Presented By: Serine Torosian, St. George's University, School of Medicine
Co-Authors: Vanad Mousakhani, Frank H. Netter MD, School of Medicine
Vineeta Ramnuth, St. George's University, School of Medicine
Gabrielle Walcott-Bedeau, St. George's University, School of Medicine
Samantha Wehsener, St. George's University, School of Medicine

Background
The use of virtual reality (VR) training in areas with high-stake outcomes, such as the military, aviation, and medicine, prepares individuals for perilous scenarios within a safe and controlled setting. This review article aims to investigate the application and effectiveness of VR technology during preclinical medical education. 

Method 
A systematic review following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta Analyses) guidelines was conducted in July 2023 using the PubMed and Scopus databases and search terms "medical education", "preclinical" and "VR or virtual reality". All relevant studies were screened and collated by two independent reviewers. 

Result 
The search resulted in 17/79 (21.5%) articles meeting the criteria for inclusion. There were articles on medical (n=12), and other healthcare (n=5) preclinical education. Among experimental studies, a statistically significant improvement in student performance and self-efficacy was found in 63.6% (7/11) of the studies. Most of the review articles reported positive student feedback (75.0%, 3/4). Additionally, positive remarks were made about student operation skills and confidence among 80.0% (4/5) of other health education studies. 

Conclusion 
Virtual reality technology promises an improved and immersive experience for learners. Since its first introduction, there has been a growing interest and a positive change in attitude towards the use of VR during education. With continued improvements in technology, it is important to explore the potential for enhancing medical training during the early preclinical years. VR allows students to study anatomical structures that are difficult to visualize on traditional cadavers. It provides animation and visual guides for the easy learning of abstract topics. Additionally, VR simulated learning provides a safe environment, e.g., during OSCE, allowing students opportunities to practice their clinical reasoning and skills. While VR may not fully replace traditional lectures, it has the potential to surpass the usefulness of textbooks for our future medical learners.