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Missouri Medicine


The need to augment standardized learner outcomes related to performance and clinical competency led to creating curricular elements that would provide instruction and assessment from multiple perspectives. The COVID-19 pandemic brought about needs for re-imagination of standardized simulated clinical experiences given the need for increased distance-learning and asynchronous formats. Our goal was to identify activities that would engage pre-clinical simulation through asynchronous virtual reality (VR) case scenarios. The intent was to provide additional resources whereby competencies could be more defined through performance metrics and standardized assessments additive to our established simulation-based curriculum throughout all curricular phases. Student reflection and metacognition identified gaps to guide future performance improvement through the VR activities. Learner outcomes encompassing history-taking, physical assessment, evidence-based clinical reasoning, and medical decision-making guided the instructional objectives. The composite data showed progressive improvements over five scenarios delivered in our second-year clinical medicine curriculum.

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COVID-19, medical education, virtual reality, computer simulation