) Teachers Teaching International Students in English Ministry of Education" from 39 universities in China were enrolled. A survey was administered as part of the virtual simulation curriculum. Due to the absence of individual teachers, 52 (94.5%) and 50 (90.9%) questionnaires were received before and after the courses, respectively. The content of the questionnaires included the general information of the teachers, the application of virtual simulation teaching method in anesthesiology teaching, the teachers' awareness of virtual simulation teaching, the willingness to teach virtual simulation courses before and after the virtual simulation training, and the ability of teachers to carry out virtual simulation teaching after the training. Results Overall, 27 (51.9%) teachers reported that their universities applied a virtual simulation teaching method in anesthesiology teaching. Among the universities that used virtual simulation teaching, 20 (74.1%) teachers reported that their universities' training objects were residents. Thirty‑five (67.3%) teachers knew about virtual simulation teaching. Forty (76.9%) teachers stated that they had not used the virtual simulation teaching in actual teaching. The present study also found that, after the training involving virtual simulation courses, the teachers' awareness of the importance of virtual simulation teaching was improved and their willingness to teach virtual simulation courses were increased. They had a more positive attitude toward the advantages of virtual simulation teaching while their ability to carry out virtual simulation teaching was promoted. Conclusions Virtual simulation teaching platforms have not been widely applied in anesthesiology residents training. Moreover, the experience of anesthesiology faculties in using virtual simulation teaching methods needs to be further improved. Furthermore, virtual simulation training plays a key role in improving the competency of anesthesiology faculty. Thus, strengthening the training of virtual simulation among anesthesiology faculties, and adding virtual simulation courses and technical support may promote the popularization and homogenization of virtual simulation teaching platforms in the training of anesthesiology residents.