... Efficacy and Benefits of Augmented and Virtual Reality Based Learning during COVID-19 Jessica Caruso1, Lauren Harmon 1, Gabriella Born 12 , David Dufeau, PhD 12 jcaruso884@marian.edu lharmon441@marian.edu 1Marian gborn502@marian.edu MARIAN lJ,- \ ERSIT\ ddufeau@marian.edu University College of Osteopathic Medicine 20epartment of Biomedical Sciences, Marian University College of Osteopathic Medicine ~---------------------~ Discussion Introduction Traditional medical education typically consists of two years of didactic, lecture-based education {Years 1 and 2), as well as two years of clinical Until r ecently, VR and AR t echnologies were too expensive to clerkships and patient interactions {Years 3 and 4) December 2019: COVID-19 (highly contagious virus) global pandemic closure of schools Implement into the educational sector o Accessibility on personal devices allows for reduced cost o COVID-19 has led t o extensive disruption of medical education and training, causing urgency to implement and develop solut ions to combat this COVID-19 pandemic highlighted new challenges in education educational disturbance o Medical schools, educators, and students propelled into world of o Considering the COVI0-19 pandemic, it is important to be prepared for and adapt to new methods of learning in education total computerized learning o Push needed t o implem ent novel, unfamiliar technologies o Virtual-reality and augmented reality (VR/AR) provide a promising future for the enhancement of medical education Objective: This review aims to evaluate t he benefits and efficacy of augmented and virtual reality, especially during the COVID-19 pandemic o VR used to solve or confront modern day issues 0 Met hods: Using several peer-reviewed, randomized t rials, we review t he advantages of implementing VR/AR into medical school education o VR allows for specific COVID-19 education and patient care practice in low-risk settingn For more information regarding die history of ,;if'wol re-chnology, pJeou see rlle Joruk'y, Nobori presenroricn (Hisrory ortd Ew,lurion of V.-rruol ond Au91Mnred Reolir)' in M~icor Educorion) in r.his symposium VR allows for social-distance based learningu o Flexible, individualized learning vs. risks of social isolati on10 Efficacy and Benefits Benefit s of continued, safe learning outweigh potential technological challenges of implementing AR/VR into medical education Education More intuitive interface fosters increased motivat ion to study compared to tradit ional book figures11 Conclusion VR/AR use has 24-hour access compared to traditional cadaver laboratories VR/AR can aid in situations where cadaveric dissection falls short9 o VR/AR offer students an " undo" option o Allows visualization of structures too small to see with the naked eye' VR/AR aid students in mastering topics sooner and mastering them better 11 Decrease frequency of training and increase ease of traini During t he COVID-19 pandemic, we as a medical community are faced with teaching first year students all skills necessary to become proficient in anatomy, physical exams, and more, virtually Dec,ease costs and inc,ease etricier.cy o The pandemic offers unique opportunity for implementation of new Increase learners' self-confidence t echnologies 11 o Improved long-term retention and alleviation of working memory11 o Enhanced visuospatial learning AR can offer medical students a unique sense of proprioception and personalization of learning VR/AR allow university faculty to make their own anatomical models using scans from free databases,. Overal perfonnance improvement However, virtual instruction does not have to stop beyond the COVID19 crisis Increase skils cf leamers o Various ways in which virtual technology can teach medical students Bette, leamillg of anatomical positions VaJuabJe approach to slandard and unified education so-called "soft skills," such as empathy, engaging in difficult conversations, and more Because students have traditionally attended universities where Experience and Skills passive lecture styles, sub-opt imal resources, and limited time for VR/AR aid medical students in developing spatial intelligence9 cadaveric dissection have been used to instruct hard-to-master topics, it is time to look towards expanding the learning repertoire of medical students and allow t hem to personalize their educations o Enhanced ability to mentally convert 2D 3D Images o 20 30 deepens understanding VR can be utilized to render virtual patient encounters6 o Comfortability in leading difficult conversations VR can allow physician-ln-tratning to e>eperlence clinical encounter from perspective of patient6 o Empathy towards age-related disease (i.e. Alzheimer's, macular degeneration, high-frequency hearing loss) cost reduction and increased frequency of hospital-wide triage training L ._ 1,, '- o Supplementation of traditional in-person instruction -'l.-1.S.....,L.!H>o.L&-.-.t.~t)O-"llt-~-Wti ._lo,'o\-,llllto!._._ol&M."". . ~ - . , - S . - - - O i ' /.41o\O.lll,.~'-Ollo.1-.J _ _, ................~ '-a,.S.S,,.""W ........ o.c.,...1 J, f t ~ l ()O!Qt,Y-,i.,,1- , t ,T~. ,,............ . ..._ w.....,....,o,..,.._ -;i...~. . . . ... .,..". .- . . 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